3-2-1 Strategy
The 3-2-1 Strategy is a literacy strategy resource from the National FFA Organization that provides a structure for students to record their comprehension and summarize their learning. Students identify three things they learned, two things they found interesting, and one question they still have, commonly used as a review/exit ticket activity. It includes a reproducible “3-2-1 Activity Sheet” and notes that the prompts can be modified for many other activities.
At a glance
- Materials
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- One copy of the "3-2-1 Activity Sheet" per student (or notebook paper for students to create their own 3-2-1 sheet)
- Partnership for 21st Century Skills
- Communication; Critical Thinking and Problem Solving; Initiative and Self-direction
- Example Activities
- Each student will need one copy of the "3-2-1 Activity Sheet" (or have students create their own 3-2-1 sheet on a piece of notebook paper). After covering a new topic have students complete the 3-2-1 activity, and review their responses. If the questions are modified this strategy is versatile. Other common variations include using it as a during reading activity, to discover prior knowledge of a subject, and as a compare/contrast activity.
Downloads & Links
Aligned Standards
AFNR Performance Element
- CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.
Common Core – Literacy in Science & Technical Subjects: Writing
- WHST.9.10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- WHST.9.10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Common Core – Math (Specific)
- MP3Construct viable arguments and critique the reasoning of others.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
NASDCTEc
- AGC02.01Use oral and written communication skills in creating, expressing and interpreting information and ideas including technical terminology to communicate technical information within AFNR.