Three Reads Protocol
A Math Language Routine
First Read: Teacher reads the problem stem orally.
You may have visuals to accompany the oral read of the problem stem. Students listen to the story with the goal of turning to a partner and sharing what they remember of it. Memorizing it is not necessary.
Key Question: What is this situation about?
Second Read: Choral or partner read of the problem stem.
Project the problem stem so the whole class can see it. Lead the class either in a choral read of the problem or have partners read the problem orally to each other. Choral read is preferable because it allows everyone to participate without excessive pressure. A partner read can work if that is a better fit. Explain that math stories usually have information about quantities (numbers) and the units that are being counted.
Key Question: What are the quantities in the situation?
Third Read: Partner or choral read the problem stem orally one more time.
Have students to do one more read of the “story” and ask them to think, “What is missing to make this a good math problem?” Students volunteer their answers. Responses will vary because many students assume there is a question without actually reading one. Without correcting student responses, probe until the class decides that a question is missing. Ask, “Is there only one question that we can ask of this story?” Students responses may vary, but there are usually many different questions that can be asked of almost any scenario.