Running head: STRATEGY EXPLORATION

Strategy Exploration
EDU 742: Study Skills and Content Literacy
Kayla Pollak

STRATEGY EXPLORATION

According to Vacca (1998), Expository texts have their own unique structures that are
different from those of narrative text, and most students, regardless of their reading ability,
struggle at times with expository text (as cited in Dymock & Nicholson, 2010). Dymock and
Nicholson (2010) argue that informational texts can be difficult for young students to
comprehend for a variety of reasons, including the content-specific vocabulary, a students lack
of background knowledge on the particular topic, and the mere structure of the text (p. 166).
However, as educators it is our job to expose our students to a plethora of strategies that will help
them comprehend content-rich texts, ultimately helping them achieve literacy success.
Fello, Paquette, and Jalongo (2007) explain that, Talking Drawings enables children to
combine their prior knowledge about a topic with new information derived from expository text.
The students translate recently acquired understandings into illustrations and then further
elaborate their understandings through discussion with partners (p. 80). This strategy is useful
to teachers because it allows us to quickly and easily assess prior knowledge, listening
comprehension, and newly acquired knowledge on a specific topic (Fello, Paquette, and Jalongo,
2007). I teach third grade in a Title I school with a high population of English Language
Learners. Many of my students struggle with writing and independent reading, but with the
Talking Drawings strategy, my students would thrive through the modes of drawing, speaking,
and listening to reading. McConnell (1993) argues that Childrens natural inclination to express
themselves using drawing is developmentally appropriate for elementary learners of all ages,
thus making this an appropriate strategy for my third graders (as cited in Fello et al., 2007).
For example, lets pretend that my third graders are beginning a science unit on ocean
habitats. I would begin by asking my students to picture an ocean habitat in their mind. With
their visualization and any prior knowledge on ocean habitats, I would distribute necessary

STRATEGY EXPLORATION

materials and ask my students to draw a picture demonstrating what they think they know about
ocean habitats. I emphasize the word think because teachers often find that students carry many
misunderstandings about informational topics commonly found in science and social studies
(Fello et al., 2007). Once students finish their drawings, they would get in small groups and take
turns showing their artwork and explaining their drawing. Then, I would gather all of my
students on the carpet, and I would read them a non-fiction text about ocean habitats. While
reading aloud, I would make sure to pause at pre-determined points and ask questions that
promote thinking and discussion. Additionally, as I read, I would point out the different text
features in the book, such as any diagrams, charts, labels, etc. After reading the text aloud, I
would ask students to either revise their original drawing or create a new drawing using the
information they learned from our read aloud. I would encourage students to include as many
new vocabulary terms as possible in their drawing by labeling. Once the new and revised
drawings were completed, students would once again discuss their pieces of art with a fellow
classmate or small group. Students would also discuss the similarities and differences between
their pre and post drawings (Fello et al., 2007).
While Talking Drawings is an easy assessment tool, the read aloud portion of this strategy
is also a major pro. According to Webster (2009), Through oral reading, students can build
background knowledge and develop a better understanding of the technical vocabulary and
content information in the text (as cited in Altiera, 2011, p. 80). Additionally, Fello et al. (2007)
argue that The Talking Drawings Strategy promotes vocabulary development naturally, whether
students are listening to or reading expository text (p. 70). I currently have twenty students in
my third grade class, eleven of which are English Language Learners. Echevarria, Vogt, and
Short (2004) found that in order for ESL students to fully internalize and comprehend new

STRATEGY EXPLORATION

vocabulary, English Language Learners need plenty of opportunities to use the content-specific
vocabulary in engaging conversations with classmates (as cited in Ogle & Correa-Kovtun, 2010,
p. 533). The Talking Drawings Strategy allows students to safely explore new vocabulary terms
through peer discussionwhich is beneficial to all students.
Pressley and Afflerbach (1995) argue that Good readers are systematically active, and
they do not use one strategy at a time. They monitor their learning (as cited in Zygouris-Coe,
Wiggins, & Smith, 2004, p. 381). Similarly, Pearson, Roehler, Dole, and Duffy (1992) describe a
good comprehender as one who Uses existing knowledge to make sense of new information;
asks questions about the text before, during, and after reading; draws inferences from text;
monitors his or her comprehension; uses fix-up strategies when meaning breaks down; and
determines what is important (as cited in Zygouris-Coe et al., 2004). The 3-2-1 comprehension
strategy helps students become more mindful and purposeful readers.
The 3-2-1 strategy is fairly simple, yet very useful in helping students construct meaning
from informational texts. During the first step of this strategy, students summarize three key
facts or findings from the reading (Zygouris-Coe et al., 2004). Zygouris-Coe et al. (2004)
explain that By focusing on three discoveries made during reading, students are encouraged to
pay closer attention to the text by identifying key facts and sharing their understandings of the
text by writing and explaining meaning in their own words (p. 382). In the second step of the 32-1 strategy, students list or explain two things that interested them from the reading (ZygourisCoe et al., 2004). Towle (2000) explains that providing students with opportunities to share their
opinions about texts helps make the reading experience more authentic and meaningful (as cited
in Zygouris-Coe et al., 2004). The last portion of the 3-2-1 strategy requires students to write
down one question that they still have about the reading (Zygouris-Coe et al., 2004). McKeown

STRATEGY EXPLORATION

(2002) notes that Active questioning engages readers while serving to build knowledge of texts
(as cited in Zygouris-Coe et al., 2004, p. 382).
The 3-2-1 strategy is adaptable, and can be extended or modified to fit a variety of
purposes and learners (Zygouris-Coe et al., 2004). For example, instead of the standard 3-2-1
template, teachers can re-word the sentence stems to fit a particular section of a book: List 3
things Nick Allen learns from Mrs. Granger; Describe 2 characters from Frindle and compare
and contrast them; Provide 1 question that you had while reading the book and then explain how
and when that question was answered. This strategy can be used in all subjects and across all
genres; however, it works particularly well for making sense of informational texts. The 3-2-1
strategy could be used in social studies while reading biographies and autobiographies, during
science while reading articles about the solar system, and even during math after reading a book
on a particular skill such as place value.
Zygouris-Coe et al. state that One of our goals in reading is to maximize students
interaction with textthe more students get involved with text, the higher probability of
comprehension (p. 383). The aforementioned comprehension strategies will assist students in
making sense of informational texts and will help students become more engaged and thoughtful
readers.

STRATEGY EXPLORATION

6
References

Altieri, J. L. (2011). Content Counts!: Developing disciplinary literacy skills, K-6. Newark, DE:
International Reading Association.
Dymock, S., & Nicholson, T. (2010). "High 5!" Strategies to Enhance Comprehension of
Expository Text. The Reading Teacher, 64(3), 166-178. Retrieved from
http://www.jstor.org/stable/40961978

Fello, S. E., Paquette, K. R., & Mary, R. J. (2007). Talking drawings: Improving intermediate
students' comprehension of expository science text. Childhood Education, 83(2), 80-86.
Retrieved from https://une.idm.oclc.org/login?
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Ogle, D., & Correa-Kovtun, A. (2010). Supporting english-language learners and struggling
readers in content literacy with the "partner reading and content, too" routine. The
Reading Teacher, 63(7), 532-542. Retrieved from https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/203282606?accountid=12756

Zygouris-Coe, V., Wiggins, M. B., & Smith, L. H. (2004). Engaging students with text: The 3-21 strategy. The Reading Teacher, 58(4), 381-384. Retrieved from
https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/203283120?accountid=12756