The+3-2-1+Strategy

**The 3-2-1 Strategy**

**Content** The 3-2-1 strategy is a reading strategy involving using a 3-2-1 chart of questions in order for the teacher to see if the student comprehended the story that they had just read. This can be used as a summarizing technique during reading comprehension.

**Grade Level** This strategy would work best in grade levels 4th-12th grade depending on th story that is being read at that time. **Curriculum Standards** Cso's for seventh grade students:

RLA.O.7.1.4 use pre-reading strategies (e.g., generating questions, previewing, activating and evaluation prior knowledge, scanning, skimming) and comprehension strategies to critically analyze and evaluate the composition of text by:
 * generalizing to establish a purpose for reading
 * interpreting the relationship between graphic aids and text
 * making complex or abstract predictions by synthesizing information gained from previewing text and graphic aids

RLA.O.7.1.5 determine and interpret the elements of literature to construct meaning and recognize author’s and/or reader’s purpose:
 * plot
 * character
 * setting
 * conflict
 * rising and falling action
 * climax
 * resolution
 * point of view
 * antagonist
 * protagonist
 * hero

RLA.O.7.2.1 use note-taking strategies including paraphrasing and summarizing to develop a written composition. **Description of Practices** The 3-2-1 strategy is used for reading practices.
 * Create a 3-2-1 chart with any type of template or chart the teacher is willing to complete
 * The chart will include 3 things you found out
 * 2 interesting things
 * 1 question you still have
 * The students can complete these questions or other questions the teacher may have came up with after each chapter in the story they are reading.
 * The teacher can change the 3-2-1 questions based on what they are completing for that day.
 * At the end of the lesson teacher can collect the cards and use them in a class discussion.

**Implementation Considerations** This strategy can be used in whole group settings, co-teaching settings, small groups and with individual students. This strategy can be used to help students learn how to summarize a story or summarize chapters in a story. This will help the teacher see whether or not the student or students have comprehended the story. Students in the high school and middle school age groups usually read longer texts in school. This strategy can be used after each chapter with different questions to make sure the students are actually learning from each chapter they have read. This also helps the students comprehend the story in small parts as opposed to wait until the end of the text being read. Since the teacher can use different questions each time the students finish a chapter, the 3-2-1 strategy can be sued over and over again. For example, the teacher can ask the students to name 3 main events of the story, 2 main characters, and the one main theme of the story.

**Example**

**Citation**

Preszler, J. (2006). More strategies to guide learning 4-12. //ESA Regions//, 20-21. Retrieved from http://www.sdesa6.org/content/docs/MoreStrategiesToGuideLearning080808.pdf