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THREE LEVEL GUIDE
Monitoring and Assessment
Engagement: Empowering Teachers with Successful Strategies
The Three Level Guide is a comprehension strategy which supports students to read the text closely by providing a clear purpose and direction for reading. The three levels of statements, literal, interpretive and applied, guide the reader to focus on the relevant information and to develop an informed opinion on the issues explored in the text. The reader is encouraged to draw on their background knowledge of the topic and to apply the information from the text to real life contexts. Explicit within genuine and engaging contexts, it provides a flexible framework for gaining access to texts.
Engagement: Engaging Students in Purposeful Social Practices
Four Roles/Resources of the Reader
Based on the Four Roles/Resources of the Reader developed by Freebody and Luke (1990), the Three Level Guide involves students in the following repertoire of purposeful social practices:
Four Resources Guideposts
Three Level Guide Guideposts provide a useful assessment tool.
Implementing the Strategy
Three Level Guide using Bagging a ‘berg
Choosing a Text
The following pointers provide a guide to text selection. Select a text which:
A Three Level Guide can be used with a variety of text types including multimedia texts such as websites, video, and audio texts.
Creating a Three Level Guide
In creating a Three Level Guide it is important to first determine your content objectives. This gives the guide a clear focus and informs the development of your statements. In this way, the statements will lead the reader to focus on the relevant parts of the text. Your content objectives will determine your applied level statements.
These third level statements should be written first as they influence the development of the statements at the other levels. The third level statements encourage the reader to think beyond the text to its wider implications. These statements reflect the main ideas and concepts you would like the students to explore through the text.
Once you have written the applied level statements, write your literal statements. These statements guide the reader to the information in the text related to the issues explored in the applied level statements. The literal statements support the students by focusing their attention on the relevant information in the text. This teaches the students to be selective in their reading by encouraging them to disregard irrelevant information.
Finally, develop your interpretive level statements which guide the reader to draw inferences from the information in the text. These statements focus on the author’s intent behind the words and information selected. Interpretive level statements can also encourage the reader to explore what is omitted in the text.
Three Level Guide
‘Bagging a ‘berg may solve water worries:scientist’
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?
Level 2 Interpretive Statements
Does the text give you this idea? What words and phrases support your answer?
Level 3 Applied Statements
Do you agree with this? Why? Be prepared to share your reasons.
Qualities of a Good Three Level Guide
An effective Three Level Guide:
Using a Three Level Guide
Initially students work alone to complete the Three Level Guide. Emphasise the importance of being able to justify the responses made to the statements.
Once the students have completed their responses, form the students into mixed ability groups of no more than four students. The students then discuss their responses to the statements. Where possible students come to an agreement based on references to text; not a compromise but a consensus. At this stage, the teacher’s role is that of an observer only.
During this discussion, you can circulate around the class and listen to the discussions, noting any difficulties the students may have experienced with the text. These can then be clarified at the end of the session when the class comes together for a whole class discussion of the text. Review questions that have not been agreed upon.
Grose, Simon. (November 20, 2001). ‘Bagging a ‘berg may solve water worries: scientist’. The Canberra Times.
Morris, A. & Stewart-Dore, N. (1990). Learning to Learn from Text. Effective Reading in the Content Areas. North Ryde, NSW: Addison-Wesley.