4th Grade Reading Units
September/Mid-October
Unit 1:Interpreting Characters: The Heart of the Story
· How do readers identify a character’s motivation?
· How do readers analyze and identify an author’s purpose?
· How do readers develop theories about characters?
· How do readers interpret the big ideas presented in story?
Bend 1
· 1: SW build ideas about a text by reading intensely (might take multiple days in order to teach the process of reading workshop routines).
· 2/3: SW choose independent reading books by focusing on their reading levels and tracking their reading volume.
· 4: SW retell and synthesize parts of a book by focusing on the important parts. SW summarize by making connections with the backstory.
· 5: SW support their understanding of a text by envisioning.
· 6: SW set goals and analyze character traits by working in partnerships.
Bend II
· 7: SW develop theories about characters by focusing in characters’ actions and motivations.
· 8: SW analyze characters by focusing on their desires, obstacles, and struggles to better understand the story.
· 9: SW analyze author’s craft by noticing when an author uses repetition. (Questioning a text)
· 10: SW improve theories by reaching for precise academic language.
· 11: SW analyze complex characters by noticing their relationships and/or settings.
· 12: SW have a debate about a text by using evidence to persuade the other person.
· 13: SW defend and critique ideas by quoting specific words, sentences, and passages from the text that provide evidence for their ideas.
Bend III
· 14: Looking beyond characters: Studying other elements of a story
· 15: SW read interpretatively by paying attention to parts that stick out and how a particular part might fit in with other parts across the whole book.
· 16: SW push themselves by finding patterns and making connections.
· 17: SW develop a central interpretation of a book by thinking about big-life issues.
· 18: SW develop complex interpretations by paying attention to reoccurring images, objects, and details.
· 19: Celebration: Creating a Self-Portrait in Books
Mid-October/Mid-November
Unit 2: Reading the Weather, Reading the World: Purposeful Reading of Nonfiction
· How do readers use text support features to understand a nonfiction text?
· How do readers analyze and identify an author’s purpose?
· How do readers use context clues to define higher-level vocabulary?
· How do readers use details to support the main idea of a text?
· How do readers deepen their expertise on a topic?
· How do readers analyze information to ensure it is relevant to a topic?
Bend I
· 1: Reading and learning with intensity.
· 2: SW preview a text by focusing in text support features and activating prior knowledge.
(A day for assessment)
· 3: SW analyze nonfiction texts by focusing on structure.
· 4: SW challenge themselves by identifying hard or confusing parts of a text.
· 5: SW analyze hybrid nonfiction by noticing authors’ signals.
· 6: SW analyze higher-level vocabulary by using context clues.
· 7: SW summarize by using main idea and key details stated in their own words.
Bend II
· 8: SW form organize and plan by forming research teams
· 9: SW read multiple texts on a topic by thinking about, “Does this add to what I’ve learned? Change what I learned?”
· 10/11: SW continue research by reading various types of texts and writing about their learning.
· 12: SW push themselves by reading and rereading, discussing, and writing about ideas.
· 13: SW teach each other all about what they are learning.
Bend III
· 14: SW compare and contrast by researching a second topic.
· 15: SW deepenen their expertise on a topic by seeking out patterns and relationships in their field of knowledge.
· 16: SW develop and answer new questions by continuing their investigations.
· 17: SW develop their own point of view about their topic through their research.
· 18: SW evaluate sources by determining the credibility and trustworthiness of their sources.
· 19: SW recognize authors’ purpose and point of view as they read.
· 20: SW analyze authors’ craft by considering the techniques the author uses to present information.
· 21: Celebration- Present and Share
Mid-November/December
Unit 3: Historical Fiction Clubs
· How do readers analyze the setting of a story?
· How do readers track story elements while reading?
· How do readers develop interpretations about a book?
· How do readers use historical fiction books to aide in their research?
Bend I
· 1: SW analyze the setting by focusing on when the story takes place, where, ad what this place feels like.
· 2: SW track story elements as they read.
A day for assessment
· 3: SW fit history and characters together by using character timelines and historical timelines.
· 4: SW deepen their understanding of character and perspective by realizing that their thoughts and decisions are shaped by the setting.
Bend II
· 5: SW make connections across by recognizing when a part is significant.
· 6: SW support the big ideas of a book by using small moments and details.
· 7: SW develop an interpretation of the book (theme) by using it as support as they read on.
