core knowledge language arts · teacher resource: the reader lesson types document outlines the...

CoreKnowledgeLanguageArts

ParticipantActivityGuide

1-DayInitialTrainingGrades4-5

Name:___________________________

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Session Objectives and Agenda Overview ObjectivesAt the end of the day, you will be able to:

● Summarize CKLA’s integrated approach.● Identify key features of CKLA core components.● Discuss the reading lesson types and how vocabulary and comprehension are

embedded.● Understand how CKLA embeds writing instruction and uses a gradual release

approach.● Identify three characteristics of CKLA Quests.● Locate CKLA’s diverse assessment methods and types.● Identify the array of tools in CKLA to support all learners and recognize which would be

useful to address specific learners.● Practice and reflect upon delivering small portions of CKLA lessons.● Devise and share a plan for the first week of instruction.

Agenda Opening CKLA in Action! Integrated Approach in 3-5 3-5 Core Components Teaching CKLA:

● Reading● Vocabulary● Language● Quests and Poetry● Writing

Assessments Supporting All Learners Scheduling and Planning Closing

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CKLA in Action! Observation and Practice

CKLA in Action! CKLA Shift

Grade 4: Unit 1 Lesson 4: Sensory Details: Speaking and Listening

Alternate: G5,U5,L5

What is similar to what you already do?

What is something different?

Key Takeaways:

CKLA Prep Time: Reading Lesson

Grade 4: Unit 7, Lesson 2

Grade 5: Unit 1, Lesson 9

How does the pacing support the lesson?

How is the lesson “chunked”? (How long are students working independently vs. working as a whole group?)

What strategies could you add to support diverse learners?

Key Takeaways:

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CKLA in Action! Engagement and Supporting all Learners

Grade 5: Unit 2: Lesson 4: Reading—Whole Group

What strategies does the facilitator add to make the lesson more engaging?

What strategies does the facilitator add to support all learners?

Key Takeaways:

CKLA in Action! Word Work

Grade 4: Unit 5: Lesson 2: Earth’s Layers and Plate Tectonics

What does the facilitator do to teach to different modalities?

How does this lesson progress from low to high rigor?

How many different ways did the facilitator “teach” the same word?

Key Takeaways

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CKLA in Action! Quest

Grade 5: Unit 4: Lesson 1: “Hurly Burly”

What ELA skills were used in this activity?

How does this lesson ease students into Shakespeare?

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CKLA in Action! Grade 4: Student Activity Book page

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Program Overview Grades 3-5

Additional Notes:

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CKLA K-5 Domains of Learning

Directions: Record two key takeaways around CKLA’s K-5 domain based learning. 1. 2.

Directions: Fill in the blank.

Domains of learning are the ____________ in which we teach ELA Skills.

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CKLA Owner’s Manual (Page 1)

Directions: As the facilitator walks through key segments in your “Owner’s Manual,” record key features of each section.

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Core Components: Grades 3-5

Component Image: Component Description and Quantities: Teacher Guide Icon:

(Example: Grade 3)

Teacher Guides (Grades 3, 4, and 5): These contain outlines and comprehensive guidance for 180 days of instruction. Each guide represents one unit of instruction. Number of Units:

● Grade 3: 11 ● Grade 4: 9* ● Grade 5: 9

*Unit 2 has two parts

(Example: Grade 3)

Activity Books (Grades 3, 4, and 5): These contain Activity Pages for students to complete as part of the lessons. There is an Activity Book for each of the units and Quests. Student Quantity:

● Grade 3: 11 ● Grade 4: 6 ● Grade 5: 8

(Example: Grade 4)

Readers (Grades 3, 4 and 5): These contain the key texts for instruction. Student Quantity:

● Grade 3: 11 ● Grade 4: 6 ● Grade 5: 8

(Example: Grade 3)

Image Cards (Grade 3): These are smaller-sized images used to support instruction. Teacher Quantity:

● Grade 3: 8

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(Example: Grade 3)

Spelling Cards (Grade 3): These are used to supplement teaching instruction. One side of the card shows the sound and the other side shows three things: the top shows the spelling; the bottom, a sample word containing the spelling; and the middle, a power bar. Teacher Quantity:

● Grade 3: 1

(Example: Grade 5)

Students Poet’s Journal (Grades 4 and 5): The Poet’s Journal combines poems, activities for students, and creative space for writing. Student Quantity:

● Grade 4& 5: 1 (Unit 3)

(Example: Grade 4)

Student Writer’s Journal (Grade 4): The Writer’s Journal combines poems, activities for students, and creative space for writing. Student Quantity:

● Grade 4: 1 (Unit 6)

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Quests: Grades 3-5

Component Image: Component Description and Quantities:

Far From Home: A Viking’s Journey (Grade 3): A five-lesson Reading, Writing, and Speaking and Listening experience. Students are immersed in history, acting out the adventures of the Vikings and discussing the details of Norse society.

