K–2 Program Guide

K-2 Program Guide

Table of
Welcome to
Core Knowledge Language Arts 2

Contents How to Use the Teacher Guides

The Core Components

4

14
pg. 34
The Digital Components 22

How CKLA Meets or

Exceeds the Common
pg. 24 Core State Standards
CKLA and the CCSS 36

Foundational Skills 39
How and Why Content Knowledge 41
This Program Language Development 43
Came into Being
Effective Expression 44
Our Mission 26 Summary of CKLA and the CCSS 47
Our Philosophy 26

The Simple View of Reading 26

The History of CKLA

Principles of CKLA
28
pg. 50
K–2 Instruction 29

Creating Literate Individuals 32

How the Strands Work
Instructionally
Teaching the Skills and
Knowledge Strands 52

Pacing and Instructional Timing 52

Planning Effective Instruction 57

The Knowledge Strand 58

The Skills Strand 58

Instructional Models Used

in CKLA K–2 59
 Table of Contents

pg.60 pg.86 pg. 98

1

More About… Supporting a Beyond the

Range of Learners Traditional Classroom
2

Reading 62

Foundational Skills 69 Universal Access 88 Supporting Combination Classes 100

Writing 75 Supporting Students Half-Day Kindergarten 103

with Disabilities 89 Connecting School and Home 103

Cross-Curricular Connections 104

pg. 78 pg.92
Amending Instruction
English Language
Assessment 80
Development
Feedback 80
Integrated ELD 94
Differentiation 81
Designated ELD: Language Studio 95
Student Enrichment 83

Tracking Student Progress 83

Rubrics, Portfolios, and Journals 85

Welcome to Core
Knowledge Language Arts

2
 Welcome to Core Knowledge Language Arts

This Program Guide is a guide to understanding and using Core

Knowledge Language Arts (CKLA) by answering two core questions:

1. WHY CKLA?
Our history and philosophy
How we meet or exceed the Common Core State Standards
How and why CKLA is different from other programs

2. WHAT is CKLA?
How to use both the core and online materials
How to navigate strands, units/domains, and lessons
How to effectively adapt CKLA to your needs

We strongly recommend reading this Program Guide in its entirety before you
begin teaching CKLA. We also hope it will be a consistent reference as you
teach—placing daily and moment-by-moment activities in their larger context,
within and across grades.

The Research Guide (The CKLA Curriculum: Links to Research on Teaching

and Learning) is a companion to this Program Guide. It explains and provides
access to the large and comprehensive body of research behind CKLA. CKLA
was created from a thorough study of validated and high-quality research
in English Language Arts instruction including but not limited to print and
phonological awareness, phonics and word recognition, reading fluency,
prosody, vocabulary, and background knowledge.

The authors of CKLA are fully committed to closing the achievement gap by
creating a world-class curriculum that makes all students college and career
ready. If you have any suggestions or concerns about the material, we hope
you will contact us at edsupport@[Link]. We also frequently hold focus
groups and other sessions with teachers and other program users to help
improve CKLA. If you are interested in taking part, or in testing new material
with your class, please do let us know.

You can find the Research Guide and the K–2 and Grades 3–5 Program
Guides online at [Link].

3
How to Use the
Teacher Guides
Each Skills unit and Knowledge domain has a corresponding

Teacher Guide. The Teacher Guide provides lesson-by-lesson

guidance for successfully delivering CKLA to every student.

4
 How to Use the Teacher Guides

In Kindergarten, Grade 1,
and Grade 2, CKLA is divided
into two strands:

SKILLS KNOWLEDGE

The Skills Strand provides The Knowledge Strand is centered

comprehensive instruction in around complex narrative and
foundational reading skills, such as informational read-aloud texts.
phonological awareness, phonics, The Knowledge Strand focuses
and word recognition; language on background knowledge and
skills, including conventions of vocabulary acquisition, analysis
English, spelling, and grammar; of complex text, and speaking and
reading comprehension; and listening.
writing instruction.

5
6
Kindergarten–Grade 2:
Icon Key

Activity

Formative Assessment
Activity Page Activity Page

Students are given activities Activity page designed to give

as part of the core lesson. teachers daily information on
They complete these on the student performance to allow
corresponding activity pages. for amendment of instruction.

Component

Image Cards Flip Book Blending Picture Cards

Code Materials Sound Posters and Cards Large Letter Cards

Alert

30M
Check Formative
Segment Time for Understanding Access Support Assessment Activity

Minutes of instruction Quick checks of whether Support for English Designed to give teachers
required for this part of students have mastered language learners daily information on
the lesson. the key content and skills to access grade- student performance
in the lesson so far. level content. to allow for amendment
of instruction.

7
 CKLA Teacher Guides are organized
into helpful sections.

8
 How to Use the Teacher Guides

1. Table of Contents

An overview of the content of the unit. It is the best place to look for a quick but informative overview of each lesson.
Conventions of Standard English
2. Introduction and Alignment Charts
L.1.1
e onstrate co and o the con entions o standard nglish gra ar and usage when writing or spea ing

1
ro 2 ide3
speci
4 5 6
c 7in 8or 9 ation
10 11
that
12 13
is
14
i 15 portant
16 17 18
in
19
teaching
20 21 22 23
the
24
unit
25 26
he align ent charts show oth pri ary
and
27 28secondary
29 30 31 32 standards covered in each lesson.

L.1.1a # Primary Standard

rint all upper and lowercase letters

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 # Secondary Standard
27 28 29 30 31 32

L.1.1b

3. Primary Instruction
se co on, proper, and possessi e nouns

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

27 28 29 30 31 32
Each lesson has comprehensive guidance for the teacher, including background information, primary focus
L.1.1c
objectives, listsnouns
se singular and plural of materials,
with atching erannotations,
s in asic sentences suggestions
e g , He hops; We hop on how to present content, estimated instructional

time, checks for understanding, and formative

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19assessments.
20 21 22 23 24 Lessons
25 26 also provide point-of-use differentiation
including Support, Challenge, and Access supports for ELLs.
27 28 29 30 31 32

L.1.1d
se personal su ect o ect possessi e, and inde inite pronouns e g , I, me, my; they, them, their;
4. Unit Assessment
anyone, everything CA

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

27 28 29 30 31 32
Each unit has an assessment that measures students’ mastery of content, so teachers can respond
L.1.1e
appropriately, providing
se er s to con ey a sense additional
o past, present, and uture echallenges, remediation,
g , Yesterday I walked or support to students.
home; Today I walk home;
Tomorrow I will walk home

5. Remediation and Pausing Point Activities

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

27 28 29 30 31 32

In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30
L.1.1f
se re uently occurring ad ecti es
minutes of extended instruction and activities, directly aligned to the skills taught during primary instruction.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

In 28the29 Knowledge
27 30 31 32 Strand, the separate Language Studio Teacher Guides serve a similar purpose: they
provide 30 minutes of additional instruction and activities to reinforce the language skills and knowledge
taught in primary instruction.
xxii Beyond these immediate, lesson-by-lesson supports, Pausing Points in both strands provide opportunities and Skills 1

suggestions to evaluate student understanding and offer additional instruction, practice, and remediation.
An Assessment and Remediation Guide (ARG) is also provided online for the Skills Strand. Given the wide
range of decoding abilities often present in a class, this resource provides teachers with additional progress
monitoring assessments to determine whether students have gaps in their knowledge of phonics, with
additional mini-lessons and activities for remediation.

6. Teacher Resources

t the end o each eacher uide, you will nd resources to help you teach the unit hese are re erenced in
the table of contents and in the appropriate lessons.

7. Appendices

Many Skills units also include appendices to provide further detailed background information about CKLA
and its instructional approach.

9
 Each lesson follows a similar structure.

LESSON

WRITING

Planning a Fictional
Overview of Lesson
1. Primary Focus
and Standards
This shows the main
purpose of each activity
and the standard it covers.
(Secondary standards are
2 Narrative
PRIMARY FOCUS OF LESSON

Foundational Skills
Students will orally produce sounds represented by spellings.
reflected in the lign ent [RF.1.3; [Link] Foundational Literacy Skills]
Chart at the beginning of Students will read and write the Tricky Word because.
the Teacher Guide.) [RF.1.3g; [Link] Foundational Literacy Skills]

Language
Students will segment and blend phonemes during dictation to form one-syllable
words with the sound /oo/ spelled ‘oo’.
[L.1.2e; [Link] Foundational Literacy Skills]

Writing
Students will plan a narrative retelling of the fable “King Log and King Crane.”
[RL.1.3, W.1.3; [Link].1.3]

2. Formative
Assessments FORMATIVE ASSESSMENT
Formative Assessments
are highlighted at the Dictation with Words Dictation
start of the lesson for [L.1.2e; [Link] Foundational Literacy Skills]
easy review and access.
Activity Page 2.1 “King Log and King Crane” Story Map
They are used to track
[RL.1.3, W.1.3; [Link].1.3]
whether students are
mastering the primary
focus objectives.

Skills 3
22

10
 How to Use the Teacher Guides

LESSON AT A GLANCE 3. Lesson at a Glance

The Lesson at a Glance
outlines the activities for
Time Grouping Materials
each lesson segment,
the time, grouping, and
Foundational Skills (15 min.)
materials needed. Skills
Spelling Review 10 min. Whole Group ❏ Large Cards for 20 spellings,
lessons include lesson
(Phonics) including ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘oo’ segments addressing
Foundational Skills,
Tricky Word Card 5 min. Whole Group ❏ One blank index card per student Language, Reading, and
(Word Recognition)
❏ Yellow index card for Tricky Word
Writing. Each Knowledge
because lesson is organized into
the following segments:
Language (10 min.) Introducing the Read-
Aloud, Presenting the
Dictation with Words (Spelling) 10 min. Whole Group ❏ Pencils Read-Aloud—which
❏ Paper includes discussion
questions and vocabulary
Writing (35 min.) work—and Application.

Fictional Narrative: Planning 35 min. Whole Group ❏ Writing Process Chart

❏ Activity Page 2.1
❏ Transparency or chart paper Advance Preparation
copy of Activity Page 2.1
This section summarizes
Take-Home Material the resources and
information necessary to
King Log and King Crane ❏ Activity Page 2.2 prepare for the lesson.
It includes:
ADVANCE PREPARATION . egment specific
suggestions
Foundational Skills
2. Additional resources
• Gather 20 Large Letter Cards including ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘oo’. or materials
Writing 3. Digital Components
• Make plans to display the digital version (Digital Component 2.1) or copy 4. Universal Access
the writing process chart found at the end of this lesson on chart paper. You recommendations
can either draw the icons or make enlarged copies of the icons and attach These strategies go
them to the chart paper. beyond instructional
material to support the
• Prepare to display the digital version (Digital Component 2.2) or make a needs of all students.
chart paper copy of Activity Book Page 2.1. 5. Notes to Teacher
This section includes
Universal Access additional information
• Bring in pictures of the first six dictation words: moon, spoon, zoo, boots, that a teacher may
room, and broom. need to effectively
teach the lesson.
Lesson 2 Planning a Fictional Narrative
23

11
 Each lesson content page follows a similar structure.

Page 38
Additional Supports
and Differentiation • ...the ants snack, as well.” Why do you think Gran wants to make the ants
a snack?
1. Access Reading
• ...big stone in back.” Why is Jen putting snacks on a stone? Who is the
These are integrated
snack for?
ELD supports in each Interacting in

lesson segment for Meaningful Ways [ELD PI.1.11]

Page 40
English learners. The Emerging—Tell how you
supports are speci c to would feel if your toy was
• ...Josh to the stone.”
students’ mastery of the broken. Use the frame:
primary focus objectives “When I felt .”
and are aligned to the
Expanding—Encourage • ...take a peek!” Is Josh mad anymore? Did Gran’s plan work?
standards indicated in the
students to explain how
lesson overview. Wrap Up
out his bug glass is broken, • Today you will guide students in summarizing the story. Please discuss the
and provide an experience
from their own life to
summarize the story.
support their answer. “Josh
might feel because
when , I felt .” Discussion Questions on “The Bug Glass”

Bridging—Ask students to 1. Were there any parts of the story that were confusing to you?
discuss how Jen feels about
breaking Josh’s bug glass, » Answers may vary.
with detailed text evidence 2. Were your predictions correct?
and background knowledge
to support their opinion. » Answers may vary.

2. Support and Support

Challenge Now we will give a summary of today’s story. When we summarize, we retell
Lesson segments Provide students with a just the most important parts of the story, and not every single detail.
include Support and magnifying glass and small
Challenge suggestions objects to look at through the • A summary tells the characters of the story—who was in the story—and the
that provide assistance glass. Discuss what happens
main events.
or opportunities for more when using the magnifying
advanced work toward the glass, and how it would help •
goal of the segment. Josh to look at bugs.
that Josh is mad. Jen broke his bug glass.)

• After Gran makes the snack, what happens? (Jen puts the snack on the
stone; Josh eats a snack.)

• How does the story end? (Jen takes Josh to see the stone. He looks at the
ants through the bug glass and they are eating the snack. He is happy.)

• Once you’ve completed the summary together, ask students to share the
summary of the story with a partner.

Skills 2
3

12
 How to Use the Teacher Guides

Small Group “The Bug Glass” Student Reader:

“The Bug Glass”
Note: Please remember to alternate the groups that you meet with during
small group time. Remember that it is important for you to hear your Components
students read on a regular basis. and Instruction
• Distribute Activity Page 10.1, explain that it has questions about the story Lessons include detailed
“The Bug Glass” point-by-point instruction
for each segment of
• Have students reread the story in their Student Readers and answer the the lesson, including
questions. You may choose to have students work independently, with reference to components
partners, or in a small group with you for added support. Activity Page 10.1 needed and suggestions
for grouping students.
• Remind students to answer the questions by using complete sentences.

• Group 1: Ask students to complete the activity page on their own or with a

phrases from earlier stories. Write several words or phrases on a chart paper
prior to starting reading.
Challenge
• Group 2: Work with these students to reread the story and answer the
questions. You make also use activities from the additional support section to Students can write about a
practice any of the digraph spellings thus far. time they broke something
belonging to someone else,
or about a time someone
Assessments
broke something belonging
to them. Encourage them 1. Checks for
Check for Understanding to include how that made Understanding
them feel, what they did to Checks for Understanding
• Correct Activity Page 10.1, noting students who may need extra support with inferring are quick formative
meaning from text evidence. Keep track of students’ scores in your gradebook. the other person felt. assessments to
determine if students are
End Lesson ready to move on with
the rest of the lesson.

Take-Home Material These are marked with a

speci c icon at the point
of instruction.
• Have students take home Activity Page 10.2 to practice reading words with
digraph spellings.

Formative Assessment 2. Formative

Assessments
Collect and evaluate Activity Page 10.1 “The Bug Glass” story questions to monitor growth.
Each lesson has a
variety of Formative
Assessments. These
are marked with a
speci c icon at the point
of instruction.
Lesson 10 Introduce Tricky Words “my” and “by”
4

13
The Core Components

14
Component Description: Knowledge Strand

K 1 2 K 1 2
Teacher Guides Activity Books

These contain outlines and These contain activity pages for students
co prehensi e guidance or days to co plete as part o the lessons and
of instruction. Each guide represents as ta e ho e aterial cti ity pages
one nowledge do ain or the rst si do ains are ound in
one cti ity oo cti ity pages or
the re aining do ains are ound in
Flip Books K 1 2 the other.

hese large oo s contain i ages

K 1 2
that acco pany the eacher uide Image Cards
he i ages are in se uential order
ach i age is identi ed y the uni ue hese are s aller si ed i ages used to
i age ar er, corresponding with the support instruction.
lesson and order of appearance in the
eacher uide

Component Description: Skills Strand

K 1 2 K 1 2
Teacher Guides Activity Books

These contain outlines and These contain activity pages for students
co prehensi e guidance or days o to co plete as part o the lessons here
instruction. Each guide represents one is an cti ity oo or each ills unit
Skills unit.

K 1 2 K 1
Readers Big Books

hese readers contain decoda le te t These are large-version replicas of

aligned to the se uence o phonics the Student Readers that are used for
instruction n indergarten, an de onstration stories
additional pre-decodable Picture Reader
co ines re us pictures with high
re uency words

K
K 1 Sound Posters and Cards
Large Letter Cards
These are used to display code
These cards are used for teaching and
knowledge when a sound is introduced
reviewing sounds and spellings.
or the rst ti e

Chaining Folder K K
Small Letter Cards

Students use these folders to practice hese cards are used in tande with the
uilding words y arranging all etter Chaining Folders.
ards on the to spell the words

K 1 2
Blending Picture Cards Individual Code Chart

hese cards depict i ages o Students use this chart to record the
various objects and are used to consonant and vowel sound/spelling
support instruction during early oral correspondences they have learned.
blending lessons.

