Three-Level Guide Synthesizing

Description:  A comprehension strategy which supports students to read the text closely by
providing a clear purpose and direction for reading.  Uses declarative statements which can
spring discussions and conversations about the content.

Focus Group:  Elementary- Adult

Major Focus:  Comprehension

Procedure:
 Three Levels:
  1.  Literal recognition- reading the lines
  2.  Interpretation- reading between the lines
  3.  Application- reading beyond the lines

 Select a text which:
  1.  Deals with issues which challenge students beyond the literal level
  2.  Reflects the main ideas and concepts covered in the unit of work
  3.  Uses rich language

 Creating a Three Level Guide
  1.  Begin construction of the guide at level 2, the interpretive level.
   - Ask:  "What does the author mean?"  Write down in your own words all inferences that make sense to you and that fit  your content objectives.  Statement should be simply and clearly written.

  2.  Search the text for the proposition and explicit pieces of information needed to
   support the inferences you have chosen for level 2. Put these into statement form (This is Level1)

  3.  Decide whether you want to add a distractor or two to levels 1 and 2.
   - Maintains an active response to the information search.

  4.  Develop statements for level 3, the applied level. Help students connect prior knowledge to what they read.

  5.  Be flexible and adaptive. Develop a format that will appeal to you and your students.


Adapted from Content Area Reading:Literacy and Learning Across the Curriculum
 by Richard T. and Joanne L. Vacca

Sample for use in your classroom
article for the sample guide

Three Level Guide Sample

‘Bagging a ‘berg may solve water worries: scientist’

by Simon Grose, The Canberra Times (November 20, 2001)

Read the text and then look at the following statements.  Respond to the statements in each section. Tick if you agree, cross if you disagree.  Discuss your responses with others.

Level 1 Literal Statements

Does the text say this? What words support your answer?

___ Icebergs are worth a lot of money.

____ Australia is developing a system for bagging icebergs.

____ This technology is freely available to everyone.

___ Towing icebergs is no longer expensive.

___ Bagged icebergs provide pure fresh water.

Level 2 Interpretive Statements

Does the text give you this idea? What words and phrases support your answer?

_____ It is inexpensive to harvest an iceberg.

 _____ Icebergs will soon be used widely to supply water to dry regions of the world including     Australia.

______ Companies in Germany and America are developing this technology because their countries are running out of water.

______ Supplying water is a profitable business.

______ Icebergs have already been towed to Africa.

Level 3 Applied Statements

Do you agree with this? Why? Be prepared to share your reasons.

_____ We don’t need to conserve resources because technology will always overcome these concerns.

_____ Australia will greatly benefit from this new technology.

_____ Big companies are always looking for ways of helping

developing countries.

_____ Environmental problems can easily be solved by technology. .