Three-Pass Text
First pass: read the title and whole short text to identify its central idea.
Worked classroom example
History
Read a short account of a new trade route. First identify its central idea; next locate what changed; finally resolve what “this change” refers to and explain one consequence stated in the account.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- First pass: read the title and whole short text to identify its central idea.
- Second pass: return to the text to locate the evidence needed for one focused question.
- Third pass: resolve a reference or relationship that affects the answer, then explain how the evidence supports it.
Materials and purpose
one short subject paragraph
A purposeful reading move helps learners focus on meaning and evidence, while giving them a reason to return to the source.
Try it in your next lesson
Prepare
Use one short subject paragraph. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
First pass: read the title and whole short text to identify its central idea.
Check independent transfer
Third pass: resolve a reference or relationship that affects the answer, then explain how the evidence supports it.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What did each reading pass help you establish?
“What does the source actually say, and what are you inferring?”
“What cannot be concluded from this evidence alone?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Chunk the source, gloss essential terms and model one evidence selection. Keep the question’s reasoning demand. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.