Consonant and 1 2
Spelling Cards 1 2
Vowel Code Flip Books

These are used with Spelling hese are used to supple ent teaching
Cards to learn or review sound/ instruction during decoding and
spelling correspondences. encoding lessons.
The Core Components Kindergarten

Knowledge Strand

Knowledge 1–6 Activity Book | Kindergarten

Knowledge 1–6

1 Nursery Rhymes
& Fables 2 The Five Senses
3 Stories

4 Plants
5 Farms
6 Native Americans

Knowledge 1 Teacher Guide Kindergarten

Knowledge 1–6 Activity Book Kindergarten Knowledge 1 Flip Book Kindergarten
Nursery Rhymes & Fables
Nursery Rhymes & Fables
California Edition
California Edition
California Edition
[Link]/ckla

Teacher Guides 12 Activity Books 2 Flip Books 12

Skills Strand

Skills 1 Teacher Guide Kindergarten Skills 1 Activity Book Kindergarten

Skills 4 Big Book Kindergarten

California Edition California Edition

Pet Fun California Edition

Teacher Guides 10 Activity Books 10 Readers 5 Big Books 5

Language Studio

Language Studio Teacher Guide Kindergarten

Language Studio Activity Book Kindergarten
Language Studio Kindergarten

Volume 1 Volume 1 Program Guide

Teacher Guides 3 Activity Books 3 Program Guide 1

 Knowledge 1 Image Cards Kindergarten

Nursery Rhymes And Fables California Edition

Image Card Sets 12

Sound Posters Skills Kindergarten

Sound Cards Skills Kindergarten
California Edition
California Edition
Picture Reader Reader Kindergarten

Skills California Edition

Sound Cards 1 Sound Posters 1 Picture Reader 1

Chaining Folder Skills Kindergarten

Blending Picture Cards Skills Kindergarten
California Edition

Large Letter Cards

California Edition
Skills Kindergarten

California Edition

Blending
Large Letter Cards 1 Picture Cards 1 Chaining Folder 1 Small Letter Cards 1

Digital Component Portal

Key
[Link]
# Quantity
lease see page or a co plete
list o digital co ponents
eacher o ponent

tudent o ponent

17
The Core Components Grade 1

Knowledge Strand

Teacher Guides 11 Activity Books 2 Flip Books 11

Skills Strand

Skills 1 Teacher Guide Grade 1

California Edition Snap Shots Reader Grade 1

Skills 1 California Edition

Teacher Guides 7 Activity Books 7 Readers 7 Big Books 3

Language Studio

Language Studio Language Studio

Language Studio
Teacher Guide Grade 1 Grade 1
Activity Book Grade 1
Volume 1 Program Guide
Volume 1

Teacher Guides 3 Activity Books 3 Program Guide 1

Image Card Sets 11

Spelling Cards Grade 1

California Edition

Spelling Cards 1

Large Letter Cards Skills Grade 1 Skills Code Flip Book Grade 1 Skills Code Flip Book Grade 1
California Edition

Consonants California Edition

Vowels California Edition

Individual
Large Letter Cards 1 Consonant Code Flip Book 1 Vowel Code Flip Book 1 Code Chart 1

Digital Component Portal

Key
[Link]
# Quantity
lease see page or a co plete
list o digital co ponents
eacher o ponent

tudent o ponent

19
The Core Components Grade 2

Knowledge Strand

Knowledge 1 Teacher Guide Grade 2

Knowledge 1 Flip Book Grade 2
Fairy Tales and Tall Tales
Fairy Tales and Tall Tales
California Edition
California Edition

Teacher Guides 12 Activity Books 2 Flip Books 12

Skills Strand

1 1

2 2

Skills 1
Skills 1
Teacher Guide Grade 2
Activity Book Grade 2 Skills 6 Timeline Cards Grade 2
California Edition
California Edition
The Cat Bandit Reader Grade 2
The War of 1812 California Edition

Skills 1 California Edition

Teacher Guides 6 Activity Books 6 Readers 6 Timeline Cards 1

Language Studio

Language Studio Teacher Guide Grade 2

Language Studio Activity Book Grade 2
Language Studio Grade 2

Volume 1 Program Guide

Volume 1

Teacher Guides 3 Activity Books 3 Program Guide 1

 Knowledge 1 Image Cards Grade 2

Fairy Tales and Tall Tales California Edition

Image Card Sets 11

Individual Code Chart Skills Grade 2

Skills Code Flip Book Grade 2 Skills Code Flip Book Grade 2
Name: California Edition

Consonants California Edition

Vowels
Spelling Cards Grade 2 California Edition

California Edition

Individual
Spelling Cards 1 Consonant Code Flip Book 1 Vowel Code Flip Book 1 Code Chart 1

Digital Component Portal

Key
[Link]
# Quantity
lease see page or a co plete
list o digital co ponents
eacher o ponent

tudent o ponent

21
The Digital Components Kindergarten–Grade 2

[Link]

he igital o ponent ortal contains all core co ponents in digital or

You can also access through the Resource Site:
• Projectable Media Files— or use during lessons, teachers can pro ect these
i ages onto a screen or the class
• Assessment and Remediation Guide—Designed to be used to provide targeted
re edial instruction or speci c oundational s ills

Skills 5 Kindergarten Skills 5 Grade 1 Skills 5 Grade 2

Assesment and Remediation Guide California Edition Assesment and Remediation Guide California Edition Assesment and Remediation Guide California Edition

• Writing Studio riting tudio pro ides ty si ini lessons

per grade that build on the deep content knowledge developed in
pri ary instruction, using it as a spring oard or students to
strengthen and practice their writing skills.
• dditional esources including the ore nowledge anguage rts esource
uide, ontrasti e anguage harts, and riting e plars are ound in the
Resources section of the website.

22
23
How and Why
This Program Came into Being

24
 How and Why This Program Came into Being

Our mission, which has been the driving

force behind the Core Knowledge Foundation
for three decades, is to provide educational
excellence and equity for all children. CKLA
was created to help fulfill that mission.

25
How and Why This Program Came into Being

Our Mission
Our mission, which has been the driving force behind the Increasing bodies of research identify that students must
Core Knowledge Foundation for three decades, is to provide not only learn to decode in the earliest grades but must
educational excellence and equality for all children. CKLA build up the background knowledge, vocabulary, and
was created to help ul ll that ission analytical skills that allow them to access and understand
complex texts in late elementary school and beyond (see
A high proportion of students do not successfully transition the Research Guide for more details). That is the core of
from the early to the later elementary grades. In one study, our philosophy.
o ourth graders ailed to reach pro cient national
standards.1 In the same report, 33% of all fourth graders
did not reach basic standards, and 54% of Hispanic
The Simple View
students and 58% of African American students did not of Reading
reach basic standards.
To read, a person needs to be able to decode the words
Too many students from all backgrounds are falling short, on the page and then make sense of those words. The
and there is a clear and obvious fairness gap as children rst tas is ade possi le y decoding s ills and the
living in poverty lag behind. second by language comprehension ability. Students who
cannot decode the words on the page will not be able to
ten those students appear to e doing ne in early grades achieve reading comprehension, no matter how much
but then struggle in later elementary. The mission of the oral language is understood. But decoding the words on
authors of this program is to give students the preparation the page is still no guarantee of reading comprehension.
in the early grades that research shows is critical and which Attempting to read sentences but not understanding while
will become manifest in the later grades. reading aloud makes it unlikely that understanding will
occur during independent reading.

Our Philosophy Reading experts often refer to “the simple view of reading.”
We believe that we will close the third grade reading gap and This philosophy, associated with reading researchers Philip
make students college and career ready only by preparing Gough and William Tunmer, expresses this combination of
them to encounter complex written text in Kindergarten decoding skills and language comprehension ability.
(and earlier). That requires systematic exposure to
knowledge-rich content, often above grade level, so that
students can develop the necessary vocabulary and
connections to understand new, unfamiliar texts.

1. National Assessment of Educational Progress (NAEP) based on the Mapping State Pro-
ficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for
Reading and Mathematics, 2005-2009 report published in 2011 by the National Center
for Educational Statistics (NCES) and written by experts with the American Institutes for
Research (AIR).

26
 How and Why This Program Came into Being

LC

RC

AGE 1 2 3 4 5 6 7 8 9 10 11 12 13

Listening comprehension outpaces reading

comprehension in the early years.
—T.G. Sticht, 1974

It is the coupling of rigorous decoding and skills instruction knowledge and complex vocabulary. The two often interfere
with research-based knowledge instruction that makes with each other.
CKLA unique. This is why, in its early grades, CKLA has a
two-strand structure—Skills and Knowledge. This creates a challenge. We know that exposure to
complex texts in their earliest years is critical. However, this
is precisely the time when students’ limited decoding skills
R=D•C make this most challenging.

In addition, numerous studies show that students’ listening

Students need both decoding and language comprehension far outpaces reading comprehension at
comprehension; however, it is hard to learn both this stage and beyond. Knowledge and vocabulary can be
simultaneously. The initial cognitive load of decoding text taught ore rapidly and e ciently through oral instruction
leaves little cognitive attention or energy for mastering in the early grades.

27
How and Why This Program Came into Being

That is why CKLA separates the Skills Strand (which they both be part of a language arts program. Together,
focuses on foundational skills in reading and writing) they make a complete ELA program. Neither will prepare
from the Knowledge Strand (which builds knowledge, students fully for later elementary without the other.
comprehension, and vocabulary, including through
oral instruction).
The History of CKLA
The Skills Strand is built upon a large research base
including the National Reading Panel and others (see the The original manifestation of CKLA was created for two
Research Guide for more information). The Knowledge reasons irst, to help educators tac le the challenges ust
Strand combines research on comprehension and described. Second, because after advising on the Common
vocabulary with a unique knowledge sequence. This Core State Standards, the authors received increasing
se uence de nes the su ect o the do ains taught in de ands to ul ll a need or high uality co on core
K–2 and their order. materials. For example, New York state’s common core
initiative commissioned CKLA as its K–2 ELA program
The CKLA Knowledge Sequence has been developed (called Engage New York). Louisiana, after a rigorous review
over decades. Its key insight is that informational texts of all common core programs, marked CKLA alone as
should be presented to students in a sequenced, coherent having high-quality skills instruction.
manner to build a broad foundation of knowledge. The
sequence was developed in consultation with almost 200 Since then, CKLA has been in a constant process of
specialists from across the educational sector including, re iew and re ne ent he oundation s research and
ut not li ited to, teachers, principals, district o cials, and insights—including its unique Knowledge Sequence—were
research scientists. “foundational” to the development of the Common
Core State Standards.3 Because the CCSS were built on
The sequence has been tested in a number of studies since an identical research and concept base as CKLA, CKLA
its inception—including a study in the state of Oklahoma, has a unique philosophical and practical alignment with
a Johns Hopkins study of a number of schools using the the standards.
sequence, and a three-year study of an early incarnation
of CKLA. All showed substantial and measurable gains in
student performance. The foundation’s research
This content-rich approach is not only suitable for students
and insights—including its
with nglish as a rst language ut also or nglish language unique Knowledge Sequence—
learners (ELLs) who need content-based instruction to
maximize the speed of second language learning.2
were foundational to the
development of the Common
Although the strands are separate, each offering 60
minutes of daily instruction, it is very important that Core State Standards.

2. Brinton, Snow, & Wesche, 1989; Grabe & Stoller, 1997; Alexander, Kulikowich, & Jetton,
1994; Krapp, Hidi, & Renninger, 1992.

3. Interview with David Coleman, architect of the Common Core State Standards (Politico
Magazine, “The Politico 50; #8 David Coleman & E.D. Hirsch”).

28
 How and Why This Program Came into Being

Principles of Decodable Readers. CKLA decodable Readers are

CKLA K–2 Instruction written by successful children’s authors. They are

uniquely designed to provide intensive practice with the
CKLA is designed around the following principles: CKLA code while reading simple but compelling and
authentic stories or the rst ti e his introduces the
1. Explicit foundational skills and language instruction to the elements of plot, character, and story.

The CCSS call for students to read complex texts and A Reader can only be “decodable” on the basis of the
conduct complex analysis, particularly in Grades 3–5. precise skills that have been taught. If students have
In K–2, CKLA ensures students learn to read words not yet been exposed to the relevant code, the Reader is
automatically and effortlessly. Explicit instruction in not decodable. CKLA Readers are built according to the
the spelling patterns of the English language transitions program and the code students have been introduced to.
students from spending an excess of mental energy on
decoding4 learning to read to fluent auto aticity so Through the Skills Strand, students achieve complete
they can focus on comprehension and analysis (reading coverage of the Reading Standards for Foundational Skills
to learn). in the CCSS.

CKLA’s Skills Strand designs reading experiences to The Skills Strand also offers consistent, explicit language
maximize practice in newly taught sound spellings. This is instruction. Students learn and apply the conventions of
achieved in three ways: English grammar, punctuation, and spelling, practicing
orally and in writing. The Readers in the Skills Strand
Organization of instruction. CKLA teaches the most allow students to encounter rules in context, while
re uent sound spellings rst in order to a i i e writing tasks are designed to help students apply
the words students can read and move them into their knowledge.
engaging, well-written, decodable texts halfway through
Kindergarten. The program uses a unique database 2. Maximizing vocabulary acquisition through
built for this purpose. contextualized, content-based, and constant exposure

Systematic coverage. Students who master both the The average six-year-old knows 6,000 words; the average
Basic and Advanced Code taught in CKLA will have all high school graduate knows 40,000 words. Between
the decoding skills necessary to succeed. The lessons Grades 3 and 12, children learn approximately 3,000 words
are designed to teach print and phonological awareness, a year. Not all of these words are known equally well, and
sound-letter patterns (or sound spellings), decoding most of these words are never taught; they are inferred
and encoding (both in explicit, scaffolded lessons and through multiple exposures.
with engaging decodable texts), writing mechanics,
and writing structure and processes for 60 minutes Words related to different bodies of knowledge (e.g.,
each day. do ain speci c oca ulary such as photosynthesis and

4. Just, Carpenter, & Keller, 1996; Vellutino et al., 2007.

29
How and Why This Program Came into Being

couplet) and academic words that apply to many topics are Building knowledge to establish strong comprehension
both necessary for building a strong vocabulary. Everyday is the core premise of CKLA’s Knowledge Strand. During
conversations contain few of these words. Varied and Knowledge lessons, literary and informational teacher
complex texts on a wide range of topics are necessary Read-Alouds are organized into domains across social
to provide the multiple exposures students need to build studies, the arts, and science.
their vocabulary.
The number and frequency of Read-Alouds is a unique
The Knowledge Strand is designed to provide this. Read- characteristic of CKLA. It is important because
Alouds of carefully sequenced texts are a powerful way to students’ listening comprehension far exceeds reading
build vocabulary because they provide multiple exposures comprehension during elementary school. While
to words and the ideas they represent. This concept is at students are learning to decode, the Read-Alouds provide
the heart of the Knowledge Strand. students with above-grade-level content and vocabulary.
When students become fluent readers, they will then
The teacher’s role is central to vocabulary acquisition. By recognize and understand these words and ideas in
reading above-grade-level texts and fostering structured complex texts.
and informal discussions, students become accustomed to
using complex vocabulary naturally. These conversations There are eleven or twelve domains a year and each
facilitate the development of an internal web of vocabulary one immerses students for weeks in content, academic
that forms a foundation for later acquisition. We continue language, and core vocabulary. Students gain deep
learning words throughout our lives by linking to vocabulary exposure to topics such as nursery rhymes and
we already understand. The coherent and systematic fables; seasons and weather; and presidents and
sequence of Knowledge domains gives students a mental American symbols.
encyclopedia of vocabulary and understanding they can
access and build upon forever.5 The domains in the Knowledge Strand were designed to
fit the heavily researched and tested Core Knowledge
3. Building background knowledge for strong Sequence. Content is ordered so that new domains build
comprehension upon the content and vocabulary in previous domains,
both within and across grade levels.
Becoming a critical and strategic reader depends
on having a wide breadth of knowledge and related The result is that students develop vast background
vocabulary. One of the key insights from cognitive knowledge of literature, science, social studies, and
science, including from UVA cognitive scientist, the arts. They also have the ability to comprehend
professor, and CKF board member Daniel Willingham, increasingly complex ideas and texts; to make
is that comprehension is not a transferable skill that connections and inferences; and to engage in lengthy
can be applied equally well to any text. A child might discussions of the works they hear read aloud.
be able to decode a word but that does not mean the
child can infer its meaning. Children must have prior
experience with a word to have clarity when reading it.6

5. Cunningham, 2005; Scarborough & Dobrich, 1994.

6. Dickinson, Golinkoff, & Hirsch-Pasek, 2010; Kintsch, 1994; Neuman & Celano, 2006;
Scarborough, Neuman, & Dickinson, 2009.

