# data[].attributes.attachment_link.readable_text
CKLA is a content-rich literacy curriculum distinguished by robust and sequential knowledge building, as well as systematic foundational skills instruction. CKLA 3-5 consists of original texts systematically and coherently ordered to build broad content knowledge in science, social studies, and the arts. An intentional approach to building knowledge invites students to engage with and make connections across topics not commonly taught in elementary literacy classrooms (e.g., Ancient Greece and the War of 1812 in grade 2). In K-2, high-interest, fully decodable stories advance along with students' foundational reading skills.

Rich, rigorous, diverse texts:

# data[].attributes.attachment_link.title
Core Knowledge/Amplify - Knowledge Matters Campaign

# data[].attributes.attachment_link.description
CKLA is a content-rich literacy curriculum distinguished by robust and sequential knowledge building, as well as systematic foundational skills instruction. CKLA 3-5 consists of original texts systematically and coherently ordered to build broad content knowledge in science, social studies, and the arts.

# data[].attributes.body
A super user-friendly quick guide to share with colleagueshttps://achievethecore.org/content/upload/Text%20Set%20Guidance.pdf

# data[].attributes.attachment_link.title
What are mentor texts and how should I use them to help students improve their writing?

# data[].attributes.body
Podcast and curricular resources

# data[].attributes.attachment_link.readable_text
Knowledge about the world fuels a child's reading comprehension and critical thinking. We share stories from schools that use "knowledge-building" curricula from the earliest grades to inspiring effect.

Introducing the Knowledge Matters Review Tool

A Guide for Evaluating K-8 ELA Curriculum

Developed by literacy experts, the Knowledge Matters Review Tool helps to determine if an ELA curriculum is truly "content-rich" and aligned to research on the role that background knowledge plays in reading comprehension.
Learn More

New study guide for our podcast, as it hits 100,000 downloads

Reading Comprehension Revisited, the inaugural season of our podcast, has achieved 100,000 downloads - and counting! With six short episodes (which are roughly 30 minutes each), it is perfect for professional learning. Host Natalie Wexler has developed a new companion study guide in response to numerous requests from educators.
Learn More

Knowledge is an essential pillar of the "Science of Reading"

Broad knowledge about the natural and human world is an essential ingredient in reading comprehension, as shown by long-standing research. A group of distinguished reading researchers calls on the growing movement for evidence-based reading instruction to elevate the role of background knowledge in reading success.
Read Their Statement

Every student deserves a knowledge-building literacy curriculum

To develop students' reading comprehension muscles from the earliest grades, leading schools use English language arts (ELA) curricula that are carefully designed to build background knowledge in science, history, literature, and the arts, alongside sound foundational skills instruction.

Introducing all young children to rich disciplinary content and vocabulary levels the playing field for learning. Knowledge is like an interest-bearing savings account: the more you know, the faster you learn. Therefore, growing knowledge about the natural and human world in the early grades is an essential equity investment, and it sets the stage for a lifetime of critical inquiry and analysis.
Explore Curricula

Follow our School Tour into classrooms

Our Knowledge Matters School Tour has traveled the country visiting schools that use knowledge-building curricula, and we have been inspired in each district!

Hear classroom stories in our collection of School Tour videos and feature articles.
Explore Videos and Articles

We collected helpful resources for understanding the importance of background knowledge to literacy and learning.
Explore Resources

# data[].attributes.attachment_link.description
Knowledge about the world fuels a child's reading comprehension and critical thinking.

# data[].attributes.attachment_link.title
Know Better, Do Better: Comprehension | The Scholastic Teacher Store

# data[].attributes.attachment_link.description
In this timely book, the Libens explore what kids truly need to comprehend texts. Focusing on vocabulary, knowledge building, and language structures, they offer ideas to put into action now.

# data[].attributes.attachment_link.provider_name
think SRSD (self-regulated strategy development)

# data[].attributes.attachment_link.description
SRSD (Self-regulated strategy development) PD for schools, led by teachers, coaches & school leaders who all saw ELA proficiency gains

# data[].attributes.body
1) Laser-like focus on what matters most for literacy (think reading rope/writing rope)

2) Communal close reading of content-rich, challenging texts

3) Systematic development of high-value academic language to support building knowledge

4) A volume of reading organized around conceptually coherent text sets to build knowledge

5) Regular discussions grounded in texts and topics to build knowledge

6) A volume of writing to build knowledge

7) Targeted supports to ensure all students have access to challenging, grade-level content