· 8: SW develop powerful interpretations about a reading by thinking about the big-ideas presented.
· 9: SW develop interpretations by analyzing the perspectives of minor characters.
· 10: SW self-assess by analyzing qualities of a strong interpretation.
Bend III
· 11: SW analyze historical fiction by studying images—photographs and illustrations from the time period.
· 12: SW make their reading into a project by researching on the run as they read.
· 13: SW research within historical fiction narratives by organizing their thinking and their notes to gather and sort these facts.
· 14: In this session, I'll teach students that as readers come to know people’s perspectives, they are careful not to make assumptions or to overgeneralize.
· 15: SW deepen their thinking by investigating power dynamics in their stories.
· 16: SW look for similar themes across different books to deepen their understanding.
· 17: SW create their own celebrations, continue to build their own reading lives, and become the kind of people they want to be, as inspired, educated, and influenced by texts.
January
Unit 4: Reading History: The American Revolution
· How do readers identify the structure of a text?
· How can we build upon our knowledge of a topic?
· How does identify a text’s structure help us to fully understand the information within the text?
· How do researchers use and present information to help inform us, as readers?
· How can we use our research to debate our point of view on a topic?
Bend I Researching History
· 1: SW learn about a topic by locating accessible resources through which they can build their own prior knowledge and overview of the topic. They also skim to pay attention to recurring subtopics.
· 2: SW identify the structure of a text by previewing. SW understand the important parts by organizing their reading and note taking.
· 3: SW pay particular attention to people, geography, and chronology when they read history. By paying attention to who, where, and when, researchers begin to organize their new knowledge.
· 4: In this session, I'll remind students that when researchers take notes, they read a chunk of the text straight through and pause to talk it over in their mind before they record important parts. They rank the most important big idea and the details that best support that big idea.
· 5: SW synthesize information about a key subtopic by reading an overview text, then reading across several sources about that one subtopic, and thinking about how the new information fits with what they’ve already read.
· 6: SW pay careful attention to the details that reveal tone and point of view.
· 7: SW analyze primary source documents.
· 8: SW analyze researchers’ techniques by focusing on how they make a scene come alive.
· 9: SW will celebrate the learning of this bend by teaching other students what they’ve learned about a subtopic of the American Revolution.
Bend II Preparing to Debate
· 10: In this session, I’ll teach students that historians pay careful attention to multiple points of view, so that they can try to form a more complete understanding of what happened in the past.
· 11: SW study historical evidence to determine their own point of view, and then analyze the evidence to figure out how to make it support their point of view.
· 12: In this session, I'll teach students that debaters research both sides of an issue in order to present their position effectively with reasons and evidence and rebut the position of their opponent.
· 13: SW celebrate their learning through a whole-class debate as they reenact the Second Continental Congress.
Bend III A Second Cycle of Research
· 14: In this session, I’ll teach students that readers often read much easier texts to get background knowledge on a topic before tackling harder texts.
· 15: Readers use special strategies for making sense of a complex text. They begin by previewing the text closely, and then they read a section, paraphrase what they just read, and notice whether it goes with what they’ve read before or introduces something new.
· 16: Nonfiction readers know that there are specific places in a text that an author often reveals important information related to the main idea: introductions, conclusions, and text features.
· 17: When readers approach a new word, they not only learn the definition of it, but they also work to understand the word and how it is used at a deeper level.
· 18: When readers approach a new word, they not only learn the definition of it, but they also work to understand the word and how it is used at a deeper level.
· 19: In this session, I'll teach students that when researchers ask questions that don’t have clear or quick answers, they draw on their growing body of knowledge about the topic to consider several possible answers to their questions.
· 20: Readers draw upon their knowledge of interpretation to ask questions about history, and to figure out the big lessons that they can learn from the past.
February
Unit 5: Interpretation Book Clubs
· How can I heighten my skills at interpretation so I see themes that thread through a text and that sometimes thread across many texts?
· How can I think about ways that different authors approach the same theme?
Bend I: Interpretation: Discussing Themes and Issues in the Company of Clubs
SW read with the lens of looking for themes, learning to spot places in a text, and identifying where the theme shines through.
· 1: “Today I want to teach you that readers use all they know, from all their other reading work, to think about what the story they are reading might be teaching readers.”
· 2: “Today I want to teach you that to interpret or learn from books, readers can look for issues--especially issues that recur or issues that seem particularly important to the characters--and then consider how the main character relates to that issue--what does he or she think about it, feel about it, how does he or she react to it?”
