Page 2 – Core Knowledge Foundation

Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge

In a recent study, researchers explored the effects of the content-rich literacy curriculum CKLA: Core Knowledge Language Arts on various aspects of kindergarten students’ development. The study focused on evaluating the impact of Core Knowledge Language Arts Knowledge Strand on vocabulary, listening comprehension, and content knowledge among young learners.

Research Design and Methodology

The study incorporated findings from two separate randomized controlled trials (RCTs), with the second trial designed as a replication of the first. A total of 47 schools in large urban districts in the United States were randomly selected to either implement the CKLA Knowledge Strand or serve as a waitlist control group. The CKLA Knowledge Strand places a strong emphasis on language comprehension through interactive read-alouds that aim to systematically enhance students’ content knowledge.

Implementation and Support

Teachers received two days of professional development workshops to familiarize themselves with the curriculum, in addition to ongoing support from facilitators during the implementation phase. The study involved 1,194 kindergarten students who underwent individual pre- and post-test assessments to measure proximal and standardized vocabulary, listening comprehension, and content knowledge in science and social studies.

Key Findings

After approximately one semester of implementing the CKLA Knowledge Strand, researchers observed positive and significant impacts on proximal vocabulary, as well as science and social studies knowledge among the students. Furthermore, the study revealed significant interactions between vocabulary and content knowledge, indicating that children with higher receptive vocabulary at the beginning of the school year derived greater benefits from the curriculum in terms of learning new words and content knowledge.

Significance of Study

This research adds a novel perspective by examining the influence of a content-rich literacy curriculum that integrates literacy and content-area instruction. The replication of positive effects across the two RCTs highlights the robustness of the findings and underscores the potential benefits of such educational approaches for young learners.

This study sheds light on the importance of incorporating content-rich literacy practices in early education to enhance students’ language comprehension, vocabulary acquisition, and content knowledge. The integration of literacy and subject-area instruction can offer a holistic learning experience and contribute to the overall academic development of young learners.

(Article published online on November 18, 2024)

As of February 2025, research results summarizing the effectiveness of CKLA are available via open access at the link below. We recommend that you download the results if they are of interest as it is unclear how long this link will be available.

E. D. Hirsch, Jr.’s new book, The Ratchet Effect: Shared Knowledge, Shared Values challenges “the child-centered romantics who now dominate our early education” They are “deeply wrong,” he argues.

In The Ratchet Effect: Shared Knowledge, Shared Values, best-selling author and educator E. D. Hirsch, Jr. uses decades of falling student test scores and an array of eye-opening research studies to make a strong case for “equality of educational opportunity.” He deftly challenges those he labels as “child-centered romantics who now dominate our early education,” adding – with study results as important evidence – that those who favor the widely accepted child-centered education curricula are “deeply wrong.”

Dr. Hirsch, 96 years old, is the founder of the Core Knowledge Foundation, publisher of The Ratchet Effect… He is also a professor emeritus of education and humanities at the University of Virginia. His new book comes several decades after his classic bestseller Cultural Literacy: What Every American Needs to Know, in which he similarly urged America’s public schools, particularly in preschool through grade 8, “to educate our children using common, coherent, and sequenced curricula.” Today, more than 5000 schools worldwide, including more than 1700 public schools in the US, use Core Knowledge Foundation curriculum materials, in line with Dr. Hirsch’s recommendations in history, geography, language arts, mathematics, science, and the arts.

Using scientific evidence from recent studies, Dr. Hirsch speaks persuasively in The Ratchet Effect…, strongly favoring a “shared knowledge” approach to early childhood education, not the widely accepted “child-centered education process.” Children, he contends, “should be given a definite curriculum framework and common readings … rather than their own choice of reading matter.” Further, he says, “History and recent science combine to say that the ratchet effect must become an explicit progressive goal of modern schools and other national institutions.”

Dr. Hirsch is a member of the American Academy of Arts and Sciences. In addition to The Ratchet Effect… and Cultural Literacy, books by Dr. Hirsch on education include: A First Dictionary of Cultural Literacy; the Core Knowledge Sequence; What Your [First Through Sixth] Grader Needs to Know; The Schools We Need and Why We Don’t Have Them; The Making of Americans; and How to Educate a Citizen. With these books and his other writings, Dr. Hirsch has persisted as a voice of reason making the case for equality of educational opportunity. His books and writings have influenced educational thought and practice in the United States and in other countries.

Royalty earnings from all Core Knowledge books by E. D. Hirsch, Jr. go to support the nonprofit Core Knowledge Foundation. Dr. Hirsch receives no remuneration from the Foundation.

In the dynamic landscape of education, schools that stand out for their commitment to excellence in implementing Core Knowledge are truly inspiring. We are proud to shine a spotlight on the Schools of Distinction recognized by the Core Knowledge Foundation, where Core Knowledge is not just a curriculum but a philosophy that shapes the entire educational experience.

These exemplary schools have set a high bar by demonstrating effective implementation of the Core Knowledge approach, showcasing strong instructional practices, fostering collaboration among stakeholders, and constantly striving for improvement. They have become shining examples of what is achievable through knowledge-based learning.

These schools have worked tirelessly to hone their implementation and delivery of Core Knowledge and create school culture dedicated to the idea that content knowledge is essential to increasing student outcomes and developing well-educated citizens. These schools represent diverse student populations, locations, and school models. They vary in how they approach Core Knowledge, but one thing is the same: they know that building knowledge is essential to students reaching their potential.

If your school has successed in embracing the Core Knowledge approach and is dedicated to continuous improvement, why not aim for the prestigious title of a Core Knowledge School of Distinction? By applying, your school can commit to a more rigorous implementation process, designed to meet specific milestones set by the Foundation.

