Dana Davis

ELD 307
Dr. Casey
Spring 2015
Running Record Lesson Plan
3-2-1
Grade Level: 2
Subject: Literacy

Topic: Readers Workshop

Rationale: Being able to read informational text effectively is a fundamental quality of

successful readers. In this lesson, students learn to use the 3-2-1 strategy, which involves writing
about three things they discovered, two things they found interesting, and one question they still
have. After teacher modeling, students will read informational text independently and use the 32-1 strategy to comprehend what they read.
Standards:
CCSS.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within
the text.
CCSS.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Objective: The students will be able to (SWBAT) identify things they discover while reading
informational text. SWBAT list things that they find interesting while reading informational text.
SWBAT pose a question about something that they are uncertain of, related to the topic being
read in the informational text.
Materials: a non-fiction text, post-its, pencil
Procedure:
1. Allow students to choose an informational text. It is best if they choose a topic that is of
interest to them.
2. Have the students read the text, individually or with their reading partner.
3. After reading the text, tell students that they are going to learn a special strategy that they
can use to help them understand something they read. The strategy is called 3-2-1.
The first step is to write "3 things you discovered." Write this heading on the
board and ask students to go back through the text and place Post-its noting the
things they discovered on the corresponding page that they found the information
on.

 The second step is to write "two interesting things." Use the same approach as in
the first step.
Last, have students think of one question they still have about the topic. Have
students write "1 question I still have" on a Post-it.
4. Have the students re-read the chapter and create a question about something they would
like to know or something that they are confused about.
5. This is a good opportunity to evaluate students reading. While going and visiting each
reading group, ask each student, one at a time, to whisper read so that you can evaluate
their fluency and ability to use strategies on difficult words. Ask students to use their
strategies if they get stuck on a tricky word. Question the student for comprehension,
asking them to state the main character, main point, setting, problems/solutions, etc. and
provide textual evidence to back-up their response.
6. When all students have completed their 3-2-1 Strategies, allow time for them to share
what they learned from reading their articles with one another in small groups or as a
whole class.
Assessment:
Comprehension of the informational text may be assessed through the students responses
to the 3-2-1Strategy.
Differentiation: Younger students who are beginning readers and writers, you may allow them
to copy from the text the three things they discovered and the two things they found interesting.
Older students and more advanced readers and writers could be expected to summarize what they
read in their writing. You could also create a 3-2-1 Strategy Chart for those students that may be
able to focus better with that than with the Post-its.
Future Connections: Have students do their own research to find the answers to their own
questions.
References
Weimer, Melissa. "Reading Informational Texts Using the 3-2-1 Strategy - ReadWriteThink."
Readwritethink.org. ILA/NCTE, 2015. Web.