· 3: “Today I want to teach you that readers carefully consider key scenes in stories --when characters experience strong emotions and/or make critical choices. Readers think extra hard about these scenes because they are usually related to the lessons in the book. To find these lessons, readers will unpack those scenes--maybe free writing about them or talking about them with others.”
Bend II: Comparing Themes--and How Characters Relate to Them--Across Texts
SW compare and contrast the way a theme is handled similarly and differently in different texts.
· 4: “Today I want to teach you that while some of these stories have similar themes, there are also a lot of differences in these stories--so many different viewpoints centered on the same theme. One way readers study those differences is to look at how different characters handle (or connect to) the same theme or issue.”
· 5: “I want to teach you that readers recall other stories and think and talk about how the stories compare; readers weigh our own lives and decisions with those characters make, finding possible life-lessons that books leave us with.”
Bend III: Reading Closely to See How Themes Are Shaped By Authors
SW look at how different authors approach the same theme.
· 6: “Today I want to teach you that not only do readers read closely by looking at the details of how characters talk and act and letting that push them to understand more about the characters, they also read closely by thinking about why an author may have chosen the precise words and phrases and images used in the stories to forward a theme or life lesson.”
· 7: “One thing I want to teach you is that one way readers are moved by literature and understand literature more deeply is that they let objects in the stories have symbolic importance--they connect objects to bigger meanings, letting a simple thing stand for a more complex thing.”
· 8: “I need to teach you this one thing today: powerful readers know that in good stories, details matter, and readers think hard and ask themselves about details that seem to be in the text for no clear reason--because there will be a reason, and readers find it.”
March
Unit 6A: Test Preparation
Unit 6B: Poems
· How can I read a variety of poems, with attention to mood, sounds word choice and images?
· How can I notice how these elements and the parts of a poem work together to create meaning?
· How can I read novels with a new appreciation for word choice, figurative language, and imagery?
6B:
Bend I: Discovering Poetry in Poems and Prose
· SW read new poems, examining all the elements that go into creating poetry while also holding onto and making meaning.
· SW identify poetic lines or passages in my independent reading and pause to think about how these parts connect to something important in the story.
Bend II: Reading for Deeper Comprehension
· SW look at poems more deeply, noticing how the parts go together to create images and meaning.
· SW read a novel and think across powerful parts, noticing how they build to develop deeper meaning.
Bend III: Looking at Life and Literature Through the Lens of Poetry
· SW keep thinking about images and themes from poetry when reading other texts.
· SW celebrate the person they’ve become as a reader of poetry—someone who sees the world in new ways—and share the gift of poetry with other people.
Mid-April/Mid-May
Unit 7: Nonfiction Book Clubs: Author Studies
· How can I read nonfiction like a fan, getting to know a nonfiction author well enough that I recognize his or her distinctive moves?
Bend I: Investigating Nonfiction Identities and Setting Out to Make those More Powerful (a short bend, 3-4 days)
· SW author a life as an avid reader of nonfiction, developing tastes and habits.
Bend II: Deepening Understanding of Nonfiction Techniques and Investigating Author’s Styles (approx. 2-3 weeks)
· SW investigate authors they love and deepen their understanding of nonfiction craft moves.
Bend III: Expanding our Nonfiction Experiences (approx. 1 week)
· SW broaden their tastes as a nonfiction reader and try to outgrow themselves.
Mid-May/June
Unit 8: Solving The Mystery Before the Detective: Inference, Close Reading, Synthesis, Prediction
· How can I read mysteries, collecting and interpreting clues so that I solve the mystery before the crime-solver does?
· How can I not only solve mysteries, but also learn life-lessons as I do this?
Bend I: Mystery Readers Read for Clues
· SW use fiction reading skills (and knowledge of how fiction stories and mysteries in particular tend to go) to puzzle over clues and to make, confirm, and revise predictions.
Bend II: Reading Across Mysteries People
· SW read mysteries to grow ideas about that kind of writing in general.
· SW become knowledgeable enough about mysteries so that they can categorize the mysteries read, seeing some as similar to and different from others.
· SW push themselves by tackling more challenging mysteries.
Bend III: Mystery Readers Learn Life Lessons from Books
· SW analyze characters' personalities by interpreting their motivations, choices, and responses to those choices in order to learn more about the larger messages.