The Contraption (Grade 4): A multi-unit Writing and Speaking and Listening experience. Students interact with a strange device that is fueled by their writing. The class establishes a regular writing routine over many weeks.

Eureka! Student Inventor (Grade 4): Students must save the game show Eureka! by working in teams, combining research, writing, and presenting skills to become “master inventors.”

The Robot (Grade 5): A multi-unit Writing and Speaking and Listening experience. Students interact with a classroom pet that can learn and grow using their writing. The class establishes a regular writing routine over many weeks.

A Midsummer Night’s Dream (Grade 5): Students are immersed in the mystery and magic of Shakespeare’s comedy, analyzing character and language and bringing the play to life.

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Brain Break What am I?: Grade 3: Unit 2: Pausing Point 1

● I am a process of organizing animal groups based on particular characteristics. What am I

called?

● I am a person with a high level of knowledge about the natural world based on facts learned

through observation and experiments. I classify animals into groups according to their

characteristics. What am I?

● I am an animal whose body temperature is maintained by my surroundings. It is not constant.

What am I?

● I am an animal whose body temperature is constant and does not depend on the temperature

of my surroundings. What am I?

● I am an animal with a backbone. What am I?

● I am an animal without a backbone. What am I?

● I am an aquatic animal with gills and fins, and I have a body covered in scales. What am I?

● I am an animal that can live both on land and in water. What am I?

● I am the larva that hatches from the egg of an adult female frog. What am I?

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Gallery Walk Reading Lessons

Directions: Rotate to each station in the room. Spend 5 minutes reading the station materials and answer the questions below. Note: The facilitator will direct each group to rotate stations.

Poster Introducing the Reading

Discussing the Reading: Comprehension Questions

Core Vocabulary and Word Work

Lesson Format

Questions: What activities make up the “Introducing the Reading” section? How will this support students who have not had CKLA in the past?

What types of questions are asked after the reading? What ELA skill(s) can you identify in each of the comprehension questions?

How many words are selected for each lesson? (On average) How many words will you focus on during the Word Work lesson each day?

What are three different lesson format you observed? How will these different lesson types support students at all levels?

Key Takeaway:

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Reading Lesson Types

Teacher Resource: The Reader Lesson Types document outlines the descriptions for the various reading lesson types found in the CKLA program.

Whole Group: For a whole group reading lesson, you will provide reading instruction to the whole class. In general, you will introduce the chapter, review what students have already learned (when appropriate), preview core vocabulary, and establish a purpose for reading. Then, you will guide students’ reading by focusing on small chunks of text. Using guided reading supports, you will briefly engage students in discussion, and reference images, captions, and other text features throughout the lesson. After reading, you will have the opportunity to check students’ comprehension of the text using oral discussion questions, written activity page items, or some combination of the two. Please review completed activity pages, preferably with student involvement, to assess and monitor students’ comprehension and to provide rapid clarification and feedback. Small Group: For a small group reading lesson, you will divide the class into two small groups. Small Group 1 should include students who need extra scaffolding and support in order to read and comprehend the text. You will provide instruction to this group using the same procedures as a whole group reading lesson. In addition, you will provide support as students complete an activity page, either during reading or afterward. There are many advantages to using this approach with a smaller number of students, including more frequent opportunities for each student to be actively engaged and to respond orally. This allows you to provide immediate corrective feedback and instruction for individual students. Small Group 2 should include students who are capable of reading and comprehending the text without guided support. These students may work as a small group, as partners, or independently to read the chapter, discuss it with others in Small Group 2, and then complete an activity page. Over the course of the year, students may move from one group to the other, depending on individual students’ needs. After reading, you will call students together as a class to briefly discuss the story and wrap up the lesson. Because students in Small Group 2 will complete the activity page independently, you should make arrangements to ensure they have completed it correctly. You might choose to collect the pages and correct them individually; provide an answer key for students to check their own or a partner’s completed activity page; or confer with students individually or as a group at a later time.

