NATIONAL
MATH + SCIENCE
INITIATIVE
English
The Three Levels of Reading
Student Resource
Instructions for Creating Concentric Circles Graphic
1. Across the top of the paper, write the title of the work and the author’s name.
2. Draw three large concentric circles on the paper (one circle inside another circle inside a larger
circle). Or use the template provided by the teacher.
3. First level of reading: For the innermost circle, concentrate on the concrete level of meaning—
reading on the line.
a. Write the most significant word from the part of the work assigned.
b. Quote the entire sentence in which the word appears—or enough of the sentence to reveal the
word’s use in context. Document the source of the quotation in parentheses.
c. Write multiple dictionary definitions of the word (denotation).
d. Explain why the word is important to the meaning of the work by placing it in the context of the
narrative. (Explain what is literally happening in the text when the word is used.)
4. Second level of reading: In the middle circle, concentrate on the abstract level of meaning—reading
between the lines.
a. Draw four images that relate to the assigned part of the reading.
b. Write an explanation of the link between each image and the word you have written in the
innermost circle.
5. Third level of reading: In the outer circle, concentrate on the thematic level of meaning—reading
beyond the lines. Write two thematic statements drawn from the significant word you wrote in the
innermost circle and the images you drew in the middle circle. These should be universal thematic
statements and should not refer directly to the text.
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—The Three Levels of Reading
Title:
Author:
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
NATIONAL
MATH + SCIENCE
INITIATIVE
English
The Three Levels of Reading
To Kill a Mockingbird
by Harper Lee
Thematic statement #1: True equality can be achieved
only if people are judged based on facts rather
than on prejudice.
The scales of justice represent the
ideal of how the American justice
system works—that all people are
treated equally in a courtroom.
Equal: “But there is one way in this
country in which all men are created
equal—”
1. as great as; the same as
2. like or alike in quality, degree,
value, etc.; of the same rank, ability,
merit, etc.
3. evenly proportioned or balanced
4. adequate or sufficient in quantity
or degree
Atticus illustrates the illusion
of equality in real life by
using an example that some
ladies make better cakes than
others.
The jury is
charged with the duty of determining
Tom Robinson’s guilt or innocence,
and they are supposed to look at him
as an equal.
The word equal in this context
refers to how Atticus believes men
should be treated in a court of law.
Atticus maintains that all people are not
created equal in the fact that some people
are smarter than others, are born with more
opportunity, etc.
Thematic statement #2: Even though all people are not
born with the same abilities and opportunities, in a
court of law, all people should be treated as equals.
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.