September/Mid-October
Unit 1:Interpreting Characters: The Heart of the Story
· How do readers identify a character’s motivation?
· How do readers analyze and identify an author’s purpose?
· How do readers develop theories about characters?
· How do readers interpret the big ideas presented in story?
Bend 1
· 1: SW build ideas about a text by reading intensely (might take multiple days in order to teach the process of reading workshop routines).
· 2/3: SW choose independent reading books by focusing on their reading levels and tracking their reading volume.
· 4: SW retell and synthesize parts of a book by focusing on the important parts. SW summarize by making connections with the backstory.
· 5: SW support their understanding of a text by envisioning.
· 6: SW set goals and analyze character traits by working in partnerships.
Bend II
· 7: SW develop theories about characters by focusing in characters’ actions and motivations.
· 8: SW analyze characters by focusing on their desires, obstacles, and struggles to better understand the story.
· 9: SW analyze author’s craft by noticing when an author uses repetition. (Questioning a text)
· 10: SW improve theories by reaching for precise academic language.
· 11: SW analyze complex characters by noticing their relationships and/or settings.
· 12: SW have a debate about a text by using evidence to persuade the other person.
· 13: SW defend and critique ideas by quoting specific words, sentences, and passages from the text that provide evidence for their ideas.
Bend III
· 14: Looking beyond characters: Studying other elements of a story
· 15: SW read interpretatively by paying attention to parts that stick out and how a particular part might fit in with other parts across the whole book.
· 16: SW push themselves by finding patterns and making connections.
· 17: SW develop a central interpretation of a book by thinking about big-life issues.
· 18: SW develop complex interpretations by paying attention to reoccurring images, objects, and details.
· 19: Celebration: Creating a Self-Portrait in Books
Mid-October/Mid-November
Unit 2: Reading the Weather, Reading the World: Purposeful Reading of Nonfiction
· How do readers use text support features to understand a nonfiction text?
· How do readers analyze and identify an author’s purpose?
· How do readers use context clues to define higher-level vocabulary?
· How do readers use details to support the main idea of a text?
· How do readers deepen their expertise on a topic?
· How do readers analyze information to ensure it is relevant to a topic?
Bend I
· 1: Reading and learning with intensity.
· 2: SW preview a text by focusing in text support features and activating prior knowledge.
(A day for assessment)
· 3: SW analyze nonfiction texts by focusing on structure.
· 4: SW challenge themselves by identifying hard or confusing parts of a text.
· 5: SW analyze hybrid nonfiction by noticing authors’ signals.
· 6: SW analyze higher-level vocabulary by using context clues.
· 7: SW summarize by using main idea and key details stated in their own words.
Bend II
· 8: SW form organize and plan by forming research teams
· 9: SW read multiple texts on a topic by thinking about, “Does this add to what I’ve learned? Change what I learned?”
· 10/11: SW continue research by reading various types of texts and writing about their learning.
· 12: SW push themselves by reading and rereading, discussing, and writing about ideas.
· 13: SW teach each other all about what they are learning.
Bend III
· 14: SW compare and contrast by researching a second topic.
· 15: SW deepenen their expertise on a topic by seeking out patterns and relationships in their field of knowledge.
· 16: SW develop and answer new questions by continuing their investigations.
· 17: SW develop their own point of view about their topic through their research.
· 18: SW evaluate sources by determining the credibility and trustworthiness of their sources.
· 19: SW recognize authors’ purpose and point of view as they read.
· 20: SW analyze authors’ craft by considering the techniques the author uses to present information.
· 21: Celebration- Present and Share
Mid-November/December
Unit 3: Historical Fiction Clubs
· How do readers analyze the setting of a story?
· How do readers track story elements while reading?
· How do readers develop interpretations about a book?
· How do readers use historical fiction books to aide in their research?
Bend I
· 1: SW analyze the setting by focusing on when the story takes place, where, ad what this place feels like.
· 2: SW track story elements as they read.
A day for assessment
· 3: SW fit history and characters together by using character timelines and historical timelines.
· 4: SW deepen their understanding of character and perspective by realizing that their thoughts and decisions are shaped by the setting.
Bend II
· 5: SW make connections across by recognizing when a part is significant.
· 6: SW support the big ideas of a book by using small moments and details.
· 7: SW develop an interpretation of the book (theme) by using it as support as they read on.
