I have been using a lot of resources from the OER Project this year. It has great material to teach history in a way that develops real skills in students. And one of my favorite types of activities that the OER project uses is the “Three Close Reads” process. It is simple yet effective reading strategy in which students are given an article and have to read it three times. Each time they read it, they have to read it in a different way.
The First Read (Preview – Skimming for Gist)
In the first read, students skim through the article to grasp its general idea. This quick read involves examining the title, author, headings, images, and opening sentences of each paragraph. By focusing on these elements, students can form an initial understanding of the article's main themes. Following this skim, a class discussion allows students to share their impressions and insights about the central ideas presented in the text.
The Second Read (Key Ideas – Understanding Content)
In the second read, students read the article from start to finish, focusing on understanding the key concepts and arguments presented. This reading is more aligned with their typical reading habits, as they delve deeper into the text for detail. Students are encouraged to take notes on unfamiliar vocabulary and engage with a given set of questions to ensure they grasp the essential content. By the end of this close read, they should be equipped to answer the questions provided by the teacher, demonstrating their understanding of the material.
The Third Read (Evaluating and Corroborating)
In the third and final read, students evaluate and corroborate the information, connecting the key ideas to the larger topic at hand. They reflect on why the article matters and how it relates to other content they have studied. This read emphasizes higher-order thinking, culminating in a discussion that encourages students to articulate their insights and make meaningful connections between the text and broader themes.
Here is an activity I created based on the Three Close Reads process for you to have an idea of how to structure it.
Lesson Plan: Three Close Reads of "Problems Without Passports" by Kofi A. Annan
Objectives:
Analyze the main ideas and arguments presented in Kofi A. Annan’s article.
Develop critical thinking skills through close reading and discussion.
Materials:
Close reading guide with key questions
1. Introduction (5 minutes
Explain the "Three Close Reads" strategy briefly.
2. First Read (Preview – Skimming for Gist) (10 minutes)
Distribute copies of the article.
Instruct students to skim the article, focusing on titles, headings, and opening sentences.
Conduct a quick discussion on the article’s main ideas:
What is the central message?
3. Second Read (Key Ideas – Understanding Content) (15 minutes)
Students read the article thoroughly.
Provide a few guiding questions to answer during reading:
Briefly discuss answers in pairs or small groups.
Guiding Questions:
Note down THREE problems without passports that the author mentions in the article.
According to the author, in what ways is today’s globalization different to the globalization of the past?
According to the author, what binds us together as an international community?
The author believes that an international community does exist. What does he say about the international community and what examples does he give about it?
4. Third Read (Evaluating and Corroborating) (10 minutes)
Instruct students to read the article again, focusing on connections to broader topics.
Facilitate a class discussion with the following question: “The idea of globalization is much more powerful than the idea of nationalism’. Do you agree or disagree?”
Encourage students to share insights and make connections.
5. Conclusion (5 minutes)
Summarize key points discussed.
Assign a short reflective writing task on the importance of understanding global issues.
Students can use this process when approaching readings as it helps them practice inquiry skills by teaching them to analyze accounts and interpretations through a variety of reading strategies. Instead of simply learning about concepts, students learn to evaluate different perspectives on issues, enabling them to take an active role in constructing and deconstructing ideas, rather than accepting information at face value.
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