Unit of Study: Reading Detectives: Searching for Clues & Detail
Brook Esquivel
Grade Level: 3rd
Dates:
Common Core State Standards
(CCSS)
What standards are addressed in this
unit?
Goals
Write in student friendly language: I can, I
will, The teacher will, etc. Should be at
least 4-6.
Bends in the Road
(Bends=Parts - Skills each part
should last 1-2 weeks)
What are the bends that need to be taught
to meet the goals? What are the
foundational skills that need to be in place
in order to meet the goals?
Mini Lessons (Strategies)
What are the specific lessons that need to
be taught for those foundational skills
(bends)?
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to
what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in
decoding words.
CCSS.ELA-LITERACY.RF.3.3.A
Identify and know the meaning of the most common prefixes and
derivational suffixes.
1. I can use text evidence to answer questions about a book
2. I can ask meaningful questions about a book.
3. I can use strategies to solve tricky words and phrases.
4. I can use all parts of a text to get the most information.
1. Reading detectives use evidence from the book to answer
questions.
2. Reading detectives use the clues and tips they already have to
solve tricky words and phrases.
3. Reading detectives search for important details in all parts of a
text.
Bend 1 Reading detectives use evidence from the book to
answer questions. (Fiction)
1. Reading detectives use text evidence to clarify, confirm, or revise
the retelling to make sure it is accurate.
2. Reading detectives use quotes from a text to give specific
examples.
3. Reading partners ask each other meaningful questions to help
them better understand the book.
Bend 2 Reading detectives use the clues and tips they already
have to solve tricky words and phrases. (Fiction)
1. Reading detectives use the clues they have already found about
letters and sounds to read through unfamiliar words.
2. Reading detectives think about what would make sense and use
meaning and context to help them solve a tricky word.
3. Reading detectives stop to think if what they read made sense. Do
all the clues fit together or is something just not right?
4. Reading detectives use punctuation as a clue to solve how text
sounds.
Bend 3- Reading detectives search for important details in all
parts of a text. (Fiction)
1. Reading detectives dont only see the story in their minds, but
they also hear it, smell it, taste it and feel it so they can feel as if they

Classroom Library
What does the classroom library have to
have for this unit?
Materials and Resources
Workshop Structure
Support for Struggling Readers
How will you support ALL learners?
Support for Strong Readers
How will you support ALL learners?
Home/School
What can be done to foster the connection
between home and school?
Assessments
Formative? Summative?
Celebrations
How will you celebrate with students? Is
there a way to involve parents? Is there a
way to share your celebration with the
school?
are in the story.
2. Reading detectives get their minds ready to read a book by
looking at the cover to get clues and using the information on it to
think about what the book might be about.
3. Reading detectives notice illustrations and what clues they add to
a story.
I decided to make this unit on fiction.
Classroom library will be organized by levels. Will have a specific
shelf for Books with interesting Clues, so books that have great
illustrations and meaning beyond the literal meaning of the text.
Fiction books above the students reading level for guided
reading groups.
Fiction books at the students independent reading level for
them to read and practice strategies on their own or with
reading partners
Reading detective notebooks to write clues from text in.
Books specifically put in the library because they have
illustrations that add to the story.
Workshop structure (Mini-lesson, work time, reflection)
Gradual release
Texts at and above the independent levels of all students.
Individual conferences with every student often.
Reinforce strategies
Strategy cards to remind students of specific strategies they
can try.
Texts at and above the independent level of all students.
Individual conferences with every student often.
Strategies to dig deeper in the text
Newsletter to parents monthly with what strategies we will be
focusing on in the upcoming month and how to help
reinforce those strategies. (Offering prompts parents can
use, the specific language we use in the classroom, book
ideas to read with students that lend themselves well to the
particular strategies)
Book bags home with books at the students independent
reading level.
Formative assessment: Observing students reading and
notice what strategies they are using and if they are using
them effectively. Notice if I need to reteach any mini-lessons.
Summative assessment: At the end of each bend have
students read aloud to me at their independent reading level.
Assess their use of appropriate strategies and notice if they
are ready to move up a level or not yet.
Use our new reading skills to read to our younger reading
buddy (Connect with a younger class to set up reading
buddies)
End of Investigation party!
o Make their own reading detective badges
o Invite parents
o Students have opportunity to read aloud or share
their favorite reading moment from this unit if they
want to
o End with a favorite read aloud from that Unit
Students can redesign the cover of the book and
add in clues to the new cover that they got from
reading the story.