· 8: SW develop powerful interpretations about a reading by thinking about the big-ideas presented.
· 9: SW develop interpretations by analyzing the perspectives of minor characters.
· 10: SW self-assess by analyzing qualities of a strong interpretation.
Bend III
· 11: SW analyze historical fiction by studying images—photographs and illustrations from the time period.
· 12: SW make their reading into a project by researching on the run as they read.
· 13: SW research within historical fiction narratives by organizing their thinking and their notes to gather and sort these facts.
· 14: In this session, I'll teach students that as readers come to know people’s perspectives, they are careful not to make assumptions or to overgeneralize.
· 15: SW deepen their thinking by investigating power dynamics in their stories.
· 16: SW look for similar themes across different books to deepen their understanding.
· 17: SW create their own celebrations, continue to build their own reading lives, and become the kind of people they want to be, as inspired, educated, and influenced by texts.
January
Unit 4: Reading History: The American Revolution
· How do readers identify the structure of a text?
· How can we build upon our knowledge of a topic?
· How does identify a text’s structure help us to fully understand the information within the text?
· How do researchers use and present information to help inform us, as readers?
· How can we use our research to debate our point of view on a topic?
Bend I Researching History
· 1: SW learn about a topic by locating accessible resources through which they can build their own prior knowledge and overview of the topic. They also skim to pay attention to recurring subtopics.
· 2: SW identify the structure of a text by previewing. SW understand the important parts by organizing their reading and note taking.
· 3: SW pay particular attention to people, geography, and chronology when they read history. By paying attention to who, where, and when, researchers begin to organize their new knowledge.
· 4: In this session, I'll remind students that when researchers take notes, they read a chunk of the text straight through and pause to talk it over in their mind before they record important parts. They rank the most important big idea and the details that best support that big idea.
· 5: SW synthesize information about a key subtopic by reading an overview text, then reading across several sources about that one subtopic, and thinking about how the new information fits with what they’ve already read.
· 6: SW pay careful attention to the details that reveal tone and point of view.
· 7: SW analyze primary source documents.
· 8: SW analyze researchers’ techniques by focusing on how they make a scene come alive.
· 9: SW will celebrate the learning of this bend by teaching other students what they’ve learned about a subtopic of the American Revolution.
Bend II Preparing to Debate
· 10: In this session, I’ll teach students that historians pay careful attention to multiple points of view, so that they can try to form a more complete understanding of what happened in the past.
· 11: SW study historical evidence to determine their own point of view, and then analyze the evidence to figure out how to make it support their point of view.
· 12: In this session, I'll teach students that debaters research both sides of an issue in order to present their position effectively with reasons and evidence and rebut the position of their opponent.
· 13: SW celebrate their learning through a whole-class debate as they reenact the Second Continental Congress.
Bend III A Second Cycle of Research
· 14: In this session, I’ll teach students that readers often read much easier texts to get background knowledge on a topic before tackling harder texts.
· 15: Readers use special strategies for making sense of a complex text. They begin by previewing the text closely, and then they read a section, paraphrase what they just read, and notice whether it goes with what they’ve read before or introduces something new.
· 16: Nonfiction readers know that there are specific places in a text that an author often reveals important information related to the main idea: introductions, conclusions, and text features.
· 17: When readers approach a new word, they not only learn the definition of it, but they also work to understand the word and how it is used at a deeper level.
· 18: When readers approach a new word, they not only learn the definition of it, but they also work to understand the word and how it is used at a deeper level.
· 19: In this session, I'll teach students that when researchers ask questions that don’t have clear or quick answers, they draw on their growing body of knowledge about the topic to consider several possible answers to their questions.
· 20: Readers draw upon their knowledge of interpretation to ask questions about history, and to figure out the big lessons that they can learn from the past.
February
Unit 5: Interpretation Book Clubs
· How can I heighten my skills at interpretation so I see themes that thread through a text and that sometimes thread across many texts?
· How can I think about ways that different authors approach the same theme?
Bend I: Interpretation: Discussing Themes and Issues in the Company of Clubs
SW read with the lens of looking for themes, learning to spot places in a text, and identifying where the theme shines through.
· 1: “Today I want to teach you that readers use all they know, from all their other reading work, to think about what the story they are reading might be teaching readers.”
· 2: “Today I want to teach you that to interpret or learn from books, readers can look for issues--especially issues that recur or issues that seem particularly important to the characters--and then consider how the main character relates to that issue--what does he or she think about it, feel about it, how does he or she react to it?”
