Students often have the attitude that once they have read a particular text that they do not need to read the text again. As educators, we need to help students understand that they are not finished with a text just because they have “read it once.” We need to help them understand that just as when you watch a movie a second or third time, each time you read a text you see new ideas and relationships that you did not see the first time. We need to help students see that to really understand a text at deeper levels, multiple readings help us go deeper and understand more thoroughly than a quick “once over” can provide. When students read a story, have them read it quickly through just for the enjoyment of the story. Once they have some familiarity with the story, then have them read it through the text again this time with a specific purpose in mind. For example, you might ask students to read and think about different characters and to mark with sticky notes places where the author provides clues as to the character traits of the main character. Once students have gone through the text again and cited examples then have them compare their notes and interpretations with a partner or small group of peers. Together the students should come to consensus about what the author is trying to convey in the text. This will help each student delve deeper into the material and understand the text at a much deeper level than they would with a “I read it once and now I am done” level of attention.