On Blooming

As a member of the team of educators and editors developing Core Knowledge Language Arts (CKLA), I’m continually proud of and impressed by the understandings, connections, and accomplishments that students reach when their incredible teachers use the CKLA program to guide instruction.

There’s Olivia, the darling girl on this Amplify Learning video, who discovers her ability, and love for, reading. There are the scores of children we see and hear during school visits who are using academic and domain vocabulary (tiers 2 and 3) as they make cross-curricular connections.

And then there are the writers. Being a writer myself, seeing students use writing as a means of expressing themselves is one of my favorite rewards.

Acting as “Kate,” I have the opportunity to see students blossom in just this way every year.

You see, every spring as the daffodils, tulips, and peonies lift their heads in succession to greet us, something else magical happens as well: Kate Skipper letters come pouring in!

As part of CKLA’s Skills strand, first graders read Kate’s Book during the fifth of seven units. Depending on various factors like school schedules and student progression, this typically falls between the months of March and May. After reading Kate’s Book and learning about opinion writing, students write a letter to Kate Skipper, the main character and “author” of their reader. Kate explains it best in her introductory letter to the book:

 

Students read the thirteen stories that make up Kate’s Book over the course of a 23-day unit. While reading the book, students simultaneously develop and then publish an opinion letter to Kate. At the end of the book and unit, students are offered the chance to send their letters to Kate Skipper care of the Core Knowledge Foundation.

Hundreds of letters pour in and I, as Kate, write back. First-grade teachers: Keep them coming!

As explained in the recent post by Debbie Reynolds, a teacher in Nevada, CKLA develops writing ability by supporting students to use their background knowledge, build new knowledge orally, and organize their thoughts before tackling any larger writing project. First graders’ letter to Kate is the culmination of exposure and study throughout the year; students’ growth, enthusiasm, and attitudes are clearly reflected in their letters.

This year, we got a special surprise as just before the letters to Kate Skipper began rolling in: We received a letter from Olivia (not the same Olivia in the Amplify video), a second grader, that reflects not just her heart-felt opinion, but also showcases her reasoning. Olivia, described by her teacher as “the premier animal lover and animal expert in [her] classroom,” disagreed with the portrayal of snakes and spiders in the CKLA book Sir Gus. Olivia’s teacher used this as an opportunity for enrichment, and suggested that Olivia write to us at the Foundation respectfully explaining her position.

Olivia took up on her teacher’s suggestion, and wrote us the following letter:

bear CKLA,

My name is Olivia and I am second grader….I am reading Sir Guse I like it but Sir Gus is a skardy cat. I noticed a big problem….You making a bad impreshen to make kids skarde of spiders and snakes you know you should relley study an animal before you guge it.

Sinserely,

Olivia

Olivia clearly displays the tenets of persuasive writing she learned from CKLA (argument, reasoning, and personal connection), and uses them to make her opinions known and potentially improve how CKLA represents animals. I am—we are—enormously proud of her!

By learning about and practicing persuasive writing in CKLA, and building a base of knowledge, Olivia was prepared for this unique opportunity to make her voice heard—and that will serve her well throughout her life.