30
 How and Why This Program Came into Being

4. Fostering “wonderful conversationalists” While the Readers are decodable, this does not mean they
lack complexity. Textual complexity combines qualitative
Those who have tried versions of CKLA have offered and quantitative factors, and the challenge of Readers
consistent feedback: The program develops “wonderful increases substantially in content, length, and vocabulary
conversationalists.” By discussing engaging, content-rich as students progress through the grades. Please see
texts, students develop the ability to present, debate, and the section on textual complexity later in this guide for
build upon one another’s responses. Their excitement when more information.
mastering content fosters intense curiosity, which can be
expressed in our Independent Reading program. In daily reading instruction, students are asked in
discussion and through short-answer written responses
The Read-Aloud structure is important to this mastery. Until to answer text-dependent literal, evaluative, and
the end of middle school, student listening comprehension inferential questions about literary and informational
is stronger than reading comprehension. By hearing and texts. Students return to the same passages multiple
discussing complex texts that the teacher reads aloud, times for deeper analysis, ensuring complete coverage of
students practice sophisticated conversations using an the CCSS.
ever-expanding vocabulary. At the same time, in the Skills
Strand students learn to discuss and describe text they Writing instruction is integrated with reading instruction.
have read directly—integrating speaking and listening with The Skills Strand not only teaches writing mechanics
the development of their reading and writing skills. This and processes but requires a range of written responses
ensures students eco e practiced and con dent in all to texts. These range from short-answer, opinion, and
modes of communication.7 evaluative responses to text, to longer multi-day writing
pro ects n the nowledge trand, students co plete
5. Building analysis and expression in reading re uent writing pro ects, co ining te tual analysis and
and writing creativity based on the rich content they are encountering.

The core of the CCSS is the ability to read and write in

response to increasingly complex texts. Students in CKLA
get daily exposure to these texts through the Readers in the
Skills Strand and the Read-Alouds in the Knowledge Strand.

In the Skills Strand, students rapidly move from the

mechanics of reading to engaging with Big Books. These
uild fluency in print concepts and word recognition in
order to quickly transfer them into quality decodable
Readers. Halfway through Kindergarten, students
are receiving daily reading instruction with engaging
decodable Readers.

7. Goswami, Ziegler, Dalton, & Schneider, 2003, p. 273.

31
How and Why This Program Came into Being

Creating Literate They comprehend as well as critique.

Individuals CKLA students are asked to answer not only literal but
also evaluative and inferential questions about the texts
The structure and design of the CKLA program prepares they encounter. In the Knowledge Strand, they become
students to demonstrate the capacities of literate individuals. active, curious, and discerning participants, expressing
Students learn to read, listen, and view for information, their own views while remaining rooted in the text.
inspiration, and pleasure. They develop the ability to
co unicate nowledgea ly, con dently, and responsi ely They value evidence.
Students in CKLA always start with the text. They are
They demonstrate independence. required to cite evidence for their opinions and answers,
CKLA’s gradual release approach to both foundational which is reinforced daily. Through collaborative and
skills and content knowledge ensures that students formal discussion, students learn to both build upon and
progress with confidence as they become increasingly challenge others’ evidence.
literate. In Skills, students read and analyze text with
increasing independence through K–2. In Knowledge, the They use technology and digital media
demands on student responses and discussion increase strategically and capably.
over time. In CKLA, students are exposed to a wide variety of
technology and media and are taught to apply the
They build strong content knowledge. same critical reading strategies they use for text across
CKLA is an unprecedentedly rich knowledge-based all platforms. This approach ensures that students
program. The Knowledge domains engage student can be literate in any media paradigm to which they
interest, increase their vocabulary, and inspire them are exposed.
to share what they’ve learned with their peers and
home community. These are essential ingredients in They come to understand other
CKLA’s success. perspectives and cultures.
One of the advantages of CKLA’s knowledge-rich
They respond to the varying demands of program is that students have a deep appreciation and
audience, task, purpose, and discipline. understanding of the history and cultures of people
In CKLA, students learn to communicate both orally across the world. They learn about people’s differences
and in writing with multiple audiences and with but also about their universality. CKLA aims to instill
purposes as diverse as performing a stage play, cultural literacy so that students can engage and interact
relating events in their own lives, and summarizing and with a diverse and complex world.
presenting elements of a literary text. Through regular
practice in daily classroom discussions, writing, and
group or partner work, students learn to make the
transitions between audience, task, purpose, and
discipline fluidly and early. This ensures these habits
are firmly rooted as they enter the higher grades.

32
33
How CKLA Meets or Exceeds
the Common Core State Standards

34
 How CKLA Meets or Exceeds the Common Core State Standards

This section outlines how CKLA meets—and

exceeds—the Common Core State Standards.

35
How CKLA Meets or Exceeds the Common Core State Standards

CKLA and the CCSS Reading

CKLA’s two-strand approach to reading instruction CKLA addresses CCSS reading standards through
is based on the premise that students cannot critically Skills reading lesson segments and throughout primary
examine a text if they cannot decode its words. instruction in the nowledge trand
Meanwhile, if mental energy is devoted to decoding
as is the case in the earliest rades it is difficult to Key ideas and details. Students are asked to
simultaneously evaluate the meaning of the text. determine the themes and main ideas in text; identify
CKLA features decodable readers in the Skills Strand key literary elements such as plot, setting, and
and complex text through Read-Alouds in the character in literary texts; and recognize concepts and
Knowledge Strand. con entions in in or ational te t hey retell stories,
including a les and ol tales ro di erse cultures,
Foundational Skills and decoding. Acquisition of and demonstrate understanding of the central
the Foundational Skills of literacy—print concepts, essage, lesson, or oral uestions are pro ided
phonological awareness, phonics and word recognition, to pro pt students to discuss and uestion the te t
and fluency is crucial or literary achie e ent or hese egin with si ple literal uestions and increase
students to learn independently and e press the sel es in uantity and co ple ity through the early grades
through written language, they ust rst de elop
acility with the alpha etic code tudents ac uire these Craft and structure. As they are exposed to a wider
Foundational Skills through systematic instruction and range of text types, students learn to identify and
a ple opportunities or practice explain differences between literary and informational
te ts, and to distinguish etween in or ation pro ided
Content Knowledge acquisition. Decoding alone is not by images or charts and information supplied in the
enough to ully understand a te t tudents ust ha e a te t tudents also learn to recogni e and use arious
we o nowledge and oca ulary to draw upon to learn text features, including tables of contents, headings,
a out new ideas and concepts he nowledge and glossaries in in or ational te t
trand pro ides this through ead loud te ts co ering
a ariety o do ains er ti e, this gi es students the Integration of knowledge and ideas. he
best possible preparation to encounter and analyze nowledge trand allows students to closely e aluate
new te ts and respond to a o e grade le el co ple te t as
a ead loud s students progress through the
early grades, they are asked to demonstrate literal,
e aluati e, and in erential co prehension o the
te t hey e tend and apply new nowledge through
participation in eaning ul application acti ities,
either later in the lesson, do ain, or year

36
 How CKLA Meets or Exceeds the Common Core State Standards

Range of reading and level of text complexity. or al step in rade riting is re uently re ised
Beginning in Kindergarten Unit 4 of the Skills Strand, and edited to strengthen hese techni ues are
students are introduced to decodable readers, first applied to descripti e writing, ictional and personal
through teacher modeling using Big Books and then narrati es, opinion pieces, instructional writing,
through their own tudent eaders ro this point research, and ore
on, reading acti ities uild in co ple ity, as does
te tual co ple ity tudents answer literal, in erential, Research to build and present knowledge. n the
and e aluati e uestions a out the te t they read Skills Strand from late Kindergarten onward, students
hey o ten return to a story or chapter or urther answer co prehension uestions a out te t in writing
close reading n rst grade, they are introduced to a clear writing
process that in ol es planning, dra ting, and editing
his allows students to e aluate the in or ation they
Writing wish to co unicate co unicate clearly to a speci c
audience or a speci c purpose and understand the
CCSS writing standards are a natural extension of reading i portance o re ising their written wor n rades
standards n , students e press understanding o te t and , students use this process in a wide range
through persuasi e, in or ati e, and narrati e writing o writing pro ects, including research pro ects and
in or ati e, narrati e, and persuasi e writing
Text types and purposes. riting acti ities, including
oth short and long ter pro ects, are present Speaking and Listening
in all o the nowledge trand do ains tudents
start in indergarten with a a iliar acti ity, such as e elop ent o pea ing and istening s ills is closely
drawing, to introduce them to expression from textual related to student astery o oca ulary, gra ar,
in or ation hey rapidly o e to using a range usage, and echanics pea ing and istening
of graphic organizers, engaging in shared writing standards often correspond with writing standards
pro ects, and then progressing to indi idual writing as a means of demonstrating understanding clearly,
wor ach or o writing is e plicitly taught o er logically, and e pressi ely using in or ation ro
a series of lessons that gradually prepare students te t addresses these in oth the ills and
to e ore independent in their writing ro ects in nowledge trands
indergarten include descri ing e ents and personal
stories n rade writing pro ects students write Discussion and questioning are part of the daily routine
informational text, opinion statements, personal in the nowledge trand tudents identi y their prior
letters, and recount narrati es through writing y knowledge, ask questions to expand their understanding,
rade , writing eco es increasingly co ple and state their feelings and opinions on a text by
pro iding e idence tudents lin e ents descri ed in
Production and distribution of writing. Students the te t with their own tudents are also re uired to
are led through a process o de eloping sophisticated paraphrase and su ari e read aloud te ts to e aluate
and e ecti e writing n rade , students are the in or ation and narrati es they hear
introduced to a writing process in ol ing planning,
dra ting, and editing te t u lishing is added as a

37
How CKLA Meets or Exceeds the Common Core State Standards

Comprehension and collaboration. Comprehension uide contain detailed guidance on the language s ills
requires the ability to interact and understand the taught in the unit unctuation, capitali ation, and
in or ation and opinions others pro ide his is spelling are also taught e plicitly ills lessons are
done by reading and understanding text but also by di ided into oundational ills, anguage, eading,
listening to peer and adult con ersations hrough and Writing so teachers can identify when there is
CKLA students are introduced to different modes of e plicit language instruction anguage instruction
discussion and are re uired to ollow agreed upon is explicitly reinforced with Syntactic Awareness
rules for listening, responding, and building upon cti ities, ased in conte t, in ost units o the
others iews er ti e, con ersations are held o er nowledge trand
six or more turns, preparing students for complex
de ates and e changes Vocabulary acquisition and use. hroughout ,
students are encouraged to participate in discussions,
Presentation of knowledge and ideas. artner, engage in debates, and describe texts in a range of
small group, and whole class discussions are used or al and in or al conte ts riting also co ers a
throughout ills instruction tudents are as ed to range o scenarios hese pro ide opportunities or
read text, discuss its meaning, and ask appropriate students to identi y the di erence etween arious
uestions n rap p acti ities, students are o ten forms of language and discourse, and for teachers
asked to make complex inferences from text and/or to to deter ine student astery and understanding
su ari e it in a clear and coherent ashion aily hec s or nderstanding and or ati e
ssess ents pro ide targeted opportunities or
Language teachers to assess these s ills hough language
is seldom the focus of the assessments in the
hrough the ele entary grades, the ai o is to Knowledge Strand, written and oral exit passes
oster linguistically literate indi iduals who through written gi e the teacher an opportunity to catch and
and oral expression—express sophisticated opinions and correct isunderstanding
acts with nuance ll students ene t ro this instruction
n addition, anguage tudio pro ides thirty inutes o Knowledge of language. tudents in are
designated ELD instruction daily for English language gi en ultiple opportunities to learn and use language
learners eatures oth e plicit and i plicit language in its nuanced or s n early indergarten, this can
instruction consist o learning ultiple eaning words that lin
to ier oca ulary, with which they are already
Conventions of standard English. ra ar a iliar hey are also introduced to phrases and
instruction, including both morphology and syntax, is sayings, and to the uses and differences of literal and
taught e plicitly within the ills trand his includes igurati e language
understanding the different parts of speech and
using them correctly orally and in writing; analyzing
and creating correct sentences e g , identi ying and
correcting run on sentences and adding appropriate
details, including ad ecti es and ad er s he
lign ent harts at the eginning o each eacher

38
 How CKLA Meets or Exceeds the Common Core State Standards

A systematic phonics approach. CKLA uses a

systematic phonics approach that teaches students to
read y lending all through the word t is a sound rst
approach where the ost re uent sounds and sound
spellings are taught rst to access te t ore rapidly
s urther e plained in the esearch uide, this is an
accelerated approach to phonics

Focus on phonemes. CKLA focuses on sounds, or

phonemes, rather than letters as the primary organizing
principle o the progra his approach to phonics
instruction ay di er ro how any teachers ha e
pre iously taught phonics n phonics instruction
students are rst introduced to the sound or e a ple,
and participate in interacti e, engaging oral
language exercises in which they repeatedly say and
Foundational Skills hear the sound nce students are a iliar with the
sound, they learn to draw a picture o the sound the
he ills trand is a hea ily research ased letter consistently ocuses on the phone e,
progra designed to pro ide high uality oundational or single sound, and not on larger units tudents learn
ills instruction ach ills lesson is dedicated to print to read words that contain onsets, rimes, and consonant
concepts, phonological awareness, and phonics and word clusters, ut they learn to iew and process these larger
recognition he esearch uide a aila le online details units as co inations o s aller phone e le el units
the rationale for the CKLA approach to foundational skills i es such as –ick and initial clusters such as st– are
instruction e eral i portant ele ents include not taught as units ut as co inations

Decoding and encoding. CKLA teaches decoding Staircase of complexity. CKLA uses a unique database
and encoding reading and writing in tande as in erse that inde es e ery word in the nglish language and
processes riting in ol es a ing pictures, or letter deter ines the ost re uent spelling patterns
sy ols, o sounds reading in ol es translating those introduces the ost re uent spelling patterns rst in
pictures back into sounds and blending the sounds to order to maximize the words students can read and
a e words o e the into engaging, well written, decoda le
te ts hal way through indergarten s students
Explicit teaching of letter-sound correspondences. automatize reading and writing, CKLA presents spelling
teaches the highly co ple letter sound alternati es or those sounds that can e spelled
correspondences of the English language in an explicit se eral di erent ways tudents egin reading words
and syste atic anner in and stories that are regular before tackling words and

39
How CKLA Meets or Exceeds the Common Core State Standards

stories that are unduly co plicated with a ariety o Basic Code spellings may also include digraphs (two letters
spelling alternati es rregular ric y ords are taught that represent a single sound such as
e plicitly e ore students encounter the ills writing
instruction asks students to use words that can be /ee/ > ‘ee’
lended and spelled in accordance with the letter sound
correspondences taught /oi/ > ‘oy’

Deliberate, consistent practice. CKLA includes /ow/ > ‘ou’

words, phrases, and stories to read and acti ity pages
to complete that allow for focused, distributed practice /sh/ > ‘sh’
wor ing with the letter sound correspondences students
ha e een taught /th/ > ‘th’

The Basic Code ther asic ode spellings include separated digraphs,
such as
n ills instruction, students learn how the letters
graphe es o the alpha et are used in arious /ae/ > ‘a_e’
co inations to represent sounds phone es here
are appro i ately di erent spellings or these sounds /oe/ > ‘o_e’

tudents rst learn the asic ode spelling or each o

the phone es he asic ode spelling or a sound is
usually the most common, or least ambiguous, spelling for
a sound y learning these letter sound correspondences
rst, students e perience a high degree o predicta ility,
and as a result success, in decoding words with these
spellings asic ode spellings ay e single letters
such as

/a/ > ‘a’

/e/ > ‘e’

/b/ > ‘b’

/m/ > ‘m’

 How CKLA Meets or Exceeds the Common Core State Standards

mmersing students in specific domains. n the

nowledge trand, students spend se eral wee s at a
time learning about a topic in science, social studies,
history, literature, etc nowledge a out the topic is
uilt o er wee s, using a di erse range o spea ing and
listening, writing, and reading acti ities, resulting in
repeated e posure to oca ulary and ideas

Progressive complexity. Domains increase in the

complexity of language, content, and the demands on
student responses within and across grades

