Current educational writing and reporting suggests a need for making reading a more vital experience for the student. One of the ways being tried in the Rye Public Schools (New York) is an integrated, guided, out-of-class reading program that is keyed to the inquiry curriculum. Starting in the third grade, each inquiry unit has specially selected books that provide discovery and adventure for the topic under study. Many of the books are paperbacks consisting of biographies, stories based on historical events, and scientific discoveries. Teachers incorporate sets of books that blend into the inquiry topic, and study guides help students use their out-of-school reading time more effectively. Performance objectives include skills for locating information, drawing inferences, and organizing data into a meaningful report. Through paired teaming, cooperative teachers have flexibility in working with students having a wide range of reading ability. Since the teachers cover the same unit or topic in the same block of time, a student is able to move from one level of skill instruction to another whenever his or her needs are better met. Teachers differentiate instruction on the basis of a student's readiness to follow the trend of a discussion and contribute relevant information. By integrating out-of-class related reading into an inquiry unit, teachers have the means for introducing students to a variety of literary experiences. (HOD)