Set literacy learning focus for each text: Each of these text offer different reading opportunities and challenges. For example, ‘Superbug’ has a lot of words with multiple meanings, ‘Resistance’ is a graph and has potential for connections to the previous text. Use text and task analysis to see the processes and schema you use in reading these texts as a basis for identifying literacy goals for each text.

Frame the reading work: Use an inquiry question: “what can we learn about reading graphs from reading ‘Resistance …’?” or a teacher model to frame the reading work for each text.

Keep it fresh: The point here is to prevent reading from becoming “just another task.” Identifying both literacy and inquiry goals can keep the important work of knowledge-­‐building upfront for the students so that they can persevere in working through and making sense of difficult texts.