Building upon prior knowledge. he diagra on the

following page illustrates how students build upon
nowledge in prior do ains or e a ple, students
return to learning a out ati e ericans on se eral
Content Knowledge occasions, learning about different aspects of their
history, arts, and culture n science, they o e ro
o e college and career ready, students ust e culturally learning a out the e senses to understanding the
literate not ust a out their culture ut a out the world hu an ody s co ple ity
he nowledge trand teaches new concepts and content
e ery ew wee s, consistently lin ing to pre iously ac uired Bridge to independent study. stri es to oster
understanding o ains co er world and history, li elong learners he nowledge trand uilds a road
science, literature, usic, and arts ase o understanding while also creating engage ent
As students master content knowledge, their
e pressions eco e ore sophisticated
The CKLA Knowledge Sequence

CKLA is built upon a coherent Knowledge Sequence

resulting from years of research and consultation with
content e perts, educators, cogniti e scientists, and
others he se uence is designed to uild upon earlier
content so that students become generally knowledgeable
in the early grades and are able to rely on a robust web of
prior knowledge when encountering new complex texts and
aterial in later grades
How CKLA Meets or Exceeds the Common Core State Standards

Knowledge Sequence
The Knowledge Strand teaches new concepts and content every few weeks, consistently linking to previously acquired
understanding. This chart illustrates two examples of how students who study CKLA in Grades K–2 will continue to
build coherent, sequenced background knowledge in Grades 3–5.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Classic
lassic Tales:
ales
ursery hy es Fables
Fablesand
and Fairy
airy Tales and
ales and ersonal ersonal
The Wind
he ind in in
the
and Fables Stories
Stories Tall
all Tales
ales arrati es arrati es
the Willows
Willows

Early Asian Animal Empires in the Early American

he i e enses he u an ody
i ili ations Classification Middle Ages i ili ations

he u an ody
Different Lands, he ncient
Stories
Stories Systems and Poetry
oetry oetry
Similar Stories ree i ili ation
Senses

he ncient
Early World Eureka! Student d entures o
lants ree yths o an
i ili ations n entor on ui ote
i ili ation

Early American
Farms he ar o Light and Sound eology
Geology he enaissance
i ili ations

Contemporary
Fiction with
ati e ericans Astronomy Cycles
Cycles in Nature
Nature he i ing ge excerpts from The he e or ation
House on Mango
Street

Theistory
History of strono y ur AA Midsummer
he o the Westward American Midsummer
ings and ueens the Earth Solar System and Night’s Dream
Earth Expansion e olution Night’s Dream
Beyond

ati e ericans
Seasons and he istory o the
nsects egions and reasure sland ati e ericans
Weather Earth
Cultures

Columbus and Early Explorations

airy ales he i il ar Chemical Matter
Chemical Matter
the ilgri s of North America

ew ation u an ody
olonial owns
American Building Blocks Colonial America
and ownspeople
ndependence and Nutrition

aTaking Care
ing are o of
the
Frontier Explorers igration Ecology
Ecology
the Earth
Earth

residents
Fighting for a
and American
Cause
Symbols
 How CKLA Meets or Exceeds the Common Core State Standards

from adults and peers through listening, discussion,

and repetition he di erence is that the oca ulary
is ier and ier , not ier hrough ead louds,
students de elop a road, deep, and fle i le oca ulary
that they are co orta le using in conte t his gi es
the an enor ous ad antage in reading co ple te ts
and writing with precision and detail n addition to
using their e panding oca ulary, students are gi en
speci c and general opportunities to use acade ic
English in complete sentences to further solidify
syntactic connections

Learning language and decoding simultaneously.

n the ills trand ro rade , students learn oth
regularly and irregularly spelled words, co ering ier ,
, and oca ularies hey read and use these in writing
Language Development to analy e te t in their eaders tudents, there ore,
naturally o e ro learning to a e sounds orally to
creating words using those sounds; and then to using
Vocabulary Use and Acquisition and recognizing them in text explicitly as well as in the
ta es a ulti aceted approach to oca ulary conte t o their eaders and cti ity oo s, to encoding
de elop ent oca ulary is care ully chosen according to the the sel es
the speci c do ain ier , appropriate and trans era le
acade ic oca ulary or te tual analysis and writing ier Targeted and active vocabulary instruction. Within
, and lin s to decoding and encoding instruction ier the ills trand, new oca ulary is acti ely pre iewed
and discussed e ore it is encountered tudents ha e a
Complex vocabulary learned implicitly in context. structured en iron ent within which to clari y, discuss,
hrough the nowledge trand, students are e posed and as uestions a out new oca ulary ithin the
to a o e grade le el ead louds on a daily asis nowledge trand, ord or daily short acti ities
hese allow students to encounter, use, and practice around new do ain speci c oca ulary pro ides
do ain speci c oca ulary on a topic o er se eral additional e plicit teaching here are also re uent
wee s cade ic oca ulary is also learned i plicitly, acti ities, such as rainstor ing connections to do ain
with opportunities and instructions to use ier speci c oca ulary and presentations using acade ic
oca ulary throughout the lessons his oca ulary oca ulary, designed so that students consciously use
instruction is comparable to students’ experience when new oca ulary and connect it to other concepts and
rst learning language when they a sor in or ation ideas they ha e already learned

43
How CKLA Meets or Exceeds the Common Core State Standards

Word consciousness and word play. CKLA has a wide

range o acti ities or students that are designed to
oster word consciousness and the fle i ility o word use
hese strategies include the appropriate use o conte t
and recogni ing word parts, including a es, root
words, and word categories

Independent word-learning strategies. n rade

, students are taught or al dictionary s ills hey
are also encouraged to apply that formal morphology
knowledge to deciphering the meaning of new words in
new conte ts

pro ides a nu er o ways to trac and assess

student oca ulary ac uisition and use

Vocabulary introductions and charts. n the ills Effective Expression

Strand, before each new chapter is read, the teacher
pre iews and discusses oca ulary encountered in the Students use concepts and techniques they learn in
ills eaders Foundational Skills and Language in their discussions
and writing or e a ple, y the end o rade , they will
Speaking and Listening and Writing activities. Daily ha e written e ery sound in nglish they will ha e used
discussion and writing acti ities in oth the ills and appropriate linking words such as because or and in their
nowledge trands pro ide opportunities to chec or writing and con ersation they will ha e used do ain
correct use o language in conte t speci c and acade ic oca ulary ro pre ious units
to e press sophisticated ideas and they will ha e added
Daily assessments. he hec s or nderstanding in appropriate details to their writing while showing correct
e ery lesson are opportunities or teachers to listen to construction o sentences
student responses and ad ust appropriately or ati e
ssess ents also in e ery lesson pro ide ore
formal opportunities to read student work or listen to
student responses

44
 How CKLA Meets or Exceeds the Common Core State Standards

Daily text-based discussions. Students engage in daily Whole group discussion. n oth the nowledge and
discussions of both the text they read in the Skills Strand Skills Strands, whole group discussions take place
and the ead louds in the nowledge trand here are daily hese discussions pro ide a ple opportunity or
also frequent opportunities to answer questions through students to learn the rules o respect ul and constructi e
writing pro pts ontinued ocus on discussions acade ic discussion, while also pro iding students the
encourages all students to ask and answer questions opportunity to learn ro their peers
in the Who? What? When? Where? How? categories,
orally and or in writing hese assign ents re uire Presentation skills. n indergarten, students are gi en
direct references to the text and an understanding of ga es and acti ities designed to de elop their presentation
the details and or acts within a ead loud hey also s ills uring , there are opportunities or nu erous
require recognition of cause/effect relationships by presentations on content in a range o indi idual and shared
re erring directly to the te t hose discussions odes conte ts el , peer, and teacher re iew is uilt into this
ary including process y rade , students are a le to gi e co ple
presentations or e a ple, they rehearse and per or
Independent writing and drawing. he ills poems, stories, and plays for an audience; recount a
cti ity oo s eature short answer writing personal e perience with appropriate acts and rele ant,
responses to te t hese range ro literal, descripti e details while spea ing audi ly in coherent
e aluati e, and in erential uestions to opinion ased, sentences; create audio recordings of songs; write and
in or ati e, and e planatory writing tudents are present a persuasi e speech and recount e ents in te ts
also encouraged to use drawing as a or o e ecti e with appropriate clari cations and details
e pression and as preparation or con ersation
Additional Support
Partner discussion. artner discussions are used
in oth the ills and nowledge trands hese was de eloped with the r elie that all students
range ro in or al discussions to rules ased can eco e fluent and sophisticated spea ers o nglish
or al discussions hin air hare and its ariants he progra o ers a range o additional support and
are used re uently as a colla orati e discussion practice to pro ide access to acade ic and do ain speci c
techni ue he ocus is to help students stay on language taught in pri ary instruction he intent is to
topic, build on the remarks of others, and link their de elop culturally and linguistically uni ue students who
co ents to e idence in the te t ully participate in learning any o these techni ues are
help ul or all students in the earliest grades e iew these
Small group discussion. pro ides ultiple supports before each lesson to determine whether any
opportunities for small group instruction and would e ene cial to incorporate into pri ary instruction
e pression n any cases, teachers wor
intensi ely with one s all group while others Draw on background knowledge. Within the
conduct discussions independently n nowledge, nowledge trand, ead louds are o ten introduced
grouping aries according to teacher pre erence and by linking them to both background knowledge learned
student need in pre ious do ains and to students own ac ground
nowledge tudents own culturally speci c ac ground
nowledge is also ery i portant

45
How CKLA Meets or Exceeds the Common Core State Standards

Model and focus on comprehension. Modeling is Scaffolded writing. Supports, particularly Access
i portant throughout the ills and nowledge trands supports, pro ide additional sca olds or writing
o enhance access or nglish learners and other including sentence ra es and starters , opportunities
students, the teacher is gi en supports with a clear to complete writing tasks with adults or peers, prewriting
focus on reading comprehension and writing so that discussions, and tools to choose language appropriately
language ac uisition does not eco e the sole ocus
hese techni ues do not represent the entirety o s
Vocabulary and grammar. lease see the anguage content and strategy or supporting a range o learners
section or how this is supported and addressed t is For structural and detailed information on differentiation,
important to remember these supports are crucial for remediation, practice, and additional support, see How
success ul oca ulary ac uisition and use the trands or nstructionally and upporting a ange
o earners
Discussions. s e plained pre iously, discussions in
a range of settings are central to Skills and Knowledge
pri ary instruction upports and additional instruction
enhance and extend these discussions, helping
students with structure, rules of discourse, and
appropriate e pression

Reading and rereading. n ills lessons, students

often return to the same text multiple times to further
their understanding anguage tudio, ssess ent and
e ediation uides, and dditional upport seg ents
pro ide additional opportunities or rereading and
e posure to co ple language

Use of appropriate tools. All students are introduced

to a range of graphic organizers, charts, and
other tools, particularly in the nowledge trand
Embedded supports offer tools that can be used to
enhance understanding among students who need
additional sca olding

46
 How CKLA Meets or Exceeds the Common Core State Standards

Summary of CKLA and the CCSS

his ta le represents a general progression o s ills across grade le els t does not replace the detailed standards
align ent charts located in the eacher uides e er to the nowledge e uence chart or an illustration o how content
nowledge uilds o er ti e he co plete cope and e uence is a aila le at c la a pli y co

Skills

Kindergarten Grade 1 Grade 2

Reading Students answer literal, Students answer literal, Students answer literal,
Comprehension e aluati e, and in erential e aluati e, and in erential e aluati e, and in erential
story questions; halfway questions, including textual story uestions
through indergarten, o e citations, and read with
from Big Books to decodable increasing independence
tudent eaders and e pression o indi idual
interpretation o te t

Writing tudents answer story ased Students are introduced to ro ects include or al writing
uestions in writing the lan ra t dit writing opportunities o er ultiple
process and practice this sittings or e a ple, a student
in a range of writing tasks; may write a report or change the
additional brief writing ending to stories
opportunities to summarize
texts, express opinions, and
link personal perception to
te tual description

Speaking Students engage in a range of Students engage in a range of Students engage in a range of
and Listening whole group, small group, and whole group, small group, and whole group, small group, and
partner discussions a out te t partner discussions a out te t partner discussions a out te t

Language Explicit instruction to introduce Explicit instruction to introduce Explicit instruction to introduce
oca ulary and discuss e ore oca ulary and discuss e ore oca ulary and discuss e ore
reading and introduce ric y reading; written responses reading; written responses rely
ords to support decoding require increasing use of on increasingly nuanced use
new oca ulary learned and o new oca ulary learned
nstruction includes attention discussion requires use of words discussion requires use of words
to the con entions o standard in conte t in conte t in a range o settings
English including use of question
words, prepositions and plural Explicit grammar instruction Explicit grammar instruction
nouns in oral speech, as well using parts of speech, such as includes su ects and
as capitalization and end nouns and er s, and di erent predicates, sentence expansion
punctuation in writing forms of sentences, tenses, with ad ecti es and ad er s, and
and punctuation ore ad anced punctuation

Foundational Students begin with awareness tudents re iew asic ode Students continue to learn
Skills of sounds, then practice sound spellings and egin to additional d anced ode
blending those sounds into learn d anced ode spelling spelling alternati es as well as
words; Basic Code consonant alternati es di erent ways to the tools needed to decode
sounds and spellings, as well as spell the phone es more challenging multisyllable
short owel sound spelling and words; increasing emphasis on
long owel sound spellings, are de eloping fluency, auto aticity,
taught in indergarten and prosody in reading more
co ple te ts

47
How CKLA Meets or Exceeds the Common Core State Standards

Skills
Knowledge

Kindergarten Grade 1 Grade 2

Reading Students ask and answer Students ask and answer tudents predict e ents
Comprehension questions about complex texts questions about texts using prior knowledge and
ro ead louds, including that increase in di culty understanding; answer
Why? questions that require identify story elements increasingly complex inferential
recogni ing cause e ect and characteristics e g , and deducti e uestions a out
orals and personi cation increasingly complex literary
in a les retell stories to and informational text; and
demonstrate understanding; complete more challenging
and link illustrations and text for comprehension tasks, including
greater co prehension identi ying e idence to support
an author s point o iew and
comparing and contrasting
characters e periences

Writing Students use a range of Students use a range of tools to Students use a range of
tools to descri e and con ey descri e and con ey eaning, tools to descri e and con ey
meaning, including class including class charts, timelines, meaning, including research
charts and timelines; and ournals, and indi idual notes, indi idual ournals, and
participate in a range of writing charts; and participate in class books; and participate
pro ects, including writing a range o writing pro ects, in a range o writing pro ects,
correspondence, personal including writing fairy tales, including writing non ction,
stories, new story endings, and captions, story sequences, yths, ctional narrati es, and
e ent descriptions and correspondence descripti e paragraphs, as well
as writing from a character’s
perspecti e and ta ing notes or
research and understanding

Speaking Students engage in a range of Students engage in a range Students engage in a range
and Listening whole group, small group, and of whole group, small group, of whole group, small group,
partner discussions about text; and partner discussions about and partner discussions for
and demonstrate understanding text with increased focus longer periods of time, with a
through oral descriptions and and duration ocus on idea flow and logical,
use o narrati e language e idence ased argu ents with
a te tual ocus

48
 How CKLA Meets or Exceeds the Common Core State Standards

Skills
Knowledge

Kindergarten Grade 1 Grade 2

Language Students identi y real li e Students become increasingly Students explore different
connections between words sophisticated in identifying descripti e words to con ey
and their use; identify new antonyms and using context sophisticated meanings;
meanings for familiar words clues; and present increasing more frequently alter words in
and apply them accurately; and con dence using words discussion and writing to reflect
use synonyms and antonyms ac uired in con ersation correct use in sentences e g ,
to de onstrate oca ulary a out te t tense and use nowledge o
understanding indi idual words to predict the
tudents increasingly use ier eaning o co pound words
Students use frequently and ier oca ulary to
occurring nouns and er s and express thoughts and explain Students express increasingly
answer questions in complete e ents and increasingly use complex thoughts through
sentences; produce and expand con unctions and pronouns to appropriate use of language and
sentences in shared language, express more complex thoughts correct sentences; use more
o ing ro a iliar conte ts correctly entences eco e co ple nouns, er s, ad er s,
to te t ased scenarios and as more complex, orally and and ad ecti es correctly and
appropriate questions, such as in writing appropriately; adapt sentences
Where? uestions to context, both orally and
in writing; and distinguish
essons ha e increasing shades of meaning among
requirement to use words and closely related er s and use
phrases acquired through the appropriately
con ersations and te ts
together; introduce common Lessons increasingly challenge
sayings; and include explicit students to determine meanings
ord or acti ities to of unknown words and their use
acco pany i plicit oca ulary
instruction through ead louds

49
How the Strands
Work Instructionally

50
 How the Strands Work Instructionally

This section outlines the structure of the two

strands, and provides information on how to

effectively prepare and teach 60 minutes of Skills

and 60 minutes of Knowledge each day.