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Reading Lesson Types (Continued)

Partner: For a partner reading lesson, you will pair students to read and discuss the chapter. You may wish to use any or all of the following pairings at different times: strong readers with readers who need more support; readers of similar skill levels; or English learners with native speakers. The way you pair students should change throughout the year. You will explain that both students will read the first page silently, and then one partner will read that page aloud. Next, they will both read the second page silently, and then the other partner will read that page aloud, and so on. Students can ask their partner for help to sound out or define words as necessary. You may wish to adjust this structure as students’ needs change. You may wish to provide guiding questions for students to periodically stop and discuss with their partners. Students will complete an activity page with their partners either during or after reading. You will call students back together as a class after reading to discuss the chapter and the activity page. Close Reading: The CCR Standards emphasize the practice of close reading, including asking text-dependent questions worthy of students’ time to answer. Explicit instructions are included for utilizing a close reading approach with particular excerpts of stories from the Reader. These lessons are carefully crafted to focus students’ reading to derive deeper meaning through close examination of the text. Read-Aloud: In elementary school, listening comprehension generally exceeds reading comprehension for many students. As a result, students benefit from hearing text read aloud by a fluent and experienced reader. Struggling readers, in particular, may benefit from hearing text read aloud as they follow along in the Reader. In a typical read-aloud lesson, you will introduce the chapter, review what students have already learned (when appropriate), preview core vocabulary, and establish a purpose for reading. Then you will read the chapter aloud while students follow along in the Reader, using guided reading supports to ask questions, discuss vocabulary, and/ or highlight important aspects of the text. You will also help students attend to images, captions, and other text features. After reading, you will have the opportunity to check students’ comprehension of the text using oral discussion questions, written activity page items, or some combination of the two. Please review completed activity pages, preferably with student involvement, to assess and monitor students’ comprehension and to provide rapid clarification and feedback.

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Engagement and Differentiation

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Note: Some pages where skipped for the purposes of this training.


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Vocabulary: What We Know Teacher Resource

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Word Work

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Quest Exploration

Directions: As a grade-level team, complete the following steps: 1. Divide the Quest lessons amongst your grade-level team. 2. Complete the row in the chart aligned to your lesson(s). (Continues on next page.) 3. Share your finding with your group. 4. As a whole group, complete the Quest questions on the next page.

Lesson Focus Materials

Example: Grade 5: Unit 7

-Review of Shakespeare’s life -Language games: students become comfortable with Shakespeare’s language and performing -Visual representations and write a story with dialogue

-Student Reader for the unit -Projector for digital images -Student Activity Books

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Quest Questions: 1. What pre-planning or implementation strategies will you need for this Quest?

2. In grades 4 and 5, there are two types of Quests, what are they and how are they different?

3. What is different about the Quest materials and Quest lesson content from other units?

4. How is the Quest going to provide your students with a unique learning experience?

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Writing in CKLA

“Writing is many things. It is an art that can be taught and learned. It is an invention - one of the greatest inventions in human history.”

-Core Knowledge Foundation

Writing Across a Unit

Directions: On the next pages you will see excerpts from Grade 5, Unit 5 which include samples from both the Teacher Guide and the Student Activity Book.

● With a partner, review these samples to get a feel for how writing in CKLA is gradually released to students throughout a unit.

Unit Introduction

What is the formal writing piece in this unit?

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Writing Across a Unit (Continued)

Teacher Guide Excerpt 1: (Grade 5: Unit: 5 : Lesson 2)

After reviewing the Teacher Guide excerpt, what student writing skills are taught in this lesson?

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Writing Across a Unit: Student Activity Page Excerpts

Directions: Review the three following Activity Page samples and reflect on how writing is embedded in many areas of CKLA?

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How was writing embedded in many areas of CKLA?

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Directions: Review the following four Activity Pages. Answer the following question after your review: What did you learn about CKLA’s approach to formal writing from these two excerpts?

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What did you learn about CKLA’s approach to formal writing from these four excerpts?

