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Infusing the Three-Listen Strategy will support students’ receptive skills by giving them multiple opportunities to process complex text and academic language. Each listen builds on the last—helping students recognize key vocabulary, strengthen comprehension of the main idea, and connect supporting details. This layered approach reduces cognitive overload, allows English Learners and struggling readers to engage with rigorous content, and builds confidence in their ability to listen, interpret, and respond with greater accuracy.

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I will try to use these strategies in the future.

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My students will read several articles on how cigarettes are designed to give the shorter life. They will listen to each other, then find main ideas, and get support evidence directly from the reading. Most articles will let them know they are the replacement smokers. They have different jobs: recorder, reader, main idea person, etc. They are engaged and have fun with the facts.

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I' m happy to borrow the slide lesson, alter it to replace Mr. Book stuff with a mini-biography on a notable American Indian scientist. use the same strategies. Seems as if 3 reads requires students to listen prior to reading, to discuss before annotating. This might be useful in dissuading students from over-annotating, hi-lighting too much indiscriminately.

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I will use this strategy when we read our Unit topic's leveled book - and choosing part of the text for us to read, listen and annotate.

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The next unit I'll be focusing on will be Newton and the laws around forces. The 3 listen strategy will be helpful because they have to know the main idea for each law so taking each one and breaking it down first to find the main idea and then identify the details of each one would work well.

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I will use the 3-Read Protocol. Students will listen to a short story and write what the story is about. For the 2nd read/listen, students will read together and annotate quantities. They will share with group and class. For the 3rd read/listen, students will read within their group and ask questions.

https://docs.google.com/presentation/d/174n1GS_tq7hrlvQkB_eMgFSDIruqonKkd0h4omx2F-0/edit?usp=sharing

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I will use the 3 lines in my future Units

(cultural Unit)

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This is Mr. Willams :)

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I can infuse into our ERWC readings of the Declaration of Independence. We are currently engaged in a fictional world called "Colony Town" that resembles the early US, allowing students to deepen their understandings of the decision to write the DOI.

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I will use the 3 listens strategy into the unit on photosynthesis. I will choose part of the e-text for them to use using this strategy in the lesson. This strategy will help students engage with the information about photosynthesis and chunk the information into segments that allow them to understand the content better.

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For understanding primary sources, I use the three read protocol. First listening for basic comprehension and potential historical context, second making sense of academic language, and lastly purpose and perspective.

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In my social studies classes we analyze primary and secondary sources. I have students read to each other first, annotate, and then I model the big ideas out loud. I will try the specific 3 listens strategy per the slides.

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In AP Government and AP World, students read a lot of primary source material. When feasible, we read to each other in pairs or groups of three. One student will read a section or paragraph and the other student(s) will annotate the document - while listening to the reader. Students annotating will seek out main idea, evidence supporting the main idea, and supporting details or explanation. In the next round, the note-taker will then read the next section or sometimes the same section (if a section is difficult) to see if the first reader can add to the notes of the first set of note-takers. Students will then discuss their main ideas, evidence, and supporting details / explanations. I don't know if this is exactly what 3 Listens is, but this is how I have adapted this to fit my class.

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I'm already using this strategy for a reading packet that includes 3 sources and 1 thinking map.

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My students are going to read an excerpt out of Always Running by Luis Rodriguez. I'm going to use the 3 Listens strategy to help them retain the information, allow them time to interpret the story themselves, and create the basis to create dialogue and language development. I think I'm going to break it up into two days. The first read- just listen. The second read underline words you don't know. Annotate their definitions after the story is done. The third read on the next day will be coding and discussion about the theme of the story.

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I will use the 3 listens strategy to introduce El Dia De los Muertos, and later integrate the others steps as we move into the learning stations.

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Some of the ways that I will implement the listening strategies is by allowing students to be active participants in their own edification process. They read the Essential question out loud to ponder about what the lesson will be about. They also share out their warm Up with their elbow partner and then with the class. It give students space to process the content better. Currently the students are interpreting historical quotes and I have told instructed them to read it once in their minds and the second time to read out loud and discuss with their partners to further help students make better connections.

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I will use the three -Listens to introduce students to text in primary and secondary sources.