51
How the Strands Work Instructionally

Teaching the Skills

and Knowledge Strands
In Kindergarten through Grade 2, CKLA contains two strands: the Knowledge
Strand and the Skills Strand.

The Skills Strand provides comprehensive instruction in foundational

reading skills, such as phonological awareness, phonics, and word
recognition, language skills including conventions of English, spelling, and
grammar, as well as reading comprehension and writing instruction.

The Knowledge Strand teaches background knowledge, comprehension,

vocabulary, analysis of complex text, and speaking and listening skills.

Pacing and
Instructional Timing
Each day consists of 120 minutes of CKLA instruction, which includes:

60 minutes of Skills instruction

60 minutes of Knowledge instruction

fle i le a ount o additional independent or group reading ti e

(A minimum of 20 minutes a few times a week is suggested.) More
guidance on this can be found later in the Program Guide.

The charts on the following pages illustrate how the instructional year is
structured for CKLA K–2.

52
 How the Strands Work Instructionally

Knowledge Strand
Kindergarten

Instructional Days
Knowledge Domain
(Pausing Point Days)*

1 Nursery Rhymes and Fables 16 (1)

2 The Five Senses 12 (1)

3 Stories 14 (1)

4 Plants 17 (2)

5 Farms 15 (2)

6 Native Americans 14 (2)

7 Kings and Queens 14 (2)

8 Seasons and Weather 15 (3)

9 Columbus and the Pilgrims 15 (2)

10 Colonial Towns and Townspeople 16 (2)

11 Taking Care of the Earth 16 (2)

12 Presidents and American Symbols 16 (3)

Kindergarten Total 180

Grade 1

Instructional Days
Knowledge Domain
(Pausing Point Days)*

1 Fables and Stories 16 (2)

2 The Human Body 16 (2)

3 Different Lands, Similar Stories 15 (2)

4 Early World Civilizations 23 (3)

5 Early American Civilizations 17 (2)

6 Astronomy 15 (2)

7 The History of the Earth 14 (2)

* Teachers may choose from a variety of recommended activities designed to reinforce domain content and skills on
Pausing Point days.

53
How the Strands Work Instructionally

Grade 1

Instructional Days
Knowledge Domain
(Pausing Point Days)*

8 Animals and Habitats 15 (2)

9 Fairy Tales 15 (2)

10 A New Nation: American Independence 18 (2)

11 Frontier Explorers 17 (2)

Grade 1 Total 181

Grade 2

Instructional Days
Knowledge Domain
(Pausing Point Days)*

1 Fairy Tales and Tall Tales 12 (1)

2 Early Asian Civilizations 18 (1)

3 The Ancient Greek Civilization 17 (2)

4 Greek Myths 15 (2)

5 The War of 1812 13 (2)

6 Cycles in Nature 14 (2)

7 Westward Expansion 14 (2)

8 Insects 12 (1)

9 The U.S. Civil War 16 (2)

10 The Human Body: Building Blocks and Nutrition 15 (2)

11 Immigration 17 (3)

12 Fighting for a Cause 17 (2)

Grade 2 Total 180

* Teachers may choose from a variety of recommended activities designed to reinforce domain content and skills on
Pausing Point days.

54
 How the Strands Work Instructionally

Skills Strand
Kindergarten

Instructional Days
Skills Unit Reader
(Pausing Point Days)*

1 10 (2–3)

2 10 (2–3)

3 14 (2–3)

4 Pet Fun (Big Book only) 15 (2–3)

5 Ox and Man (Big Book only) 16 (2–3)

6 Kit (Big Book only) 17 (2–3)

7 Seth (Big Book only) 17 (2–3)

8 Sam (Big Book only) 20 (2–3)

9 Zack and Ann (Student Reader only) 23 (2–3)

10 Scott (Student Reader only) 29 (2–3)

Kindergarten Total 191–201

Grade 1

Instructional Days
Skills Unit Reader
(Pausing Point Days)*

1 Snap Shots (with Big Book) 32 (2–3)

2 Gran (with Big Book) 19 (2–3)

3 Fables (with Big Book) 19 (2–3)

4 The Green Fern Zoo 28 (2–3)

5 Kate's Book 22 (2–3)

6 Grace 25 (2–3)

7 Kay and Martez 21 (2–3)

Grade 1 Total 180–187

* Teachers may choose from a variety of recommended activities designed to reinforce domain content and skills on
Pausing Point days.

55
How the Strands Work Instructionally

Grade 2

Instructional Days
Skills Unit Reader
(Pausing Point Days)*

1 The Cat Bandit 22 (4–5)

2 Bedtime Tales 16 (4–5)

3 Kids Excel 25 (4–5)

4 The Job Hunt 25 (4–5)

5 Sir Gus 30 (5–6)

6 The War of 1812 36 (5–6)

Grade 2 Total 180–186

* Teachers may choose from a variety of recommended activities designed to reinforce domain content and skills on
Pausing Point days.

56
 How the Strands Work Instructionally

Planning Effective Read the Advance Preparation section including the

Instruction Universal Access recommendations following the

Lesson at a Glance, and prepare materials accordingly.
CKLA is a tightly integrated program that builds
intentionally over time. Skills and knowledge introduced Decide how to assign groups and partners for
in one lesson and unit are built upon in the next and later appropriate activities. Grouping suggestions are found
lessons and units. This document and the introduction in in the Lesson at a Glance.
the Teacher Guides provide valuable information before
teaching a new unit or domain. Review the Formative Assessments and Checks for
Understanding found in the segments of the lesson.
The CKLA Teacher Guides support instructional planning in
a range of ways. These have been divided below into those Read Support, Challenge, and Access items for the
that are essential for delivering the lesson effectively, and lesson found in sidebars at the point of instruction.
those which are extremely helpful but optional. Based on your students’ knowledge and skills, decide
which, if any, to include in the regular lesson, and which,
Before every unit or domain: i any, to use with speci c students who need support
or enrichment.
Read the introduction.
Recommended before each lesson:
Review the Alignment Chart.
Review activity pages students will complete in the
Review where Pausing Points occur and their content. course of the lesson.

Review the Domain Review. (Knowledge) Review Additional Support activities for assessment and
remediation at the end of Skills lessons.
Read all assessments.
Where relevant, review Language Studio lessons
Before every lesson: for English Language Development.

Review the activities, their timing, and sequence in the

Lesson at a Glance at the beginning of each lesson.

Read the Primary Focus of each segment and associated

Formative Assessments described at the beginning of
each lesson.

57
How the Strands Work Instructionally

The Knowledge Strand The Skills Strand

Domain Structure Unit Structure
There is a delicate balance between routine and variety
in instruction. CKLA maintains that balance by providing In the earliest Kindergarten Skills units, students are
highly structured lessons, within which the form of content introduced to a range of prerequisite Foundational and
and activities varies substantially. Language Skills, which are reinforced through recurring,
distributive practice. They quickly transition to reading and
Knowledge domains, while introducing new and engaging writing simple CVC words so that by midway through the
content, follow a consistent structure that allows students to year, they are able to read simple stories. As students move
build upon prior knowledge both before and within the domain. from Kindergarten into Grades 1 and 2, they continue to
build stronger decoding and word recognition skills, reading
Students begin each domain reviewing prior knowledge increasingly longer and more challenging texts, as well as
from earlier units, activating their existing understanding honing their formal writing skills.
and previewing vocabulary, concepts, and other
information in the lessons. Lesson Structure
All Skills lessons include some or all of the following
Lesson Structure segments:

All Knowledge lessons follow the same structure: Foundational Skills

Introducing the Read-Aloud Language

Presenting the Read-Aloud Reading

Word Work Writing

Application Speaking and Listening (integrated into the above

segments)
Students begin each lesson with a review of the new
content from the previous lesson, testing their growing Additional Support
comprehension through a range of literal, evaluative, and
inferential questions that increase in content and skill Unlike in the Knowledge Strand, there is not the same
di culty ach ead loud is acco panied y speci c structure for the lesson every day, but elements are
vocabulary activities (Word Work). Finally students apply ordered consistently. The precise timing and activities
the content they learned through a rich variety of speaking within each lesson are reflecti e o the s ills eing taught,
and listening and writing activities. This is usually where and whether they are new exposure or practice.
individual student work can be assessed and reviewed.

58
 How the Strands Work Instructionally

Instructional Models Extension activities within the Pausing Points provide

a large range of additional collaborative learning
Used in CKLA K–2 opportunities. These include large group activities
such as rehearsing and performing Read-Alouds, plays,
CKLA employs a large range of instructional models. Some and other literary works in front of an audience (in
of the most common are described here. Knowledge).

The lessons in Skills and Knowledge, as written, provide Research and project-based learning. During the
a blueprint for instruction. Teachers should use their own Application segment of the Knowledge Strand lessons,
expertise and knowledge of their classroom to teach CKLA students are scaffolded to collectively research and
lessons appropriately. The instructions in the Teacher integrate content within and across different domains
Guide can be followed as a minute-by-minute guide, but and grade levels. For example in Kindergarten, as
there are multiple opportunities for variation, particularly part of the Seasons and Weather domain, students
using suggested supports for differentiation and grouping. collectively keep a weather diary based on daily
weather observations. In Grade 2, students complete a
Direct instruction. Teachers are often asked to engage “Classroom Observation Board” throughout the Cycles
in direct instruction, particularly when new concepts, in Nature domain. Pausing Point activities often offer
foundational skills, and content are introduced. suggestions for project based learning and research.
In Grade 1, students assume the role of a reporter and
Collaborative learning. Students work together on write news articles about historical events such as the
shared goals in the majority of CKLA lessons. Small Boston Tea Party, Paul Revere’s ride, or the writing of
group and partner activities and discussions are used in the Declaration of Independence. In the Skills Strand
short and longer sessions. Over time, students learn to students prepare individual research papers related to
engage in discussions over multiple turns and periods. the War of 1812 in Grade 2.
These range from structured occasions such as Think-
Pair-Share and Turn and Talk, to interactive activities
where students work together on complex long-term
projects, to more informal collaborative work.

Collaboration in small groups allows for differentiation

based on student need. Teachers should use a range of
strategies, sometimes grouping students of the same
comprehension level into the same group, and at other
times mixing those with a higher comprehension with
those who are at different levels.

59
More About…

60
 More About...

This section provides additional important

information relating to CKLA and the

Common Core State Standards.

61
More About...

Reading
Level of Text Complexity Qualitative Text Complexity
Qualitative Text Complexity requires a range of judgments,
Quantitative Text Complexity some of which are by necessity subjective (which is more
complex, Anna Karenina or War and Peace? Descartes
As explained earlier in this program guide, CKLA takes a or Aristotle?). Below we have set out some of the ways in
two-part approach to reading: which text complexity qualitatively builds through Grades
K–2. Many of the common dimensions of qualitative textual
Building comprehension, knowledge, and vocabulary complexity become more obvious in Grades 3–5.
through above grade-level Read-Alouds
Language Conventionality and Clarity
Building Foundational Skills, language, and close reading Students in Kindergarten are given written and Read-Aloud
skills through decodable Readers texts that focus mostly on literal language in clear prose.
The context and language is contemporary or timeless,
One of the unique features of CKLA is the intensity of its and there are a limited number of academic and domain-
use of Read-Aloud text, because of the compelling research speci c words introduced
about the difference between listening and reading
comprehension throughout elementary grade levels. Our By Grade 2, this changes dramatically. Domains such as
picture of text complexity is therefore twofold: The Human Body introduce large numbers of complex,
do ain speci c concepts and ter s or e a ple students
Students are given texts which are in the appropriate learn about the esophagus and about circulation of blood.
grade-level range and which are decodable. They are asked to use a range of academic vocabulary,
such as observations and systems. The language of the
Students are given texts which are substantially above Read-Alouds is less conversational, and more academic.
grade-level, with which they engage orally. ithin literary read alouds sayings, phrases, and gurati e
meanings are increasingly common.
Skills Readers Knowledge Read-
Grade Lexile Range Alouds Lexile
Level (Reading Range (Listening The same is true in the Skills Strand. The Sir Gus and
Complexity) Complexity) The War of 1812 Readers use less familiar and more
academic language. For example, students engage in a
Kindergarten 310–450L 760–990L
series of close reading lessons where they comprehend
and analyze the American national anthem. This requires
Grade 1 400–610L 770–1020L
familiarity and understanding of archaic and unusual
Grade 2 430–660L 780–1060L language presented in rare and ambiguous forms, as
well as a need to call on content knowledge about the
It is important to note that the Skills Readers are carefully War of 1812 (which they will have already received in part
constructed to increase in decoding complexity, while through the Knowledge Strand).
being written by successful children’s authors to maintain
engagement and literary value.

62
 More About...

Range of Reading complex texts. This begins in Kindergarten with subjects

that are somewhat familiar, which allows students to draw
As students progress through Grades K–2, the context of on common experiences. For example:
the literary texts they encounter changes substantially.
For example: he rst in or ational do ain o indergarten is The
Five Senses. This domain allows students to draw from
Students begin Kindergarten with highly familiar literary their own experiences and conversations as they learn
topics—nursery rhymes and common fairy tales. The ore a out the e senses his is also true o the
context is clearly fantastical. Meanwhile in the Skills early Skills Readers.
Strand, students in Kindergarten use Readers that
co er relati ely si ple topics, such as ctional tales A late domain of Grade 2 is The Human Body. This
about different families. The themes are also simple, domain explicitly builds upon what students learned
and do not require students to think through multiple and understood in previous exposure in Kindergarten
perspectives outside their own and contain direct and in Grade 1, but the content and vocabulary is more
explanations of character thoughts and feelings. abstract and complex. Students must comprehend
content that requires them to link daily experiences
By Grade 2, students are encountering much less to complex unseen processes. Prior knowledge is
familiar literary topics in the Knowledge Strand. Greek i portant tensi e, discipline speci c content
myths require an understanding of a different context knowledge is required and provided. The same is true
and time, as well as surrounding background knowledge. of the late Skills Readers. For example, at the end of
The experiences of the characters vary wildly from Grade 2 students are required to read and understand a
students’ own. The morals are often complex. complex Reader about the War of 1812.
Within Skills, students are reading about much more
sophisticated themes. For example they read about Sir Demands and Structure of Texts
Gus, which requires them to understand hierarchies Both the length and structure of texts increase in
between new characters in new situations and times, complexity during K–2. Students begin Skills instruction
and different perceptions of events. There is more with simple Big Books before progressing to increasingly
sophisticated humor in this text, again requiring an long decodable Readers. By the end of Grade 2 those
ability to see multiple perspectives. readers are 130 pages (read a chapter at a time). Literary
texts become increasingly complex in both style and clarity,
Content and Domain Knowledge and informational texts increasingly require students to
The Knowledge Sequence, which underpins the Knowledge analyze images and integrate information to understand
Strand, introduces consecutively more complex topics historical events and science concepts.
through its domains. Knowledge domains build within
and across grade levels to build cumulative, coherent Within the Knowledge Strand, textual structures also
knowledge so students reach the upper elementary grades increase in complexity. Early Read-Alouds provide
with the content knowledge to understand increasingly familiar stories that are clear and chronological. By the
end of K–2, the length and complexity of the Read-Alouds
change, as does the structure of individual texts (e.g., the
move between chronological and biographical chapters).