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Brain Break arch: Root Word Meaning “ruler”: Grade 4: Unit 2: Pausing Point 1

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CKLA Assessments A Closer Look

Directions: Using your Teacher Guide and Student Activity Book, take a closer look at the assessments and record your answers below.

Formative Assessment Using your Unit 1 Teacher Guide, answer the following questions 1. On the first page of every lesson, CKLA lists the “Primary Focus of the Lesson.” What else is included? 2. How will the “Primary Focus of the Lesson” and the answer to question 1 direct your instruction? 3. What do these icons indicate?

_______________________________ _______________________________4. Find Pausing Point 1 and 2. Where are they located in your Teacher Guide?

End of Unit Assessment Locate the End of Unit Assessment in the Student Activity Book. (Note: Review Unit 2 for Grade 3, Unit 7 for Grade 4, and Unit 2 for Grade 5.)

1. What are the different sections and assessed skills that make up the Unit Assessment?

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CKLA Assessments A Closer Look (cont.)

Beginning of the Year, Mid-Year, and End of Year Assessments

Directions: Complete the table. For column 1, use the following pages in the Teacher Guide:

● Grade 3: First page of Lesson 6.● Grade 4: Page 3 ● Grade 5: Page 3

For columns 2 and 3, use the excerpts on the following pages. Beginning of Year

Assessment (column 1)

Middle of Year Assessment (column 2)

End of Year Assessment (column 3)

In what Unit will you find each assessment?

What is the length of time for each assessment?

What is the goal/intent of each assessment?

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Grade 3: Mid-Year and End-of-Year Assessment Overview The assessment summaries below are from Unit 6 and Unit 11.

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Grades 4-5: Middle- of-Year and End-of-Year Assessment Overview The assessment summaries below are from the following grades and units:

● Grade 4: Unit 5 and Unit 8 ● Grade 5: Unit 6 and Unit 9

(Note: Excerpts below are from Grade 5, but Grade 4 summaries are identical.)

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CKLA Assessments Teacher Resource

All units, except Unit 1, include an end-of-unit assessment, as well as multiple opportunities for other observation and evaluation throughout the unit. We strongly recommend that you start an assessment portfolio for each student. Collect various examples of the student’s work, as well as formal assessments. Remember to include the date on any work you place in this portfolio.

In addition to End of Unit and Mid/End of Year Assessments, there are many additional opportunities to assess students. Almost every exercise or worksheet represents an opportunity to assess students and increase your awareness of skills they have mastered, and skills which need additional work. We encourage you to use assessment to systematically guide instruction.

Beginning of the Year Assessment The primary purpose of the Beginning of the Year Assessment, found in Unit 1, is to gauge students’ reading abilities through a number of assessments. Taking time to assess students is crucial to ensuring their success as readers. The assessments help you determine which students have the knowledge and skills needed to benefit from your grade-level Skills Units and which students need to be regrouped to an earlier point in the Skills program. (This does not pertain to Kindergarten, there is no placement assessment in this grade but rather foundational skills assessments.)

The Beginning of Year Assessment is administered in lessons 6-10 in first through third grade and at the end of Unit 1 in fourth and fifth grade; this is to give students an opportunity to acclimate to the school environment after the summer break.

On day one of this assessment in grades 2-5, students read a story silently and then answer comprehension questions. (Day 2 in Grade 1.) The stories and questions are located in students’ Activity books. They should be scored as soon as possible to determine which students will continue with the next assessment. You will follow the same procedure each day during the assessment week, i.e., students who successfully complete the daily Story Reading Assessment will continue to read a new story and questions the next day.

If students do not successfully complete a Story Reading Assessment, you will give those students an individually administered word reading assessment in order to more accurately determine individual reading strengths and weaknesses for placement consideration. You will begin administering the word reading assessment to any students who do not successfully complete the Story Reading Assessment assigned that day.

