Help students engage in understanding before rushing to solve. Close reading, typically associated with ELA, “peels the onion” uncovering layers of meaning in a text for deeper comprehension. Using three reads, students close listen, then close read to ground their thinking, reasoning, delay answer-getting and surface misconceptions.
Read the problem out loud to the class. Students turn and talk. Next, students view the problem in the app for a whole class choral read. Students start “what do you notice?” Repeat choral for a third read leading to “what do you wonder about?”. This is how UNDERSTAND is launched - students continue on to CueThink.
With Peers (Partners)
Student partner up and take turns reading the problem to each other and follow the same process as for a whole class - this then becomes a “six reads”. An organizer, like our sample on the next page, might be useful until students become familiar with the protocol.
Sample Organizer / Guide
FORGET THE NUMBERS! Ask yourself: “What’s the overall idea here?
LOOK FOR THE PURPOSE. Think to yourself: “What mathematics might be involved?
GATHER THE INFORMATION: Look for yourself: Find any information provided and consider what might be needed.
1. To extend this learning strategy beyond the classroom you might have students create a
mnemonic or graphic organizer for three reads for math problem solving.
2. Complement the activity with a 3-2-1 exit ticket or suggested closing for students’ thinklets.
Use this as a whole class conversation or things to consider for annotating class thinklets.
(3) three things I Iearned
(2) two things I found interesting [while solving]
(1) one question I still have