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Reader Characteristics and Task Demands

con dently co unicate and wor with peers ro around
CKLA is designed to provide a steady gradient of text the world. A depth and breadth of knowledge is required to
complexity and task demand as students progress through fully grasp the importance of diversity to human history and
the grades. For example, students in Kindergarten will current affairs. In this way, students learn the real value of
focus mostly on literal understanding of text, while by diversity—the myriad ways in which different civilizations,
Grade 2 inferential and evaluative questions are core to now and throughout history, ha e scienti cally, politically,
both the Knowledge and Skills strands. Similarly, the writing and artistically enriched each other.
demands move from simple phrase or one-word answers
to questions to multi-paragraph essays and writing over Literary texts help students develop an appreciation for
multiple sittings and lessons. diverse cultures. For example, in the Different Lands,
Similar Stories domain, students identify similarities
The intent of CKLA primary instruction and Language and differences in stories like Little Red Riding Hood
Studio is to give all students access to grade-level content, from Germany, Hu Gu Po from China, and Tselane from
with a focus on understanding and reading increasingly Botswana.
complex text. Surrounding this are:
The Knowledge Strand devotes a substantial amount of
anguage tudio lessons pro iding odi ed time to American history. By introducing core concepts
Read-Alouds when appropriate, which still convey the early and then gradually building more detailed knowledge,
same knowledge content, while adding more scaffolding CKLA enables students to understand that the United
to ensure comprehension. States is a nation whose best qualities emerge from its
diverse people and their shared devotion to democracy.
Read-Alouds in addition to texts students read While Kindergarten domains introduce Native Americans,
themselves, offering students additional support and a Columbus, and America’s founding, by the end of Grade
unique structure. 2 students learn a great deal about America’s struggle to
extend the principles of liberty and equality of opportunity
Diversity to all people.
The CKLA curriculum represents a broad array of cultures
and societies, representative of the diverse backgrounds The Fighting for a Cause domain, which comes at the
and experiences of students. The program covers world end of Grade 2, enables students to reconcile the gap
and American history—including Native Americans, Early between the most troubled times in our history and the
American Civilizations (Maya, Aztecs, Inca), Early World principles set forth in the Declaration of Independence and
Civilizations (Mesopotamia and Ancient Egypt), Early the Constitution. This domain builds on Presidents and
Asian Civilizations (India and China), and the Ancient Greek American Symbols from Kindergarten, A New Nation from
Civilization—and explores narrative texts from a host of Grade 1, and The US Civil War from earlier in Grade 2 and
authors from diverse backgrounds. shows that determined people can bring America closer to
making its principles reality for all people.
CKLA is dedicated to helping students establish the
foundational knowledge and skills in Academic English
they will need as they move toward college and career
readiness. It is essential that students are able to both
respect their own backgrounds and experiences and

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Balance of Literary and Informational Texts

Kindergarten
Literary Instructional Days Informational Instructional Days

Knowledge Domain Read-Alouds Read-Alouds

1 Nursery Rhymes and Fables 12

2 The Five Senses 1 7

3 Stories 10

4 Plants 2 9

5 Farms 1 8

6 Native Americans 2 6

7 Kings and Queens 6 2

8 Seasons and Weather 1 7

9 Columbus and the Pilgrims 9

10 Colonial Towns and Townspeople 3 7

11 Taking Care of the Earth 10

12 Presidents and American Symbols 1 8

Subtotal 39 73

Skills Unit Lessons Lessons

6 Kit 14

7 Seth 9

8 Sam 19

9 Zack and Ann 19

10 Scott 26

Subtotal 87

TOTAL 126 73

Percent 63% 37%

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Grade 1
Literary Instructional Days Informational Instructional Days

Knowledge Domain Read-Alouds Read-Alouds

1 Fables and Stories 10

2 The Human Body 10

3 Different Lands, Similar Stories 9

4 Early World Civilizations 1 15

5 Early American Civilizations 1 10

6 Astronomy 0.5 8.5

7 The History of the Earth 8

8 Animals and Habitats 9

9 Fairy Tales 9

10 A New Nation 1.5 10.5

11 Frontier Explorers 11

Subtotal 32 82

Skills Unit Lessons Lessons

1 Snapshots 11

2 Gran 17

3 Fables 15

4 Green Fern Zoo 17

5 Kate’s Book 16

6 Grace 19

7 Kay and Martez 19

Subtotal 97 17

TOTAL 129 99

Percent 57% 43%

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Grade 2
Literary Instructional Days Informational Instructional Days

Knowledge Domain Read-Alouds Read-Alouds

1 Fairy Tales and Tall Tales 8

2 Early Asian Civilizations 3 11

3 The Ancient Greek Civilization 2 10

4 Greek Myths

5 The War of 1812 8

6 Cycles in Nature 9

7 Westward Expansion 9

8 Insects 8

9 The US Civil War 11

10 The Human Body: Building Blocks 9

and Nutrition

11 Immigration 10

12 Fighting for a Cause 9

Subtotal 23 94

Skills Unit Lessons Lessons

1 The Cat Bandit 19

2 Bedtime Tales 10

3 Kids Excel 16

4 The Job Hunt 17

5 Sir Gus 21

6 The War of 1812 26

Subtotal 67 42

TOTAL 90 136

Percent 40% 60%

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Cultivating a Reading Culture Bridging the In and Out of Class Experience

Students should be encouraged to read independently in Teachers bring content knowledge students have gained
the classroom and at the library. In addition, they should outside the classroom back to the classroom and share
learn it is acceptable to independently read anywhere they their new knowledge by:
feel at ease. CKLA recommends at least thirty minutes of
literacy time at least twice a week. Engaging in classroom or small group discussions about
new knowledge gained from conversations or what they
In-Class Engagement have read outside the classroom.

Engagement with content fuels students’ desires to learn.

Creating Knowledge graphics to hang in the classroom.
Teachers are encouraged to build time for engagement
within in-class reading with activities such as book talks
Encouraging students to start conversations about what
and sharing, discussion circles, one-on-one conferencing,
they have read outside class.
writing (book reviews, to the author, in journals, etc.) and
multisensory experiences (recording audio, videos, acting).

Home Component

Creating time and space for reading outside the classroom

is essential to students’ development. The reading
experience is extended to students’ lives outside the
classroom by frequent, teacher-initiated communication
with parents and guardians regarding the content students
read and by suggesting discussion topics at home. Take-
home letters that include student reading goals involve
parents and guardians in the process.

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Foundational Skills in another program. A word that is not decodable in one

lesson of CKLA might become decodable later in the year
or perhaps in the very next lesson.
Decoding
The stories in the Unit 6 and Unit 7 Student Readers are 100%
The decodable Student Readers have been carefully decodable, meaning they only use words comprised of letter-
constructed to provide students with recurring, distributed sound correspondences that have been explicitly taught.
practice in reading stories that use decodable words. It is High-frequency, non-decodable words (called Tricky Words
important to understand the manner in which the terms in CKLA) are gradually interspersed in the Unit 8–10 Student
decodable and non-decodable are used in CKLA. A word Readers. It is important to note that these high-frequency,
is considered non-decodable until all the letter-sound non-decodable words are also explicitly taught to ensure
correspondences a student needs to read and spell the student success. In other words, all words students are asked
word have been learned. to read as part of the stories are readily decoded and read,
either because they are composed entirely of letter-sound
For example, the word cat is considered decodable after correspondences students have been taught or because they
students have learned /k/ spelled ‘c’, /a/ spelled ‘a’, are Tricky Words that have been taught.
and /t/ spelled ‘t’, which is early in the CKLA sequence
of instruction. The word cheap is considered decodable
when students have learned /ch/ spelled ‘ch’, /ee/
spelled ‘ea’, and /p/ spelled ‘p’, which is later in the CKLA
sequence of instruction.

It is important to understand that no word is

inherently decodable or non-decodable. We cannot
say that cat is a decodable word and dog is not unless
we also re er to a speci c se uence o instruction and
say where students are in that sequence of instruction.
A word that becomes decodable in the early lessons of
one program might not be decodable until much later

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Code Knowledge
The last page of each Reader summarizes the code
knowledge that is assumed at the beginning of the Reader
(i.e., the code knowledge that has been taught in previous
units , as well as identi es new code nowledge introduced
in the current unit, noting the rst story in which these new
skills are practiced.

New spellings taught in the unit are printed in bold

throughout the stories in the Reader to cue students’
attention to newly taught skills.

While the stories in the early Readers are simple,

indergartners nd the highly engaging ecause the
Readers use a “chapter book” approach with stories that
focus on a recurring set of characters in each Reader.

Lunch Trades

Dave checks his lunch bag.

“No!” he fumes. “It’s ham. I ate
ham all week! Will you trade, Ling?”

“I’ll trade my hot dog,” Ling says,

“but not my chips. Will you trade
your lunch, Scott?”

“I will trade,” Scott says, “but

you will not like what Mom gave
me.”

56 57

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Code Knowledge assumed at the beginning of this Reader:

Consonant Sounds and

Vowel Sounds and Spellings: Capital Letters:
Spellings:

/i/ as in skim /m/ as in rim All

/e/ as in bed /t/ as in got
/a/ as in tap /d/ as in dip
/u/ as in up /k/ as in cot, kid
/o/ as in flop /g/ as in log
/n/ as in pen
/h/ as in ham
/s/ as in sit Tricky Words:
/f/ as in fat
/v/ as in vet a, all, are, blue, down, from, here,
I, little, look, no, once, one, out,
/z/ as in zip said, says, so , the, there, three,
to, two, was. were, what, where,
/p/ as in tip which, why, yellow
/b/ as in bus
/l/ as in lamp
/r/ as in rip
/w/ as in wet
/j/ as in jog
/y/ as in yes
/x/ as in box
consonant clusters

Code Knowledge added gradually in the unit for this Reader:

Beginning with “Scott and Lee”: the sound /ee/ spelled ‘ee’
Beginning with “Red Ants”: Tricky Words he, she, and we
Beginning with “The Bees”: Tricky Words be and me
Beginning with “Cake and Grapes”: the sound /ae/ spelled ‘a_e’, Tricky Words they and their
Beginning with “A Fine Hike”: the sound /ie/ spelled ‘i_e’
Beginning with “The Bike Ride”: Tricky Word my
Beginning with “The Plane Ride”: Tricky Word by
Beginning with “The Gift”: the sound /oe/ spelled ‘o_e’
Beginning with “In the Pet Shop”: the sound /ue/ spelled ‘u_e’, Tricky Words you and you’re

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Pre-Decodable Picture Reader

A separate Picture Reader, featuring illustrated rebus

images and high-frequency words selected from the
Dolch Sight and Fry Instant Word Lists, is used to
gradually introduce important high-frequency words
(called Tricky Words in CKLA) in a highly controlled
manner over the course of instruction in Units 3–8 of
Kindergarten. Related activity pages and take-home mini
books provide additional practice and reinforcement.

Each page in the Picture Reader has a limited amount of

text coupled with colorful rebus images presented in a
highly predictable, repetitive format to ensure success.
Students work with only a few pages from the 121-page
Picture Reader at a time.

The highly scaffolded approach for introducing high-

frequency Tricky Words early in students’ Kindergarten
reading experience reduces the level of cognitive demand
so students can focus solely on remembering the Tricky
Word(s) without also being called upon to make use of
the code knowledge they have learned to decode other
words in the text. Starting in Unit 8, these same Tricky
Words are gradually incorporated into the decodable
stories of the Student Readers, posing a greater, but now
accessible, challenge for students.

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High-Frequency Words

At the end of Kindergarten Unit 3, students will be able to read seven words from the Dolch Sight Word List and seven
words from the Fry Instant Word List. By the end of Unit 10, students should be able to read a total of 116 Dolch Sight
Words and 129 Fry Instant Words.

Kindergarten
Dolch Sight Words Fry Instant Words
Decodable Decodable
Tricky Words Total Tricky Words Total
Words Words

Unit 3 one, two, three am, at, did, it 7 one, two, three at, did, got, it 7

a, the an, and, can, get, 16 a, the an, and, can, get, 17
had, him, hot, if, had, him, if, in, its,
Unit 4
in, its, not, on, sit, man, men, not,
ten on, set, sit

big, but, cut, let,

big, but, cut, let,
Unit 5 blue, look, yellow ran, red, run, six, 14 look 8
run, up, us
up, us, yes

as, ask, end,

as, ask, best, fast, hand, has, help,
has, help, his, is, his, is, its, just,
Unit 6 are, I, little 17 are, I, little 22
its, jump, just, land, last, left, list,
must, stop, went must, nest, plant,
stop, went

with, that, this,

with, that, this,
then, them, than,
Unit 7 out, down, of them, wish, sing, 12 out, down, of 14
long, such, much,
long, much, bring
thing, song

black, off, pick, add, back, miss,

all, from, funny, all, from, funny,
Unit 8 small, tell, well, 11 off, small, spell, 14
was was
will still, tell, well, will

here, no, once,

here, no, once,
said, so, there, to,
said, so, there, to,
Unit 9 n/a 13 were, what, when, n/a 14
were, what, when,
where, which,
where, which, why
why, word

came, close, feet,

home, keep, like,
ate, ca e, e,
life, line, made,
be, by, he, me, my, gave, green, keep, be, by, he, me, my,
make, mile, name,
Unit 10 she, their, they, like, made, make, 26 she, their, they, 34
need, same, see,
we, you, your ride, see, sleep, we, you, your
seem, side, state,
take, those, use
take, those, time,
trees, use

116 130

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Fluency
de elops fluent readers in , supporting the to
read increasingly complex texts in later elementary and
beyond. The decodable readers—by carefully scaffolding
the words students encounter help students read fluently,
with purpose and understanding. Take-home materials
designed to be read in the home environment with support,
strengthen student fluency

luency ac ets in rade contain poetry, ction,

non ction, and eaders heater selections that pro ide
opportunities for students to practice reading with
fluency and e pression t the eginning o each wee ,
teachers select relevant passages and model reading the
selection aloud. Students then take the texts home to
practice reading aloud throughout the week. By the end
of the week, students read individually or through a choral
read to de onstrate fluency uidelines are o ered or
this routine to foster respectful, responsive listeners and
con dent readers

Finally, CKLA’s emphasis on background knowledge helps

de elop fluent readers y gi ing the recognition o and
understanding of a wide range of vocabulary and contexts,
thereby supporting reading with understanding.

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Writing sentences. Short opinion and explanatory pieces are woven

into these activities. Students also engage in longer writing
Writing mechanics—including handwriting and spelling—are projects—for example writing a report within the unit on the
taught in the Skills Strand. They are crucial background War of 1812 over a number of lessons.
to the forms of writing required by the Common Core as

The Writing Process

well as, in the case of spelling, supporting the decoding/
encoding process students learn in K–2.
Beginning in Grade 1, students are introduced to the CKLA
Forms of Writing writing process of Plan-Draft-Edit (which is
later extended to Plan-Draft-Edit-Publish). This
y the end o rade , students will ha e gained signi cant is practiced in both the Skills and Knowledge
practice in narrative, opinion/argumentative, and Strands for a large variety of writing projects:
informational/explanatory forms of writing. These
activities are mostly found within the Knowledge Strand Plan. Analyze text and other sources forensically. Draw
and can be seen in the writing trajectory within this section. upon background knowledge from CKLA and elsewhere.
They are often taught explicitly within the Skills Strand Consider textual organization and appropriate content.
before being encountered in the Knowledge Strand. Draft. Clearly organize writing, appropriately referencing
content. Add and incorporate details in their writing
As well as creating these texts, students practice the skills (including descriptive details).
that inform them. For example, they practice sequencing Edit. Through self-feedback, peer-review and teacher-
events from the beginning, middle, and end of complex review, students revise their work and strengthen it
texts. They illustrate texts with accompanying sentences within a positive and constructive environment.
and practice writing for short periods on a regular basis. Publish. See the fruits of their labors with selected
writing assignments—with opportunities to hang
Graphic organizers, timelines, and other tools provide work in the classroom, share with family, and have the
essential support to students learning about text and satisfaction of having completed a writing project from
idea organization; these can be found throughout the start to nish
Knowledge Strand. Group writing projects, such as the
creation of a weather diary in Kindergarten, or drafting
The Writing Process
paragraphs as a class, also form essential scaffolding for
more independent writing.
Plan Share Edit
The Skills Strand, while focusing on the skills and
mechanics of writing, contains very regular writing Evaluate
activities. Text-based questions are increasingly answered Draft Revise
in writing, with a focus on complete evidence-based
Publish

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Writing Studio

Students gain additional writing instruction and practice

in the Writing Studio Program. Writing Studio builds on
the deep content knowledge developed in CKLA primary
instruction, using it as a springboard for students to
strengthen and practice their writing skills. Writing Studio
instruction covers all grade-level Common Core standards
for writing.

Each grade level in Writing Studio consists of seven

units, two devoted to each CCSS text type (narrative,
informative, and opinion) and a culminating unit in which
students are presented with a problem and asked, with
appropriate guidance and scaffolding, to write a suitable
response. For example, students in Kindergarten consider
what would make their family members most interested
in the American presidents: a story about a president, a
biography of a president, or an opinion about the student’s
favorite president.

Writing Studio units offer a clear progression through

the text types in each grade. Grades K–2 introduce and
establish the key elements of each text type, allowing
students to gain co ort and con dence writing narrati es,
opinions, and informative texts. This enables students to
practice thinking about content in different ways, offering
more depth and breadth to their understanding of core
content and of the writing text types.

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Amending
Instruction

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 Amending Instruction

This section is designed to help teachers adapt and

differentiate according to the range of students in

the classroom, and their minute-by-minute needs.