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CKLA BOY Assessments

Beginning-of-Year Assessment Scoring: Grade 3 Assessment Name If the score is... Then the next assessment will be... Story Reading: “The Bug Hunt” (Whole Class)

5 or higher Story Reading: “The Snake” (Whole Class)

0–4 Word Reading Assessment (1:1)

Story Reading: “The Snake” (Whole Class)

5 or higher Story Reading: “Moans at Midnight” (Whole Class)


Story Reading: “Moans at Midnight” (Whole Class)

5 or higher Story Reading: “The Dog Show” (Whole Class)


Story Reading: “The Dog Show” (Whole Class)

5 or higher Story Reading: “Black Diamond” (Whole Class)


Beginning-of-Year Assessment Scoring: Grade 4 Assessment Name If the score is... Then the next assessment will be... Day 1: Reading Comprehension (Whole Group)

17–19 Fluency Assessment (1:1)

14–16 Word Reading Assessment (Optional) & Fluency (1:1)

0–13 Word Reading Assessment (1:1) & Fluency (1:1)

Day 2: Grammar (Whole Group) & 1:1 tests based on Day 1 Reading Comprehension Assessment

Day 3: Morphology (Whole Group) & continuation of 1:1 assessments

Beginning-of-Year Assessment Scoring: Grade 5 Assessment Name If the score

is... Then the next assessment will be...

Day 1: Reading Comprehension (Whole Group)

14-15 Fluency Assessment (1:1) (Optional)

11-13 Word Reading Assessment & Fluency (1:1) (Both optional)

0–10 Fluency (1:1) & Word Reading in Isolation (1:1)

Day 2: Grammar (Whole Group) & 1:1 tests based on Day 1 Reading Comprehension Assessment

Day 3: Morphology (Whole Group) & continuation of 1:1 assessments

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CKLA Assessments Teacher Resource

Daily/Weekly Formative Assessments There are many opportunities for formative assessment throughout each Unit. Weekly Spelling Tests: In grades 1-5, weekly spelling assessments are included. Each assessment is accompanied by a spelling analysis sheet. Use of this assessment and careful thought about the errors students make will give you insight into planning remediation of both decoding and encoding skills. We realize not all school weeks fall easily into the pattern of introducing words on Monday and assessing students on Friday. We would simply ask you to consider administering the spelling assessment every fifth instructional day whether it falls on a Friday or another day of the week. Daily or Weekly Activity Pages: You may choose to assign a given activity page for individual, independent completion to use as an assessment. Daily Anecdotal Records: It is important to listen to each student once or twice each week so you can monitor progress. End of Unit Assessments There is an End of Unit Assessment, starting with Unit 2. If students struggle on this assessment, you may need to spend a few Pausing Point days reviewing before moving on and/or you may need to do remedial work with specific students. (See chart on following page for an overview of these assessments.)

Mid-Year and End of Year Assessments There is a Mid-Year Assessment, indicated in gray on the Unit Overview Table (see next page), which assesses both skills taught up to that point in the year and also foundational decoding and encoding skills. The End of Unit Assessment mirrors the Mid-Year Assessment and provides placement information for the teachers in the following grade-level. Writing Assessments In every grade, there are daily writing activities. In the first part of Kindergarten these are developmentally appropriate and begin with tasks such as labeling but by the end of the year the students are responding to text in writing. In all other grades, daily response-to-text activities are included via student activity pages. Starting in Unit 3 of first grade, students begin having domain-based writing assignments which include book reports, narratives, expository, research and informational projects. These assignments have provided rubrics, which teachers can use to assess student work. Assessment and Remediation Guide A separate publication, the Assessment and Remediation Guide, provides further guidance in assessing, analyzing, and remediating specific skills. This guide can be found online at http://ckla.amplify.com/. The purpose of this guide is to assist you in providing targeted remedial instruction to students who may be struggling with occasional gaps in letter-sound knowledge, but who are not significantly below grade level. Students who are below grade level with significant gaps in letter-sound knowledge require intensive decoding instruction on their level, preferably by a reading specialist, for at least 60 minutes a day, to bring them quickly up to grade level.

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Unit Assessment Overview by Grade

*Administered as needed. **Gray highlighted text represents Middle of Year Assessments.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Unit 1 -Writing Strokes

-Directionality -Sound Discrimination

Beginning of the Year Assessment

Unit 2 -Writing Strokes -Oral Blending

-Digraphs -Noun Identification -Reading Comprehension

-Spelling -Dictation Identification -Reading Comp. -Fluency

- Each unit has an end of unit grammar, morphology, reading comprehension (fiction), reading comprehension (non-fiction), and optional fluency assessment. -Weekly Spelling tests are included in all units. -Unit 6 is the mid-year assessment and includes reading comprehension-written response, Word Reading in Isolation, and a mid-unit grammar and morphology assessment. -Units 7 and 8 include a dictionary skills assessment. -Unit 9 is an end of year assessment which includes the same items as the mid-year assessment.