8) Ease of enacting curriculum

# data[].attributes.headline
WHY integrate reading + writing + SS/Sci?

# data[].attributes.subject
WHY integrate reading + writing + SS/Sci?

# data[].attributes.attachment_link.readable_text
I wonder why you never write about curriculum integration. This year my district is all about including social studies in all of our lessons and my sister (a teacher in another state) is doing something like that with science in the upper grades. Do you have any advice for teachers like us?
Shanahan response:

As a teacher I was a strong advocate of integrating reading and writing instruction at a time when that kind of thing wasn't common. Later, when I became an academic, I studied reading-writing relationships and that blossomed into an interest in the combination of other curricula as well which eventually led to my work on disciplinary literacy.

In the late 1990s, I wrote about curricular integration with a great deal of angst (Shanahan, 1997). At that time, there were only a handful of studies that had explored the impact of combining reading with writing or any other subject. Even worse, those few efforts were unsuccessful; teaching various subjects together seemed to result in less learning, not more. We had good reasons to think integration could be beneficial, but no real supporting evidence. What a disappointment.

But 1997 was a long time ago.

Since then, there have been dozens of studies exploring issues of curriculum integration. As research has progressed, the newer studies have become more ambitious in curriculum design, more detailed in their results, and more rigorous in their research design. There has been so much of that kind of work we even have several meta-analyses of it.

For example, a meta-analysis of more than 100 studies, grades 2-12, reported that having students write about the texts they were reading improved reading comprehension and the learning of information from the texts (Graham & Hebert, 2010). Writing about the texts had a bigger impact on learning than reading or reading and rereading. Various kinds of writing in response to texts were effective. Text summarizations or retellings were most effective with younger students and more extended writings (analysis, critique, synthesis) had a bigger learning payoff for the older ones.

Studies continue to accumulate showing that combining reading and writing can enhance learning, particularly when these combinations are carried out in content areas like history (De La Paz & Felton, 2010; Monte-Sano, 2011; Monte-Sano, De La Paz, & Felton, 2014; Sielaff & Washburn, 2015; Wiley & Voss, 1999).

Another body of studies has examined reading instruction in the context of middle school and high school social studies and science classes. These studies (Swanson, Wanzek, Vaughn, Roberts, & Fall, 2015; Vaughn et al., 2013; Wanzek, Swanson, Roberts, Vaughn, & Kent, 2015) emphasized text reading, connecting text-based learning to prior learning, and applying the knowledge gained from texts to problem-solving activities in the content areas. Such literacy activities enhanced performance on measures of content knowledge, content reading comprehension, and standardized reading comprehension.

A meta-analysis of 16 such studies (Swanson, Wanzek, Vaughn, Roberts, & Fall, 2015) examined the impact of reading interventions delivered with social studies content. Such approaches proved effective with learning disabled students across grade levels - they did best in the upper grades. Studies in this synthesis focused on graphic organizers, mnemonics, reading and answering questions assignments, guided notes, and other related practices, and reported positive results with both social studies content and reading comprehension. A similar meta-analysis (Kaldenberg, Watt, & Therrien, 2015), this one examining reading instruction using science texts, reported similar outcomes with learning disabled students.

Not only were these approaches successful with struggling readers, but they have evidently worked with students from a wide array of demographic backgrounds (economic, racial, ethnic, linguistic).

Recently, this kind of research has taken an important turn. Now there are high-quality studies that have examined the impacts of curricular integration in elementary school, including in the primary grades.

For instance, the use of learning projects that address a combination of social studies and literacy standards led to increased learning of both content and improved ability to read informational text (Duke, Halvorsen, Strachan, Kim, & Konstantopoulos, 2021). That study took place in second-grade classrooms.

Likewise, teaching social studies and science units within the literacy block in grades K-4 was found effective in increasing content knowledge and informational text reading skills (Connor, Dombek, Crowe, Spencer, Tighe, Coffinger, Zargar, Wood, & Petscher, 2017). These effects were greater for social studies and science knowledge than reading, though there were some reading improvements. Similar results were evident with science knowledge - but not with reading comprehension - in a study conducted with fourth-grade science content (Cervetti, Barber, Dorph, Pearson, & Goldschmidt, 2012).

What does all that mean?

The use of content texts in reading comprehension lessons can improve content knowledge and reading ability.

Teaching students how to use reading and writing in content classrooms can also have these kinds of dual effects.

