The 3 Reads instructional routine is designed to develop students’ ability to make sense of problems by deconstructing the process of reading mathematical situations. Over time, students will internalize this process, thereby creating a heuristic for reading and making sense of mathematical story problems, math practice 1.
The info-graphic captures the flow of the routine, and resources below will support your implementation of the routine. We’ve provided a copy of the planner so that you may download and print it, or type right into it. The slides may be customized for a specific task by inserting images and refining the prompts. And, finally, we’ll continue to update the tasks section, and hope you’ll comment on your own experiences with them, and upload artifacts from your classroom.
You can read more about the 3 Reads in Chapter 6 of Routines for Reasoning, and read about implementing the 3 Reads reasoning routine remotely.
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Today I taught the 3 Reads Routine for the first time… to a small group of ELL students whose language proficiencies are between levels 1 and 4. What I noticed is that the format of 3 Reads somehow allows students to be more relaxed about the reading and thinking process. I think the freedom comes partly from being given the time to read the problem 3 times and partly from being asked not to blurt out the answer. The explicit instructions that go with each of the steps of the 3 reads is very helpful to students.
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(The 3 Reads) routine has been a way…for meaningful coaching that is not just about implementing a new product/program. I’ve modeled it now in 3 different classrooms, and teachers have taken the routine and run with it. Students keep commenting to me in the hall telling me they read a problem 3 times following the routine in their head. My favorite was a 3rd grader who has received math support from a special educator since 1st grade. She happily came up to me and said, “I did 3 Reads today! I knew what the problem was about and what I was supposed to do all by myself! …my teacher was so happy because I figured out what to do without her!” How great is that?!? Her confidence was soaring, … and she could figure out the problem independently.
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I quickly realized how important this routine was to slow students down and have them spend time thinking about the problem as they are so driven to solve and be correct they miss important information.
Watch Grace Kelemanik engage adults in the 3 Reads Instructional Routine at the Heinemann Teacher Tour
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