In this class, students learn how to investigate texts, uncover important details, infer information, and read critically to understand and retain what they read. Through targeted reading strategies and read-aloud practice, your detective will build strong comprehension.
BECOMING A READING DETECTIVE means finding the clues (reading comprehension) to better understand what you read. Just like a detective searches for clues to solve a mystery, we look for reading clues to help us better understand and connect to the material. Becoming a reading detective makes reading comprehension fun!
This is an ongoing class, and students can jump in and out as needed. We repeat topics for review and each new semester, we start over, so students can continue to learn what they missed or for continued review and practice, as all practice is different. We believe in Practice Makes Progress. See the schedule below.
In this reading detective-themed course, students will practice reading aloud (fluency), learn new vocabulary (context clues practice), learn and practice reading comprehension strategies for a better understanding of the main idea, details, inference skills, character analysis, figurative language, author’s purpose, and more.
This class is interactive with a lot of student engagement. Each session begins with an introduction to a particular reading comprehension strategy. After the skill introduction, we will practice the skill by reading teacher-provided stories together. Students will take turns reading round-robin style throughout the lesson and answering questions. As students read, we will assist them as needed with pronunciation, fluency, and proper reading techniques.
Our motto is Practice Makes Progress! Therefore, class does not stop when they turn off their computer; we provide after-class practice (with answers so you don’t have to send them back) for all the concepts we teach. The more you practice, the better you get!
Our teachers are friendly, encouraging, and passionate teachers, who meet each student exactly where they are. They regularly communicate with you regarding your child’s progress and what they are noticing in class. We also encourage you to reach out to us with any questions, comments, or concerns.
We look forward to meeting your child and helping them on their reading journey.
Happy Reading! Happy Learning!
Spring 2026 Schedule –
1 – Week of February 2nd – Details (CCSS RI 3.1/4.1 and RL 3.1/4.1)
2 – Week of February 9th – Details (CCSS RI 3.1/4.1 and RL 3.1/4.1)
3 – Week of February 2nd – Main Idea and Supporting Details (CCSS RI 3.2/4.2 and RL 3.2/4.2)
4 – Week of February 16th – Main Idea and Supporting Details (CCSS RI 3.2/4.2 and RL 3.2/4.2)
5 – Week of February 23rd – Theme (CCSS RI 3.2/4.2 and RL 3.2/4.2)
6 – Week of March 2nd- Context Clues (CCSS RI 3.4/4.4/5.4)
7 – Week of March 9th – Context Clues (CCSS RI 3.4/4.4/5.4)
8 – Week of March 16th – Inference Skills and Drawing Conclusions (CCSS RL 3.1/4.1/5.1)
9 – Week of March 23rd – Inference Skills and Drawing Conclusions (CCSS RL 3.1/4.1/5.1)
11 – Week of April 6th – Main Idea and Supporting Details (CCSS RI 3.2/4.2 and RL 3.2/4.2)
10 – Week of March 30th – Character Traits (CCSS RL 3.3/4.3/5.3)
12 – Week of April 13th – Character Traits (CCSS RL 3.3/4.3/5.3)
13 – Week of April 20th – Figurative Language (CCSS RL 3.4/4.4/5.4)
14 – Week of April 27th – Figurative Language (CCSS RL 3.4/4.4/5.4))
15 – Week of May 4th – Comparing and Contrasting (CCSS RL 3.3/4.3/5.3)
16 – Week of May 11th – Main Idea and Supporting Details (CCSS RI 3.2/4.2 and RL 3.2/4.2)
17 – Week of May 18th – Context Clues (CCSS RI 3.4/4.4/5.4)
18 – Week of May 25th – Inference Skills and Drawing Conclusions (CCSS RL 3.1/4.1/5.1)
Summer Schedule – Coming Soon
This class is good for above lever 3rd graders, on level 4th graders or struggling 4th and 5th graders.
Your child will be provided a DETECTIVE NOTEBOOK and each week additional pages will be provided to print for class and homework.
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CCSS = Common Core State Standards - These examples are for 4th grade but cover 3rd - 6th
CCSS.ELA-LITERACY.RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.2 -Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
CCSS.ELA-LITERACY.RL.4.5 - Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-LITERACY.RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
CCSS.ELA-LITERACY.RL.4.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
CCSS.ELA-LITERACY.RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-LITERACY.RL.4.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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