Curriculum integration can have positive outcomes across a wide range of grades and with a wide range of students (including demographics and learning abilities).

I sure feel better about all of this than I did in 1997. However, there are both important insights and cautions to be drawn from these studies.

1. Integration has led to greater gains in content knowledge than improvements in literacy. This is to be expected as the studies often aligned their knowledge tests with the content taught in their lessons - and reading was often evaluated with more general standardized assessments. I suspect it's easier to teach a specific set of facts than to improve someone's reading skills. In any event, given these findings, the successful combination of reading and science or social studies should not encourage schools to reduce the amounts of explicit reading instruction that they provide. Kids still need to develop print awareness, phonemic sensitivity, decoding skills, oral reading fluency, general vocabulary, grammatical skills, as well as general reading comprehension abilities. Those are not likely to benefit from these integration efforts.

2. Also, it is important to remember that the reading teachers have special responsibilities when it comes to literature. Literature is a content, just like social studies and science. It seems wise to focus some reading units on the reading of informational or expositional texts. It is just as wise to provide a similarly sharp focus on reading literature and understanding how it works.

3. Even with integration, we should be delivering high quality science and social studies lessons. There is more to these subjects than text reading, though text reading certainly matters. At this stage, integration should create opportunities for double dosing and extending lessons, rather than to making the curriculum more efficient. Such efficiencies may be a reasonable long-range goal, but we don't know enough for that yet.

4. Some states/districts/schools limit what can be included in their literacy block. Those rules and regs would prevent teachers from the kind of curriculum integration discussed here. Those limitations should be rethought to allow teachers to teach students to read social studies and science, including the use of informational texts that may not be drawn from the approved reading textbooks.

5. In many of these studies, the teachers were guided to make accommodations in the text difficulty students were asked to read. This was done by putting the lowest readers in easier texts. This may have been part of the reason why there were greater gains in content than reading. If students are practicing reading comprehension with texts they can already read satisfactorily, progress will be low. I'd encourage teachers not to reduce the text complexity - except possibly for the very low readers (K-1 level) but spend time showing students how to make sense of unknown vocabulary, complicated sentences, subtle cohesive links, and complex text organization. This should include showing students how to read and reread content texts in small chunks, linking those pieces together as you go. (Such lessons could easily replace the kinds of round robin reading so ubiquitous in social studies and science classes).

6. The research has produced several successful examples of integration. I assure you that in none of these cases did they just slap the subjects together. No, they came up with well-organized schemes for these combinations. For example, a common practice was to focus on culminating reports, projects, electronic presentations, and so on. These outcomes helped to make the student efforts purposeful, provided motivation, and allowed teachers and students to appraise the learning. Also, there were schemes for connecting new concepts to student knowledge and to clarify the meaning of what was read (with teachers and the other students), there were research and information recording systems, and organizational schemes that included whole class, small group, and individual work. Teachers that want to take on the challenge of integrated instruction would be advised to follow these models closely.

7. Finally, it is crucial that teachers recognize that curriculum integration is more than an alternative way of teaching. Its purpose, ultimately, is to increase the intellectual challenge of our curriculum and to foster a greater depth and appreciation of knowledge and research. In these studies, that was often evident in the curriculum designs, though surprisingly, it was rarely addressed in the evaluations. Integrated instruction should do more than improve reading comprehension (e.g, understanding or remembering facts). With such curricula, students should be reading more critically (such as recognizing the fallibility of sources). And, content outcomes should be more than longer lists of facts the students have managed to memorize but a deeper understanding and appreciation of the nature and value of scientific and historical knowledge.
References and Other Relevant Sources
Cantrell, R., Fusaro, J., & Dougherty, E. (2000). Exploring the effectiveness of journal writing on learning social studies: A comparative study. Reading Psychology, 21(1), 1-11. doi:10.1080/027027100278310

De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97(2), 139-156. doi:10.1037/0022-0663.97.2.139

De La Paz, S., & Felton, M. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35(3), 174-192. doi:10.1016/j.cedpsych.2010.03.001

De La Paz, S., & Wissinger, D. (2015). Effects of genre and content knowledge on historical thinking with academically diverse high school students. Journal of Experimental Education, 83(1), 110-129.

Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. doi:10.1177/0013124512446221

Fernandez Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners' attitudes and perceptions. System, 41(2), 365-378. doi:10.1016/j.system.2013.02.002

Guthrie, J. T. (2003). Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding. In C. Snow & A. Sweet (Eds.), Reading for Understanding: Implications of RAND Report for Education. New York: Guilford.