-Each unit concludes with a multi-part assessment that assesses content knowledge (informational units only), reading comprehension, grammar, morphology, and fluency (optional).

-Content knowledge assessments are administered after Lesson 6 (optional) and as part of the Pausing Point days.

-Poetry and Contemporary Fiction units have a Poetry, Reading Comprehension, and Poetry Writing Assessment.

-Quests have Performance Based Learning projects as their assessment. -Unit 5 in 4th grade and Unit 6 in 5th grade include a Middle of Year Benchmark Assessment.

Unit 3 -CVC Word Recognition -CVC Word Reading

-Spelling -Word Recognition -Reading Comp.

-Spelling -Dictation -Reading Comp. -Grammar

Unit 4 -CVC Word Recognition -CVC Word Reading*

-Spelling -Reading Comprehension -Word reading in Isolation

-Spelling -Reading Comp. -Grammar -Fluency -Word Identification

Unit 5 -CVC Word Recognition -CVC Word Reading

-Spelling -Word Recognition -Grammar

-Spelling -Reading Comp. -Grammar -Decoding -Alphabetizing -High Freq Word*

Unit 6 -Letter Names -Rhyme -CVC Word Recognition & Word Reading

-Spelling -Word Recognition -Timed Reading Comprehension

-Spelling -Reading Comp. -Fluency -Word Reading

Unit 7 -CVC, CVCC, CCVC Word Recognition & Word Reading *

-Spelling -Reading Comp. -Fluency* -Word Reading

Unit 8 -Word Recognition -Letter Names -Tricky Words -Pseudo word* -Real Words* -Code Knowledge* -Story Reading*

Unit 9 -Sentence Reading

Unit 10 -Word Reading

-Tricky Words -Sound Writing -Letter Sounds* -Letters*

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Supporting All Learners Directions: During the review of each CKLA tool, record the benefit of each tool and any additional notes CKLA Tool What learner(s) can benefit from this

tool? Additional Notes (tool location, timing, material, etc.)

Formative Assessments

ELD Sidebar Supports

Universal Access

Decoding and Encoding Guide

Pausing Points

Fluency Packet

Language Studio

Writing Studio

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Pacing Guide Grade 3

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Considerations for Planning

Unit Planning

Read Introduction What information is important to remember?

What skills will be taught in this unit? (Writing, spelling, grammar, etc.)

Materials After reviewing the Unit Introduction, Lesson at a Glance tables, the Advanced Preparation sections, what materials do I need?

Unit Assessment What skills are covered in the unit assessment?

Lesson Planning

Lesson at a Glance

What is the objective(s) of the lesson?

What lesson type is the reading portion of today’s lesson? (If applicable)

What type of writing will students be completing?

What materials do I need to prepare for this lesson?

Assessment How will I assess students on today’s objective? (Activity page, anecdotal record, etc.)

Teaching Strategies

What classroom routines do I need to establish?

What engagement strategies will I use in the lesson?

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Lesson Planning

Lesson at a Glance






Teaching Strategies



Lesson Planning

Lesson at a Glance






Teaching Strategies



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Considerations for Planning (Extra Planning Copy)

Unit Planning

Read Introduction What information is important to remember?

What skills will be taught in this unit? (Writing, spelling, grammar, etc.)

Materials After reviewing the Unit Introduction, Lesson at a Glance tables, the Advanced Preparation sections, what materials do I need?

Unit Assessment What skills are covered in the unit assessment?

Lesson Planning

Lesson at a Glance






Teaching Strategies



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Reflection

What thoughts/ideas were squared during the training?

What are 3 main points you learned during the training?

What questions are still circling in your head?

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Amplify Educational Support Team Today’s Presenter: ____________________________________________ Email:

Tech Support: [email protected] Pedagogical Support: [email protected]

Phone:

Call toll-free at (800)823-1969 Monday through Friday 7:00 am to 7:00 pm EST

Survey Link: tinyurl.com/cklackla

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Snowball Paper

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Snowball Paper

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core knowledge language arts · teacher resource: the reader lesson types document outlines the...

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