Authors Michael Smith and Jeffrey Wilhelm continue in this third chapter excerpt an earlier discussion of literacy, boys, and flow in reading. Here, Smith and Wilhelm address specifically how to achieve the characteristics of flow experience by organizing curriculum conceptually around inquiry questions.

Authors Michael Smith and Jeffrey Wilhelm continue in this third chapter excerpt an earlier discussion of literacy, boys, and flow in reading. Here, Smith and Wilhelm address specifically how to achieve the characteristics of flow experience by organizing curriculum conceptually around inquiry questions. They focus especially on how inquiry units provide clear goals and immediate feedback, and how they engage students in meaningful learning in the here and now. Additionally, the authors demonstrate how inquiry units can provide a meaningful context for deep learning of foundational concepts and for learning the kinds of interpretive literacy processes that are needed to become accomplished readers, writers, speakers, listeners, and designers of knowledge who not only understand but can use and share their understandings. How to plan a particular unit is shown in detail, and the authors highlight throughout how the design principles they use can be applied to develop other kinds of inquiry units. (author/bebrown)