· 3: “Today I want to teach you that readers carefully consider key scenes in stories --when characters experience strong emotions and/or make critical choices. Readers think extra hard about these scenes because they are usually related to the lessons in the book. To find these lessons, readers will unpack those scenes--maybe free writing about them or talking about them with others.”
Bend II: Comparing Themes--and How Characters Relate to Them--Across Texts
SW compare and contrast the way a theme is handled similarly and differently in different texts.
· 4: “Today I want to teach you that while some of these stories have similar themes, there are also a lot of differences in these stories--so many different viewpoints centered on the same theme. One way readers study those differences is to look at how different characters handle (or connect to) the same theme or issue.”
· 5: “I want to teach you that readers recall other stories and think and talk about how the stories compare; readers weigh our own lives and decisions with those characters make, finding possible life-lessons that books leave us with.”
Bend III: Reading Closely to See How Themes Are Shaped By Authors
SW look at how different authors approach the same theme.
· 6: “Today I want to teach you that not only do readers read closely by looking at the details of how characters talk and act and letting that push them to understand more about the characters, they also read closely by thinking about why an author may have chosen the precise words and phrases and images used in the stories to forward a theme or life lesson.”
· 7: “One thing I want to teach you is that one way readers are moved by literature and understand literature more deeply is that they let objects in the stories have symbolic importance--they connect objects to bigger meanings, letting a simple thing stand for a more complex thing.”
· 8: “I need to teach you this one thing today: powerful readers know that in good stories, details matter, and readers think hard and ask themselves about details that seem to be in the text for no clear reason--because there will be a reason, and readers find it.”
March
Unit 6A: Test Preparation
Unit 6B: Poems
· How can I read a variety of poems, with attention to mood, sounds word choice and images?
· How can I notice how these elements and the parts of a poem work together to create meaning?
· How can I read novels with a new appreciation for word choice, figurative language, and imagery?
6B:
Bend I: Discovering Poetry in Poems and Prose
· SW read new poems, examining all the elements that go into creating poetry while also holding onto and making meaning.
· SW identify poetic lines or passages in my independent reading and pause to think about how these parts connect to something important in the story.
Bend II: Reading for Deeper Comprehension
· SW look at poems more deeply, noticing how the parts go together to create images and meaning.
· SW read a novel and think across powerful parts, noticing how they build to develop deeper meaning.
Bend III: Looking at Life and Literature Through the Lens of Poetry
· SW keep thinking about images and themes from poetry when reading other texts.
· SW celebrate the person they’ve become as a reader of poetry—someone who sees the world in new ways—and share the gift of poetry with other people.
Mid-April/Mid-May
Unit 7: Nonfiction Book Clubs: Author Studies
· How can I read nonfiction like a fan, getting to know a nonfiction author well enough that I recognize his or her distinctive moves?
Bend I: Investigating Nonfiction Identities and Setting Out to Make those More Powerful (a short bend, 3-4 days)
· SW author a life as an avid reader of nonfiction, developing tastes and habits.
Bend II: Deepening Understanding of Nonfiction Techniques and Investigating Author’s Styles (approx. 2-3 weeks)
· SW investigate authors they love and deepen their understanding of nonfiction craft moves.
Bend III: Expanding our Nonfiction Experiences (approx. 1 week)
· SW broaden their tastes as a nonfiction reader and try to outgrow themselves.
Mid-May/June
Unit 8: Solving The Mystery Before the Detective: Inference, Close Reading, Synthesis, Prediction
· How can I read mysteries, collecting and interpreting clues so that I solve the mystery before the crime-solver does?
· How can I not only solve mysteries, but also learn life-lessons as I do this?
Bend I: Mystery Readers Read for Clues
· SW use fiction reading skills (and knowledge of how fiction stories and mysteries in particular tend to go) to puzzle over clues and to make, confirm, and revise predictions.
Bend II: Reading Across Mysteries People
· SW read mysteries to grow ideas about that kind of writing in general.
· SW become knowledgeable enough about mysteries so that they can categorize the mysteries read, seeing some as similar to and different from others.
· SW push themselves by tackling more challenging mysteries.
Bend III: Mystery Readers Learn Life Lessons from Books
· SW analyze characters' personalities by interpreting their motivations, choices, and responses to those choices in order to learn more about the larger messages.
