Many children enter school without the benefits of rich vocabulary or understanding of social reasoning. Children deserve a level playing field for closing the gap in achievement. From 3 to 3 is a proven sound pedagogical method.
—Superintendent of Education

Teachers are the key. FROM 3 TO 3® workshops give teachers the knowledge and classroom practices to raise children’s literacy.

The Orientation required for all teachers provides an introduction and overview of the program and the research that supports it. It translates theory into practice relating children’s development of social reasoning and narrative for the classroom.

The program itself is offered in three eight week sessions: one in fall, one in winter and one in spring. In addition to the orientation, teachers attend three workshops: one at the beginning of each session. The workshops provide in-depth knowledge, practice and materials for classroom use.

Workshops cover:

  1. Oral Storytelling, rhyming, chaining rhyming and use of poetry promote the development of Language and Narrative. Teachers learn oral material specific to their grade that will expose children to language and narrative to develop their skills. Each eight week session teachers learn a new set of materials; over the course of the year the material becomes more complex building children’s attention and working memory as well as language and retell skills.
  2. Children’s Literature and Social Reasoning gives teachers and librarians instruction on the selection of books that develop social reasoning. Teachers learn the criteria for selecting books for increasingly complex social reasoning. Each eight week session teachers are given a book list of books to systematically introduce to children. The books foster social reasoning development. Questions to elicit underlying meaning accompany each book.
  3. Representation and Retell shows teachers how to encourage children’s ability to represent ideas and thoughts for themselves: how to capture, categorize and recall information, events, stories, perspectives, mental states, and so on. When children represent a story for themselves they are able to recall it and use it to show their learning in pictures and words. Teachers learn how to encourage written retell; the sequenced and structured encoding of children’s representation into language.

In the classrooms teachers use:

      Large group storytelling
    • Teachers tell oral stories and use rhymes, chaining rhymes and poems to develop children’s narrative ability
      Large group reading
    • Teachers will read pre-selected literature to develop children’s ability to interpret meaning and develop social reasoning
    • Pose provided questions after reading book
      Individual and small groups
    • Children will work individually and in small groups doing retells, written retells, representations

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