Kaldenberg, E., Watt, S., & Therrien, W. (2015). Reading instruction in science for students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 38(3), 160-173. doi:10.1177/0731948714550204

McCulley, L., & Osman, D. (2015). Effects of reading instruction on learning outcomes in social studies: A synthesis of quantitative research. Journal of Social Studies Research, 39(4), 183-195. doi:10.1016/j.jssr.2015.06.002

Monte-Sano, C. (2008). Qualities of historical writing instruction: A comparative case study of two teachers' practices. American Educational Research Journal, 45(4), 1045-1079.

Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write in history by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41(2), 212-249.

Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary literacy

curriculum for US History: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46(4), 540-575.

Reynolds, G., & Perin, D. (2009). A comparison of text structure and self-regulated writing strategies for composing from sources by middle school students. Reading Psychology, 30(3), 265-300.

Sielaff, C., & Washburn, E. (2015). The PEA strategy: One teacher's approach to integrating writing in the social studies classroom. Social Studies, 106(4), 178-185. doi:10.1080/00377996.2015.1043616

Snow, C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344. doi:10.1080/19345740903167042121.

Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14(3), 153-173.

Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 157-177). Clevedon, UK: Multilingual Matters.

Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A. (2015). Improving reading comprehension and social studies knowledge among middle school students with disabilities. Exceptional Children, 81(4), 426-442.

Vaughn, S., Swanson, E., Roberts, G., Wanzek, J., Stillman-Spisak, S., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. doi:10.1002/rrq.039

Wanzek, J., Swanson, E., Roberts, G., Vaughn, S., & Kent, S. (2015). Promoting acceleration of comprehension and content through text in high school social studies classes. Journal of Research on Educational Effectiveness, 8(2), 169-188. doi:10.1080/19345747.2014.906011123

Wiley, J., & Voss, J. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301-311. doi:10.1037/0022-0663.91.2.301

# data[].attributes.attachment_link.keywords[]
integrating literacy instruction with science

# data[].attributes.attachment_link.keywords[]
integrating literacy instruction with social studies

# data[].attributes.attachment_link.title
Integrating Literacy Instruction with Science and Social Studies

# data[].attributes.attachment_link.description
Integrating Literacy Instruction with Science and Social Studies, This blog entry explores the research into teaching reading in combination with science or social studies.

# data[].attributes.attachment_link.readable_text
Comprehension is a primary ingredient of reading success-but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K-8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.

Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader-and build a strong foundation for school success.
EDUCATORS WILL:

Get critical background knowledge.Synthesizing decades of research on reading comprehension, this book provides educators with all the fundamentals they need to teach this key component of reading proficiency.

Master the blueprint.Teachers will get a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference.

Make it work in the classroom.Educators will find practical guidance and tools for planning their units and lessons, adapting to the needs of individual students, and assessing student progress. (An interactive book study guide makes this book easy to use as a professional development resource.)

PRACTICAL MATERIALS: To help them apply the science of reading comprehension and design high-quality instruction, teachers will get classroom activities, sample lesson plans, and questions that help them reflect on and strengthen their practices. The photocopiable teaching resources, including unit and lesson plan organizers, can be used again and again in the classroom.

# data[].attributes.attachment_link.description
Comprehension is a primary ingredient of reading success-but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K-8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading

# data[].attributes.attachment_link.title
The Knowledge Gap: The Hidden Cause of America's Broken Education System--and How to Fix it

# data[].attributes.attachment_link.description
The Knowledge Gap: The Hidden Cause of America's Broken Education System-and How to Fix it [Wexler, Natalie] on Amazon.com. *FREE* shipping on qualifying offers. The Knowledge Gap: The Hidden Cause of America's Broken Education System-and How to Fix it

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

# data[].attributes.body
hannah@erinkentconsulting.com

Background in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

Migrant Educational Outreach Teacher

Bilingual Educator (Spanish/English)

Bilingual ICOT (Integrated Co-taught SPED)

Literacy Coordinator

Head of Student Support Services

English as a New Language (ENL)

New York/China

Cheese-maker

Traveler

Pun-lover

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.attachment_link.readable_text
"In Shifting the Balance, 3-5 , Cunningham, Burkins, and Yates go beyond the science of reading being only phonics. Taking a deeper dive into vocabulary, comprehension, fluency, and word identification for upper elementary students, this book helps teachers understand what is needed in their instruction through easy-to-read case scenarios. Thanks to these authors for once again bridging hearts and minds."