79
 CCSS
Standards

Students

1 2 3 4 5
Daily Checks Daily Formative Content and Unit Placement and
for Understanding Assessments Mid Unit Assessments Assessments Benchmark Tests

Assessment Feedback
CKLA has a progression of moment-by-moment to Regular, consistent feedback from a variety of sources is
benchmark assessments as indicated in the diagram. crucial to successful learning. Our assessment cycle is a
vital input to allow appropriate feedback to students, but it
Checks for Understanding are designed to allow you is not the only mechanism in the program.
to adjust instruction within the context of the lesson.
Teacher feedback. As well as information from
Formative Assessments range from in-the-moment
assessments, the following elements provide regular
adaption to opportunities for individual, small group, and
opportunities for appropriate feedback to students:
whole class reteach and review. Checks for Understanding
and Formative Assessments also provide information to o Teacher questioning. In Knowledge and Skills,
decide whether additional supports and practice (found guided reading and guided listening supports
at the end of the lesson and in the additional guides) are designed to test student comprehension
are appropriate. and map to the primary focus of lessons. It is
important that different students respond to
Mid-unit, end-of-unit, and benchmark assessments should the questions in each consecutive lesson; this
be used to direct remediation, Pausing Point days, and to allows feedback on misconceptions of language,
differentiate instruction. comprehension, and inference.

o Wrap-Up questions and Checks for

Understanding. Wrap-up and comprehension
questions at the end of lessons are particularly
useful in testing comprehension and providing
targeted feedback and rereading. Checks
for Understanding are also designed for
this purpose.

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o Writing feedback. The writing process is built

upon planning, drafting, editing, and publishing
Differentiation
(Grade 2). Each of these allows the opportunity
to review and assess student work. Between Assessment and feedback give the necessary inputs to
drafting and editing students are asked to share differentiate instruction effectively, from informal and
or self-check, evaluate, and revise; this is an minute-by-minute opportunities to lessons designed to
opportunity for the teacher to provide feedback remediate, enrich, and offer targeted practice.
which the student then enacts independently or ou will nd di erentiation in the ollowing or s
with others. throughout the year:
o Student work. Foundational Skills and Language Grouping. Lessons provide regular small group and
exercises move from whole class participation partnering opportunities. These can be arranged based
to individual work in student Activity Books for a on class needs.
particular skill. Oral prompts in the former allow
for reteaching where necessary, while review of Access, Support, and Challenge. Within lessons,
individual work allows more formal action on the supports are provided in sidebars next to daily
part of the teacher. instruction. These are designed to give students in-the-
minute support to access activities. When advance
Peer-to-peer feedback. Peer feedback is also an preparation is re uired, this is flagged at the eginning
important part of CKLA; it includes: of the lesson. Reading and Writing activities will usually
o Structured partner and small group ha e speci c supports, any o which are designed
discussions. Peer-review activities involve to support reading comprehension and effective
students asking each other questions expression in writing. The Universal Access section of
and providing feedback to each other that Advance Preparation gives additional guidance.
strengthens their knowledge. Peer review is The Primary Focus and Formative Assessment listed in
conducted in one-on-one, small group, or full the Lesson Overview and at the beginning of each lesson
class discussions. seg ent identi es which standards are addressed
by the Access supports.
o Collaborative projects. Joint work is also used
to help students reinforce and practice together. Additional Support. Each Skills lesson has additional
Access supports in the sidebars of lessons often instruction that targets the Primary Focus standards of
provide further opportunities for partner or small the lesson. This is found at the end of each lesson and
group collaborative work. should be used for day-to-day practice and remediation.

Self-correction. Students are given ample opportunity Pausing Points. Pausing Point days include several
to correct their own work. For example, students days’ worth of enrichment and remediation instruction.
frequently complete Skills activities in their Activity A large range of activities can be found in student
Books, either individually, in pairs, or in small groups. Activity Books, and guidance in the Pausing Point
Whole group discussion and instruction then provides section of Teacher Guides. In the Skills Strand, additional
a structure within which students mark corrections and stories/Reader chapters are included for use during
changes in their work, allowing teachers to see a visual Pausing Points as the teacher chooses–for additional
representation of their learning process and gaps. enrichment, practice, or assessment.

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Language Studio. Language Studio lessons help Progress monitoring assessments from the Assessment
students access the core content—please see the and Remediation Guide.
Language Studio section of this Program Guide for
more information. A step-by-step approach to using the ARG

Assessment and Remediation Guide (ARG). The

Step 1: Teachers should decide if the additional
unit-by-unit ARGs found online contain large volumes of
supports ound at the end o each lesson are su cient
remediation activities covering Phonological Awareness,
or re ediation not, use the to nd additional
Phonics, and Fluency and Comprehension. The ARGs
remediation instruction.
are very comprehensive and provide dozens of hours of
potential additional instruction per unit.
Step 2: In the Grades K and 1 ARG, teachers use the Cross
e erence chart and eter ining tudent eed flow
Using the charts provided for each component (e.g., phonological
Assessment and Remediation Guides awareness, phonics, writing) within the units to determine
student level of instructional need.
The ARGs parallel the Skills Strand by following a
developmental progression in phonological awareness, The Cross Reference chart helps teachers consider
phonics, fluency and co prehension, and early writing student performance to plan how to maximize Pausing
Points. Instructional activities are organized by
unit objectives.
The Skills units build incrementally, meaning that mastery
of the skills taught in earlier units is assumed and therefore he eter ining tudent eed flow charts allow
a prerequisite for success in later units. Students without deter inations ased on how a student speci cally
adequate mastery of the initial skills will face increasing struggles, and support the student using the swiftest
challenges with each new unit if they attempt to progress. ethod or correcting that speci c flaw

The starting point for the ARG is the benchmark Step 3: Use the determination of a student’s level of
assessments provided within CKLA. Teachers can then instructional need to choose a corresponding lesson
address weaknesses as they proceed through multiple units structure within the , along with speci c content he
of the ARG. Teachers can refer to the grade-level scope three e els o nstructional eed are
and sequence to provide a strategy for honing skills in the
Guided Reinforcement Lesson Structure. The Guided
correct sequential order when students have multiple gaps.
Reinforcement Lesson Structure provides assistance
for how to use only the supported practice elements
Planning instruction with the ARG is guided by:
from the Lesson Templates. This structure provides an
Observation of student performance during instruction. abbreviated lesson geared for reinforcing developing
skills not yet mastered.
Student scores on performance assessments
throughout the units.

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Explicit Reteaching Lesson Structure. The Explicit Writing tasks provide almost limitless opportunities for
Reteaching Lesson Structure aligns with the Lesson extension. Feedback from the teacher, peers, and self-
Templates. This structure provides a more complete reflection pro ide students opportunities to strengthen
lesson geared toward explicit instruction for selected their writing. For example advanced students can be
unit objectives. encouraged to:

Comprehensive Reteaching Lesson Structure. The Use more complex and unusual descriptive vocabulary
Comprehensive Reteaching Lesson Structure also aligns
with the Lesson Templates. This structure provides more ncorporate gurati e language into their writing
instructional time allowing for integration of activities
Write multiclause sentences with more complex joining
from multiple sections when multiple unit objectives are
words
targets for remediation.
Create longer or richer opinion, explanatory, and
Step 4: Teachers use ongoing evaluation of student
narrative pieces
instructional performance and progress monitoring to
facilitate decisions about student progress or ongoing Evaluate the use of informational textual characteristics
remediation needs. and use in their own writing (e.g., headers, bullets)

Student Enrichment
CKLA provides multiple opportunities for challenge, and Tracking Student Progress
enrichment, including:
CKLA provides a range of ways to track student progress,
Challenge Sidebars. Provides stretching questions and
many of which are found in the Teacher Resources section
activities throughout the lesson.
of the Teacher Guides.
Application Activities. Pausing Point days include
additional activities for excelling students. Ongoing tracking

There are also daily opportunities to allow students Student Progress Record. This form may be used
to delve more deeply into the material. Lessons in the against a large range of student activities to track how
Knowledge Strand offer opportunities for independent students are progressing over time and compared with
and small group research that can be extended by asking others in the class.
for alternative sources or deeper analysis.
Anecdotal Reading Records. It is important to
listen to students read individually on a regular basis;
Skills lessons provide daily opportunities for this. Use
the Anecdotal Reading Records to record and track
student progress.

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Skills Strand: Cycle of Student Evaluation and Support

Use in-lesson
Additional Supports

Guided
Determine Reinforcement
Student Need

Explicit
Use ARG lessons
Reteaching

Substantial remediation
necessary
Comprehensive
Reteaching

RE-EVALUATE

Mid- and end-of-unit assessments Benchmark assessments

There are a range of formal assessment opportunities Students studying CKLA will complete three benchmark
found within units, including but not limited to: assessments in the Skills Strand—Beginning of Year,
Middle of Year, and End of Year. Students are offered
Spelling Assessments
different assessments according to their performance in
Word Recognition Assessments prior stages.

Story Comprehension Assessments Flow charts and placement planning and tracking sheets
are provided with the benchmark assessments to support
Fluency Assessments
teacher recording of student standard and progress.
Some, like spelling assessments, are held weekly. Others
are held at the middle and end of the unit.

These assessments are accompanied by directions and

support for analysis of errors. They are also accompanied
by assessment charts to record student progress.

84
 Amending Instruction

Rubrics, Portfolios,
and Journals
There are a number of other tools that support teachers in
pro iding speci c eed ac to students and onitoring and
tracking student progress over time. These tools can be
used roadly and fle i ly across grades or ery speci cally
for targeted instruction purposes.

Rubrics: Generic grade-level rubrics are provided in the

appendix for each of the writing genres (e.g., narrative,
opinion/argumentative, and informational/explanatory)
as well as for Speaking and Listening standards related
to collaborative conversations and presentations.
peci c ru rics related to a particular instructional
activity are contained within individual units.

Portfolios: The use of unit-long and year-long portfolios

is encouraged to allow teachers, students, and parents
a record of growth throughout a particular unit or across
the year. Portfolios should include relevant work samples
that demonstrate a range of student work.

Journals: Journals can be used for a variety of purposes

to extend learning and as a record of student learning
throughout the unit of year. Consider using journals
for vocabulary, extended writing responses, or student
choice writing activities.

85
Supporting a
Range of Learners

86
 Supporting a Range of Learners

This section is designed to further outline

the tools provided by CKLA to support

the range of learners in a classroom.

87
Supporting a Range of Learners

Universal Access Explicit prompts are provided for every step in the
learning process. This can be used by the teacher at
their discretion, but the instructions in the Teacher
Teachers employ a wide range of strategies that go beyond
Guide—when used in their entirety—provide highly
instructional material to support students in the classroom.
scaffolded instruction.
CKLA is designed to support those strategies. The section
on Amending Instruction supports Universal Access and Sentence frames and starters support English learners
can be used for a wide variety of students, including English in writing and speaking tasks, supporting students’
language learners. language production.

Providing multiple means of action and expression

Below is a brief description of some of the additional tools
to provide students with options for navigating and
at teachers’ disposal.
demonstrating learning.
Providing multiple means of representation.
CKLA provides a range of methods for all students,
CKLA provides multiple means of presenting content to including ELLs to navigate and demonstrate learning. This
maximize student understanding. This includes, but is not includes, but is not limited to:
limited to:
Physical actions. For example, Wiggle Cards in Skills
igital co ponent les that allow or a range o allow students to demonstrate their decoding ability
presentations of images and text to support learning. through a range of fun physical movements.

lari cation on language is ound throughout the A range of methods for response. Students are given
program. For example, sidebars include support on a wide range of response methods in lessons, including
transition words and syntax, and illustrations are oral responses, shared class responses, individual
suggested or provided to help students understand the written responses, and small group work. Small groups
concepts they are learning. are structured in skills to allow students who need help
to be given targeted support, and sidebars provide
Flip book images in Knowledge help make concepts
further advice on how to work with individuals, pairs, and
explicit and connect to the text.
small groups.
Background knowledge is activated or supplied daily,
Appropriate tools for composition and problem
and a range of graphic organizers and other tools are
solving. Graphic organizers and tools such as timelines
used to promote understanding and activation. New
are used throughout the Knowledge Strand to help
ideas are often conveyed initially through familiar
students place information in the appropriate context
contexts, particularly in the early Knowledge domains.
and understand concepts in a range of ways.

Varied scaffolding. Support sidebars often provide

additional scaffolding to support student activity. It is
also important to note that the core lessons, as written,
provide a high degree of scaffolding that can be lessened
for more advanced students.

88
 Supporting a Range of Learners

Managing information and resources. Writing projects Feedback. There is a range of mechanisms for teacher
in CKLA involve a series of steps that begin with an feedback (including, but not limited to, checks for
understanding of organizing information and resources understanding, formative assessments, wrap-up
into appropriately presented material. These writing questions, and writing assignments), peer feedback, and
projects have additional supports in sidebars to help self-checks within CKLA.
students with a range of needs.

Providing multiple means of engagement to tap

individual learners’ interests, challenge them
Supporting Students with
appropriately, and motivate them to learn. Disabilities
CKLA provides a range of methods to tap into and maintain
Students with disabilities vary considerably and can
learners’ interests. One of the most important is the
often be challenged to achieve at or above grade level.
engagement of the Knowledge domains. Students studying
The strategies used must therefore vary according to
CKLA become active and absorbed conversationalists
the assessment of the individual student’s needs. The
as they feel their knowledge grow—and with it their
section below outlines some of the ways CKLA supports
con dence he care ul presentation o decoda le eaders
that adaptation. Please also see the previous section on
achie es the sa e end tudents eco e con dent and
Universal Access for additional supports.
enthusiastic readers by encountering texts of the right level
of challenge. Additional Instruction
Providing home and community audiences for Resources are provided to offer students additional time to
student work. Students are frequently given take-home learn and practice new tasks, including:
work to practice with family members. There are also
Additional Support Lessons. Thirty minutes of
opportunities in K–2 for work to be published and shared
additional instruction is provided at the end of each
with the outside world.
Skills lesson.
Opportunity for conversation. Students are developed
Assessment and Remediation Guide. This can be used
into respectful, active conversationalists within CKLA.
for additional lessons that support students who need
Routines such as Think-Pair-Share as well as methods
extra practice or remediation on Foundational Skills
for sharing oral responses and writing are used to
and comprehension.
develop a safe and supportive environment for students.

Collaboration and communication. The wide range of In addition, CKLA lessons can be adapted to be delivered
whole-class tasks, but also the multiple opportunities during the school day, with more or fewer breaks. Activities
for small group and partner work, are designed to help such as Wiggle Cards are provided to give students variety
students become productive collaborators. in instruction and prevent frustration during long tasks.

89
Supporting a Range of Learners

Student Grouping Assessments, including checks for understanding and

formative assessments, should be used to allocate
The Skills Strand provides small group settings for students to groups and give them the relevant supports
reading and comprehension. This provides the teacher within the lesson. They should also be used to assign
with an opportunity to assist students who require students to additional practice and instruction from
additional support. the Additional Supports, Assessment and Remediation
Supports and other sidebars within lessons provide Guide, and activities/scaffolds within sidebars.
instruction for additional small group, individual, Student responses can be varied by allowing oral
and partner settings with scaffolds to support responses rather than written, shared written
understanding. Universal Access suggestions in the responses, or teacher support (this is often described in
Advanced Preparation section of lessons often provide the sidebars within lessons).
recommendations for these settings.

The Knowledge Strand provides guidance on how In addition, while CKLA has been designed to support
to group students at the teacher’s discretion and in classrooms with a full range of technological resources,
response to need. activities and lessons are designed to be highly compatible
with the use of multiple platforms and media, including
The Assessment and Remediation Guide also provides word processors and other communication devices.
explicit guidelines for grouping students according to the
skills for which they need support. It provides alternate
teaching strategies and reteaching guidance to ensure
that students receive the instruction they need to
solidify their foundational skills and advance.

Instructional support and student response

There are a large range of supports, additional scaffolds,

and activities throughout the lessons that are suitable
for a wide range of learners with different needs. They
include language, comprehension, writing, speaking
and listening, and other scaffolds. Some of these can be
incorporated into core instruction, while others are more
suita le or speci c groups o students

90
91
English
Language Development

92
 English Language Development

his section pro ides information specificall

for n lish lan ua e learners. pro ides

a ran e of instruction and support for these

students as outlined in the followin pa es.