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I plan on starting a personal narrative unit with my students this week. We will be reading select excerpts from various memoirs. I want my students to focus on close reading so they can identify how author's use various narrative writing techniques and develop their themes. I will plan the first listen to focus on students achieving comprehension of the text. During the 2nd listen, I will have students follow along and annotate the text using the coding strategy of #CUBS? specifically focusing on a narrative technique, for the 3rd listen, I will have students listen with the purpose of connecting how the narrative techniques help develop a particular theme. This is a very rough plan but I hope that with practice both my students and I will improve.

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I am currently in the process of implementing a structured learning target that specifically encourages students to develop and create two-step word problems. In this context, I recognize that the 3 Read protocol will play a crucial role in aiding students not only in comprehending the language inherent in these problems but also in articulating the problems clearly and effectively. This approach will facilitate their ability to construct the necessary equations required to solve these mathematical challenges. My overarching goal is to empower students to accurately decipher these two-step problems and equip them with the skills needed to identify key terms and phrases that are essential for problem-solving. I firmly believe that the 3 Read protocol will support students in this endeavor, promoting a deeper understanding of the material and enhancing their overall proficiency in tackling such problems. By engaging with this structured reading and problem-solving strategy, students will be better prepared to navigate and succeed in their mathematical journey.

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Demonstration for "I do, We do, You do"

For the first listen, I will read excerpts from the primary source about U.S. suppression of traditional healthcare practices aloud. At the same time, students develop their capacity to read and identify key ideas about colonial control and cultural erasure. During the second listen, I'll model thinking aloud about power dynamics and medical imperialism in the text (I Do), then have partners discuss and code sections that reveal suppression tactics (We Do), before students independently identify and discuss evidence of healthcare colonization (You Do). In the third listen, students will focus on the academic language used to describe colonial policies and connect these historical practices to current healthcare disparities, building a deeper comprehension of how medical colonialism shaped modern healthcare systems.

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The math department uses a Three Read Protocol where after initially listening to the text, the students are supposed to generally note what the text is about. After a second read, the students are to code mathematical information that may be used. After a final reading, students are to generate possible mathematical questions using the text.

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I will use the 3-listens strategy to reinforce the TACOS annotation system that some of us use in the history department.

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Active listening drills: Instructors can begin a lesson by providing a specific listening objective, such as, "Listen for the four key elements of the Marine Corps 'Core Values' today." This encourages focused attention.

Keywords and vocabulary: Before a drill or lesson, instructors can pre-teach and define military-specific vocabulary and acronyms. During the lesson, cadets should make a conscious effort to listen for and record these terms to build their academic language.

Oral summarizing: After a short briefing, the instructor can ask a cadets to orally summarize the key points heard. This requires the cadets to process the information and articulate it clearly, ensuring understanding.

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I already incorporate everyday time for discussions and active listening. I check to see how well they listen by checking note taking and checking in on my students. I like to keep an open floor and always welcome students contributions either verbally or on paper response or on assignments and lastly on projects. I plan to infuse more of the 3 listens strategies on daily start of the periods. I hope to use The Elegance of 12 Suite of Strategies more and more to enhance student comprehension and learning.

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In my AP Art History class, students can use the 3 listens strategy when we're reading texts from their textbooks. With the strategy, students will actively listen for big ideas and key information which they will use for their notes. Repetition is a key factor in the 3 listens strategy and, coincidentally, a key practice in AP Art History which renders it effective strategy in my classroom.

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It can help the students by:

1. Focusing on what is being said: initial exposure to the overall lesson.

2. Paying attention to the key words and examples.

3. They analyze why something is said or done. They prepare for discussions which reinforces the understanding of the context / activity.

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By embedding 3 LISTENS, students practice interpreting both mathematical and linguistic meaning. This supports multilingual learners and enhances all students’ ability to follow multi-step instructions, interpret peers’ reasoning, and articulate conceptual understanding — core receptive language skills needed for success in algebra.

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I currently have my students' ready articles based off of what our lessons in physical education will be about. They read and reflect on it by answering questions. It allows them to then apply their knowledge into a real-life example.

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Coincidentally, I used this exact strategy last week doing an ERWC-based lesson involving a close examination of a memoir text. It really helped students find the language nuances the writer used. I will definitely continue using it.

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I have had great success with audio in the past. This MMED process has been very effective the past two weeks with Direct Teaching Activities in reading and writing. It induces abstract thinking differently than my previous lesson plans. It forces students to use the same type of sentence structure that is required on the ELPAC.