Protocols for Reading Text

• Using a set of reading protocols can make text interpretation easier. text and words image by Lario Tus from Fotolia.com

  Protocols for reading texts are a part of an effective teacher's toolkit. Setting forth protocols, or sets of specific instructions, helps students gain a deeper and more thorough understanding of the texts they read. For poor readers and even for good readers, reading a text individually may not be enough to understand it fully. Protocols for reading text that encourage reflection and analysis help every student to better understand the texts they read.

Four-A Protocol

• The "Four-A Protocol" for reading texts is used by educators as well as coaches to help students understand the text they read. First, the group reads the text silently. Then, go around the group and have each person identify one example of the four "A"s in the following text:

  "One assumption that the author holds; one thing they agree with in the text; one thing they want to argue with in the text and one part of the text they want to aspire to."

  Monitor the discussion and try to move seamlessly from one point to the next, giving each assumption, agreement, argument and aspiration enough time for exploration.

Three Levels of Text Protocol

• The "Three Levels of Text" protocol is designed to deepen each student's understanding of the text. The group sits in a circle and reads the text. Then, go around the circle in at least three rounds.

  For each round, one person in the group will take three minutes to read aloud a passage he or she has selected, express his or her thoughts on the passage and discusses the implications of the passage. Then, the rest of the group takes two minutes to respond to and discuss this passage further.

Making Meaning Protocol

• With the "Making Meaning Protocol" participants read the text to themselves and make notes about any aspects that catch their attention.

  Have the group describe the text. Ask what they noticed and get them to discuss the text without making judgments about the quality of the text or their personal preferences. If they express judgment, ask them for evidence to support their assertions.

  Ask the group to raise questions about the text and any issues it raises for them. Discuss what is significant about the text and guide the group towards uncovering what insights, problems or issues that the text focuses on.

  Share any thoughts about the implications of the text and the role it serves in this course or context.