Donna Hejtmanek Retired Educator and Creator of the Science of Reading-What I Should Have Learned in College Facebook Group

" Shifting the Balance, 3-5 brings the Science of Reading from theory to direct application. This new take on literacy instruction brings forth the hope of long-lasting knowledge and continued growth for students. It is not only a thorough approach but is realistic and best of all, attainable!"

Clorasteen Wilson , Structured Literacy Instructor, Associate/OGA

"Teaching reading can sometimes feel like an impossible task. Our classrooms are filled with diverse groups of learners that present all different levels of instructional need. Shifting the Balance, 3-5 gives teachers tools they need to incorporate reading instruction that is purposeful and student-centered. With data driven techniques and lessons, this book will set up any upper elementary school classroom with success."

Michaela Durr , New York City Teacher

"While many of the big conversations about the Science of Reading (SOR) research have focused on the foundational skills in primary grades, upper elementary teachers no longer need to feel left in the dark. With this gem, Cunningham, Burkins, and Yates skillfully supply six scientifically-sound shifts―answering the big questions & providing high-leverage instructional routines, while weaving in all five pillars of reading. No matter where you are on your SOR journey, this sensational book is a must-read for all!"

Michelle Sullivan of The Colorful Classroom & Elementary Literacy Coach

"Cunningham, Burkins, and Yates clarify misunderstandings, summarize the research in an accessible way, and provide suggestions for what they call high-leverage routines to help teachers enhance their instruction and support students' growth as readers. Thoughtful, well-researched, and teacher-friendly, this book is an invaluable resource for anyone who wants to explore how to implement effective literacy instruction for readers beyond grade two."

Lisa Maucione , Reading Specialist, Dartmouth Public Schools, MA

"As the field of reading instruction continues to reinvent itself, so many of us elementary educators find ourselves in need of a road map. The authors of this second volume of Shifting the Balance step in, validate our good intentions, and offer to guide us as we reflect on, reconsider, refine and reimagine our practice. I look forward to referencing the ideas and resources in this edition (and online) as I continue striving to equip my students for meaningful reading experiences, now and in the future."

Katie McAlister , First Grade Classroom Teacher

"With all the noise in the world about reading instruction, Cunningham, Burkins, and Yates discuss a practical, research-driven, and student-based way to shift our reading instruction into balance and clarity. They've done the hard thinking in order to zoom in on what is necessary to teach intermediate readers to succeed."

Jeff Anderson , Lead author of the Patterns of Power series (PreK-12)

"The science of reading isn't just for the primary grades! In their clear and readable style, Cunningham, Burkins, and Yates examine the research and show teachers of grades 3-5 exactly how to apply it. With zero judgment and endless encouragement, the authors will inspire teachers to rethink current practices and make research-based decisions to help every student."

Anna Geiger , M.Ed., Host of the Triple R Teaching podcast and creator of The Measured Mom website

Dr. Katie Egan Cunningham is committed to supporting teachers in making learning joyful, purposeful, and evidence-based. She is an Associate Professor of Teacher Education at Sacred Heart University where she teaches literacy methods and children's literature courses. Her other work includes Start with Joy: Designing Literacy Learning for Student Happiness and Story: Still the Heart of Literacy Learning .

Dr. Jan Burkins is a full-time writer and literacy consultant dedicated to helping teachers and those who lead them negotiate the competing tensions in our field. Her favorite work is conducting literacy audits with schools and districts. Her other books include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) , co-authored with Kari Yates, and Who's Doing the Work: How to Say Less So Readers Can Do More , co-authored with Kim Yaris.

Kari Yates is an author, speaker, and consultant with a passion for helping busy literacy educators thrive. Her other works include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) co-authored with Jan Burkins, To Know and Nurture a Reader Conferring with Confidence and Joy , co-authored with Christina Nosek, and Simple Starts: Making the Move to a Reader-Centered Classroom .

# data[].attributes.attachment_link.title
Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

# data[].attributes.attachment_link.description
Amazon.com: Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom: 9781625315977: Cunningham, Katie, Burkins, Jan, Yates, Kari: Books

# data[].attributes.attachment_link.description
Get the basics on how to create classroom text sets that support content-area literacy and building background knowledge.

# data[].attributes.headline
Building Background Knowledge Through Reading: Rethinking Text Sets

# data[].attributes.subject
Building Background Knowledge Through Reading: Rethinking Text Sets