93
English Language Development

Integrated ELD
English Language Learners (ELLs) of varying levels of
pro ciency are supported through the language ac uisition
strategies integrated in each lesson o oth the ills and
nowledge strands

ccess supports pro ide urther guidance to educators

see ing to eet the speci c needs o s y helping
the ad ust the pacing o instruction, pro iding ore
speci c guidance and e plicit instruction or ier roadly
acade ic and ier do ain speci c oca ulary words,
and o ering deeper support or syntactic awareness hey
also eature instructional tools to ad ust

e uired odes o participation a ples include using

isual supports or recepti e approaches or chec ing
co prehension, and e plicit re erences to
cade ic nglish

pressi e language de ands, such as pro iding

sentence ra es and allowing uestions to e yes no
instead o open ended

i ing i ediacy o support that students recei e

during ead louds, such as use o pictures or props,
and e plicit attention to oca ulary

he sound rst approach per its students to ocus rst

on the sounds in words hey then a e the translation to
how that sound is represented in the nglish alpha et, while
truly interacting with phone es that ight e un a iliar to
the he ost re uent and sound riendly spellings are
taught rst along with ric y ords that ight e also e
un a iliar or hard to sound out eachers e plicitly instruct
students in each new gra ar s ill he teacher de nes
the gra ar s ill and odels it tudents then ta e part in
oral and written e ercises in the ills trand to ensure the
s ills are solidly understood

94
 English Language Development

Designated ELD: Reading. anguage tudio ena les s to engage with

the sa e range o te t le el and co ple ity as their
Language Studio grade le el peers during pri ary instruction

anguage tudio is the nglish anguage e elop ent Speaking. anguage tudio pro ides ultiple
co panion or anguage tudio includes daily opportunities or s to ac uire and de onstrate
inute designated lessons to help nglish co and o standard nglish gra ar con entions
anguage earners s success ully access the core and usage
content in the nowledge do ains anguage tudio
Writing. tudents use a co ination o drawing,
lessons pre iew or rein orce language and content so that
dictating, and writing to co pose a range o te ts
s o all pro ciency le els are a le to access grade le el
and participate in a ariety o shared research writing
content as they de elop acade ic nglish and e ecti e
pro ects to uild and present content nowledge
e pression across do ains
Lesson Features
Program Overview
anguage tudio pro ides lesson y lesson designated
s eaning ully engage with language and the wider instruction to acco pany and support e ery
world as they acti ely participate in hands on acti ities, pri ary instruction lesson in the nowledge trand ach
colla orati e con ersations, ulti edia presentations, and inute anguage tudio lesson is di ided into seg ents
interacti e e ercises hese lessons not only grant s that ocus on e plicit instruction to support student
access to core content, ut also pro ote nglish pro ciency pro ciency in the pri ary ocus o ecti es stated in the
de elop ent as they ad ance across the language esson er iew anguage tudio lessons also eature
pro ciency spectru
Features of Academic Language. Every Language
tudio lesson includes a su ary o the linguistic
anguage tudio helps prepare s to participate in
co ple ity discourse , language or s and unctions,
a range o acade ic e ercises as they uild acade ic
and tiered oca ulary addressed in the lesson
nglish and ulti ately achie e literacy y engaging in
acti ities that pro ide opportunities to listen, read, spea , anguage Proficiency ssessment. Every Language
and write e ery day tudio lesson pro ides opportunities to e aluate
indi idual student pro ciency le els in one or ore o
ery anguage tudio lesson seg ent ocuses on one o the anguage o ains istening, eading, pea ing,
the ollowing anguage o ains riting he tas s pro ide s the opportunity to
de onstrate speci c s ills in relation to a continuu
Listening. tudents participate in a ariety o
o pro ciency or standards, and ser e as in or al
colla orati e con ersations a out grade le el topics
per or ance ased assess ents
and te ts

95
English Language Development

FEATURES OF ACADEMIC LANGUAGE

Features of
Discourse Features
Academic Language
his ta le su ari es • resent a choral song and chant a out the uscular syste
the speci c eatures o • pand sentences using ad ecti es
cade ic anguage that
are introduced or addressed
in the lesson discourse Language Forms and Functions
eatures, language
or s and unctions, see the syste now it is the syste ecause
and oca ulary
he girl is sitting down he an is wearing a shirt he
ad ad ad
has hair he is wearing a dress
ad ad

oca ulary

Tier 3 Tier 2 Tier 1

omain pecific ords General Academic Words eryday peech ords

uscular syste oluntary in oluntary heart

large tiny
uscles

96
 English Language Development

LANGUAGE PROFICIENCY ASSESSMENT

Speaking
• se the ollowing tool to e aluate student s language pro ciency le el he
recording sheet can e ound in the rogra uide

Evaluation Tool

Language Domain pea ing

Knowledge/Lesson K5L2

cti ity ame tory u ary

Proficiency e els

Entering tudent retells an e ent ro the story y answering a

si ple wh uestion with pro pting and support

Emerging tudent retells an e ent ro the story y answering a

si ple wh uestion

Transitioning tudent retells a si ple se uence o e ents, repeating

odeled sentences when necessary

Expanding tudent retells a si ple se uence o e ents

Bridging tudent retells a ore co ple se uence o e ents ro

the story y as ing and answering uestions a out i ages
ro the story

anguage Proficiency ssessment

cti ities that ay e used to identi y students language pro ciency le el along a continuu o
pro ciency ntering, erging, ransitioning, panding and ridging

anguage tudio ully correlates with the tandards ra ewor and the nglish anguage
ro ciency tandards ee c la a pli y co or additional in or ation and docu entation

97
Beyond the
Traditional Classroom

98
 Beyond the Traditional Classroom

This section outlines how CKLA can be

used outside traditional K–5 classes.

99
Beyond the Traditional Classroom

Supporting Teachers can combine and adapt elements of CKLA daily

Combination Classes lessons at each individual grade level in each domain/

the e hey en oy a signi cant degree o fle i ility in using
materials across grades, as well as the timing of pausing
Combination classrooms are those in which students of points and domain reviews; they are also likely to increase
a similar age are taught together under a single teacher. the frequency with which they use domain assessments
Proponents of alternative grouping approaches maintain and culminating activities (or variations thereof).
that multi-grade or multi-age grouping is better “aligned Regardless of the combination of grades being taught,
with children’s natural groupings and learning tendencies” lesson planning can be divided into before, during, and after
(Ong, Allison, & Haladyna, 2000). While multiage or the lesson activities. Before the lesson, the teacher should
combination classes may provide students with social and scan all the available materials on a given domain/theme
learning environments in which they can progress at their across grade levels, select a method of presentation (e.g.,
own pace, they present unique implementation challenges text, activity sheets, etc.), and determine whether certain
to teachers and administrators. Additional challenges are students who are advanced or are particularly interested
posed by the testing requirements set forth by the No in the topic could serve as peer tutors. During the lesson,
hild e t ehind ct and the ery speci c grade le el the teacher will need to present the core materials to all
expectations outlined in the CCSS (Mariano & Kirby, 2009). students, supervise group work, and/or monitor individual
practice sessions. After the lesson, the teacher should
While there are pros and cons of multiage/combination evaluate the lesson and determine what type and level of
classes, all classrooms that employ this structure are likely supports will e needed or eginner students and reflect
to be comprised of students of different ability levels. CKLA on how certain things worked while others did not so
readily supports combination classes within two broad improvements may be made to future lessons.
grade groups: Grades K–2 and Grades 3–5.
Several decisions to make when planning a lesson for multi-
There are common themes across the domains in Grades grade classroom include:
K–2 and in Grades 3–5 which facilitate teachers’ efforts
Which part of instruction requires teacher’s personal
to combine different grade levels in one classroom. For
attention and which part would merit working closely
example, the theme of wildlife spans across the following
with one grade or level
domains in Grades K, 1, and 2: Farms, Animals and Habitats,
and Insects. Instruction can begin by introducing the What stage of learning requires independent work
theme of animals and have this be the focus of all learning versus small-group work
activities for the whole class. The aim is to create maximum
variety in the learning activities over the course of the Which activities can be managed with peer tutors
thematic unit so that students in different grades or levels
Which activities can foster greater collaboration among
will need to work as a whole class, in small groups, in pairs,
students independent of the teacher
and sometimes independently. Students should have
(UNESCO, 2013)
opportunities to interact with the teacher, peers, and others
outside the classroom.

100
 Beyond the Traditional Classroom

These approaches can be combined in different ways

depending on the purpose of the lesson and the classroom
situation, as well as the background, learning styles,
abilities, and capacities of individual students in the class.
Some ideas for teaching combination classes:

Certain skills or contents are suitable to be taught to all

of the students together (e.g., background information
about a text).

The teacher may decide on a particular time period

during class when she works with one grade level while
others work independently.

Common elements/content may be taught to all

students, and followed up with differentiated tasks and
activities depending on grade/ability.

Advanced students may sometimes be left alone to

explore and gather information independently; the
teacher may have different expectations for their
learning outcomes.

Peer tutoring across ages and grades has been found

to e ene cial or all students in ol ed t pro ides
reinforcement and review for advanced students; the
sequence of questions posed by peer tutors helps
scaffold learning for beginner students (Kunsch,
Jitendra, & Sood, 2007).

101
Beyond the Traditional Classroom

Sample Lesson Outline for Combination Classes

Grades: K–2 Theme: Animals, Plants, Wildlife Habitats Notes

Learning By the end of the lesson, students will have:

outcomes
denti ed di erent types o ani als and plants that are
found along with the animals (farm animals, animals in the
desert, insects)

Read aloud “What is a Habitat?” as a class and answer questions

that require literal recall, understanding, and interpretation

Described places where animals live, such as farms, forests,

alleys, etc.

Activity 1 Introduce the new lesson on Animals/Farms/Habitats.

Whole class
Have students name different types of animals and plants they
have seen or heard about.

Have students describe how the animals survive in the different

places in which they live.

Read aloud “What is a Habitat?”

Activity 2 Divide the class into mixed-ability groups. Image of different habitats, one
Small mixed- per group (not all of these may
Each group examines a different habitat. be assigned):
ability groups &
individuals Each team member shares observations about the habitat. Farm

Questions for their discussion may include: Forest

o What animals use this habitat? Desert

o What else is found in this habitat? Grassland

o How would it feel to be in this habitat? Wetland

Each group completes a drawing or a chart that has some Ocean

information about a given habitat.
Arctic

Activity 3 Hang up the drawings/charts with information about

Whole class different habitats.

Ask students to look at each drawing/chart and see if there are

other things they would add about any of the habitats.

Ask students about what they notice as similarities across

the habitats.

102
 Beyond the Traditional Classroom

Half-day Kindergarten members are also encouraged to read to their children to

continue providing additional content knowledge that falls
Many schools offer only half-day programs in Kindergarten. within the categories of the CKLA domains. Helpful lists
Generally these programs are about 2½ hours (150 o speci c resources are easily ound on the we site, and
minutes) of instruction. Normally, Kindergarten CKLA family members are also encouraged to use the Internet
requires 110 instructional minutes daily—50 minutes for and public library to gain access to further information.
the Knowledge Strand and 60 minutes for Skills. Schools Short lists are also provided to family members in take-
with a half-day program should continue to teach the full home letters in the Knowledge Strand.
Skills Strand daily for 60 minutes, but alternate teaching
the Knowledge Strand for only 30 minutes some days Students then return to the classroom and teachers can
and only 15 minutes on alternating days. This allows these make time to engage in small group or classroom
Kindergarten classes to have roughly 60–75 minutes for discussions about new information that students have
math, centers, and other activities. learned at home. It is also important for students to make
connections to lessons with their experiences or with their

Connecting imagination, and time is allocated in lessons for students to

make these connections, either orally or in writing.
School and Home
y e phasi ing that speci cally teaches standard
It is important for a child’s development that education English for the express purpose of helping in school and
continue at home and that family members are involved. In creating college and career readiness, teachers and family
this regard students are regularly given take-home letters e ers eco e allies and students gain con dence
that reinforce main lesson objectives and demonstrate in two positive nurturing environments—home and
vocabulary and knowledge content. the classroom.

Family members can reinforce those lessons and have Also important is an encouragement on the part of teachers
quality discussions with their children. They can also for students to read at home to develop their areas of
become actively involved with spelling and vocabulary personal interest and to develop a true love of reading.
lessons. Children learn best through repetition. When Family members can help children make selections, share
family members know what words their children just gained their own personal favorites from their childhood, ensure
access to in school, they can assist in the learning process. there is time allocated during the day and week at home
for independent reading, and discuss the books with them
Family members are often surprised by the depth of after reading.
content knowledge and what their children are learning
about the world around them, even in Kindergarten.
Having enriching experiences and discussions because
of an expanded understanding of the world outside the
classroom is a huge factor in CKLA’s success. Family

103
Beyond the Traditional Classroom

Cross-Curricular he a ount o non ction gradually increases, reaching

Connections the alance o ction and non ction y rade

CKLA, this balance is achieved throughout the day, not
n

just in the Language Arts block. The CCSS suggests that

CKLA takes an interdisciplinary approach toward content, reading should occur in all subjects.
establishing foundational reading skills while maximizing
student engagement and interest. The program is he speci c se uence o the do ains in the nowledge
designed to give students a breadth and depth of content Strand is not intended to just teach students content
in history/social studies, science, and the arts that builds knowledge, but also lays the groundwork for cross-
knowledge and vocabulary by keeping students engaged curricular connections.
and curious. The Knowledge Strand exposes students to a
series of carefully sequenced, increasingly complex texts Terminology learned in the Plants and Farms domains in
organized around rich domains of knowledge related to Kindergarten, for instance, will lend itself well to some of
history, geography, science, world cultures and societies, the science and social studies domains in Grade 1. Most of
and the arts. the domains work together in this regard and give context
and meaning to not just vocabulary but entire concepts
Students stay on a single domain for two to three weeks that, once fully comprehended, will lead to a greater
of instruction. This approach allows for the immersion understanding across the disciplines.
needed to acquire new vocabulary as well as to gain an
understanding of the content. Both within and across This design is intentional and meant to produce and
grades, content builds, allowing all students to gradually sti ulate indi idual con dence and group discussion, as
learn to comprehend increasingly complex texts and well as maintain high interest levels in all of the different
conceptual knowledge. CKLA provides high-quality texts disciplines.
that are written to fully engage students. The texts were
written y children s authors speci cally or the progra
and are original, authentic, and engaging ction and
non ction te ts he nowledge trand supports students
acquisition of the concepts and vocabulary needed to be
success ul with ction and non ction te ts in later grades

104
 Beyond the Traditional Classroom

References for Supporting Combination Classes

Kunsch, C., Jitendra, A., & Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis.

Learning Disabilities Research & Practice, 22(1), 1–12.

ariano, , ir y, chie e ent o students in ultigrade classroo s idence ro the os ngeles ni ed chool istrict

Working Paper.

Ong, W., J. Allison, and T. M. Haladyna. (2000). “Student Achievement of 3rd-Graders in Comparable Single-Age and Multiage Classrooms.” Journal of Research in

Childhood Education, 14(2), 205–215.

UNESCO (2013). Embracing diversity: Toolkit for creating inclusive, learning-friendly environments. Specialized booklet 4. Practical tips for teaching multigrade

classes.

References for Remaining Sections of PG

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–73.

Diamond, L. (2004). Universal Access: When All means A-L-L and not S-O-M-E. With a closer look at English Language Learners, Special Education, and Advanced

Learners. Consortium on Reading Excellence, Inc.

Fountas, I. C., & Pinnell, G. S. (Eds.). (1999). Voices on word matters: Learning about phonics and spelling in the literacy classroom. Portsmouth, NH: Heinemann.

James, M. (1990). Negotiation and dialogue in student assessment. In T. Horton (Ed.), Assessment Debates, (pp. 104-115), London: Hodder and Stoughton.

Sadler, R. (1989). Formative assessment and the design of instructional systems, Instructional Science, 18, 119–144.

chun , oal and sel e aluati e influences during children s cogniti e s ill learning erican ducational esearch ournal, ,

Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65,

319–381.

Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. Social Policy Report. 16(2), 3–16.

UNESCO (2013). Embracing diversity: Toolkit for creating inclusive, learning-friendly environments. Specialized booklet 4. Practical tips for teaching multigrade

classes.

Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65,

319–381.

105
Core Knowledge
Language Arts
Editorial

Susan Lambert, Vice President, CKLA

Julie Weintraub, Senior Account Manager

Elizabeth Wade, PhD, Managing Curriculum Developer

Patricia Erno, Senior Curriculum Developer

Jamie Raade, Senior Curriculum Developer

Amber McWilliams, ELL Specialist

Julia Cantuaria, Associate Marketing Manager

Sara Hunt, Content Developer

Christina Cox, Copy Editor

Project Management

Matthew Ely, Director of Operations

Jennifer Skelley, Senior Producer

Design and Graphics

Erin O’Donnell, Senior Production Designer

K–2 Program Guide

[Link]