Schools of Distinction are also eligible for exclusive perks, including discounts on materials and professional learning. The Foundation recognizes this achievement at national events, including our conferences, on our website, and in social media campaigns.

Interested in learning more? Explore the possibility of joining the ranks of the Schools of Distinction. By embracing the Core Knowledge approach and working towards Distinction status, schools can unlock their potential for educational excellence and become beacons of knowledge-based learning.

Introducing CKHG™ Primary Source Activity Books

Core Knowledge is committed to creating literate citizens through the implementation of knowledge-building curricula. One way is through elevating the teaching of history and geography. We are thrilled to unveil our latest product: the Primary Source Activity Books for Grades 3–6!

Why Use Primary Sources?

Primary sources are anything from a time period that tells us about the people and events of that era. This often means documents such as government proclamations, letters, diaries, newspapers, and books. But it also means art, furniture, clothing, toys, and other elements of materials culture.

Integrating primary sources help humanize history. Students can “hear” what people of the past knew, thought, felt, and believed from the people themselves. Students can interact directly with history, instead of history being filtered through a Student Reader. This interaction helps students build their reading and visual literacy skills. When students compare a source with the information in their Student Reader, they also develop informational literacy skills—skills that are increasingly important in this age of mis- and disinformation.

What Are the Primary Source Activity Books?

The Primary Source Activity Books are built around a collection of primary sources that have been carefully curated to align with the Core Knowledge History and Geography program. Each source connects directly to a person, place, or event mentioned in the CKHG Student Readers for that grade level.

Sources are accompanied by questions that lead students through the five steps of primary source analysis: accessing prior knowledge, describing the source, putting the source in context, interpreting the source, and drawing a conclusion. Answering these questions helps students “think like a historian.” Students are also guided to reflect on their own learning and consider how each source confirms or changes their understanding of history.

How Do I Use the Primary Source Activity Books?

The activity books are designed for flexible implementation. Sources may be used one by one as students progress through each CKHG unit or may also be used collectively, as a culminating activity for the unit, with students completing a jigsaw or working in stations. Teachers may also choose for students to complete the activities individually, in pairs, in small groups, or as a whole class. We encourage teachers to choose the implementation strategy that best suits their available time and instructional style—and to vary strategy from unit to unit, if it suits them.

We are very excited to introduce these books, and we can’t wait to see what our teachers do with them!

Web-based, teacher-driven games/assessments have arrived at Core Knowledge. We call them Digital Engagements.

Core Knowledge Foundation is committed to keeping our Grade K-5 units up to date and modern. The addition of Science Digital Engagements are important and pedagogically useful tools that bump up all K-5 Science Literacy units. These Digital Engagements are integrated in the lesson flow of a unit, serve as both fun, team-based games, and double as point-of-use assessments.

What is a Digital Engagement?

A Digital Engagement is an option pause in the lesson flow, in which the entire class participates in game-like scenarios. Individuals or class groups compete in answering questions based on the content of the lessons just completed. Each Digital Engagement takes about 15-20 minutes of class time.

How is a Digital Engagement undertaken in a classroom?

After a certain number of lessons are completed (driven by the Teacher Guide), the teacher MAY wish to take a break and do a Digital Engagement. The teacher, via a link, accesses the Core Knowledge Digital Engagement website. Once the teach divides the class into teams (suggestions in the Teacher Guide) the teacher will then go from screen to screen, playing a game whose success depends on students giving correct answers to content questions. The games vary: click and drag, mystery box, Who Did It, connect the dot and more. Only one team will win the game.

Are the Digital Engagements games or assessments?

They are both. These Engagements are point-of-use. They occur immediately after a lesson set and deal with content ONLY in those lessons. The game-like format is underpinned by real assessment. A teacher can gain an understanding of how well the class has mastered recent content in the Student Book/Reader. The game nature of each Engagement makesZ it enjoyable for the entire class.

Are there rewards for a job well done?

Yes. In each Science Literacy unit there are three (3) Digital Engagements. When each is completed correctly, students are given an online puzzle piece. When the class has completed all three Engagements they can then direct the teacher to assemble the puzzle—and when correct, students view a fun, unique Core Knowledge-based movie as a reward.

On November 5, 2024, American voters will cast ballots for the next president of the United States, as well as other officials at the national, state, and local levels. Such elections are a vital part of our democratic system, and it is part of the Core Knowledge mission to prepare students to participate in that system.

One way we do that is through the Pathway to Citizenship, a thread that runs through the Core Knowledge History & Geography (CKHG) units in Grades 3-6. Each American history unit in those grades includes questions, activities, and support notes related to the history, laws, and structure of the American government. These questions, activities, and notes are identified in the Teacher Guides with an American flag icon.

The Pathway to Citizenship continues into the Core Knowledge middle school U.S. History program. The middle school U.S. History volumes also include Civics in Action prompts and activities that are intended to encourage students to develop civic awareness and civic participation.

Recently, CKHG added focused civics units to its offerings. These units provide student-friendly direct instruction in civic ideals, civic participation, and the history of our political system. There are four units, which can be implemented in conjunction with the Core Knowledge Sequence and History & Geography units or used independently. The Grade 1 unit, Lessons in Civics, can be used in Grades K-2. The Grade 4 unit, Understanding Civics, can be used in Grades 3-6. The middle school level curriculum includes Civics and Economics in U.S. History and Civics and Economics in World History. Both can be used in either Grade 7 or Grade 8.

It is our hope and our goal that these materials will help today’s students become literate citizens able to contribute to our democratic society.

Engaging students in deep conversations in a Core Knowledge classroom is essential for building knowledge and understanding. When students engage in thoughtful discourse about the content they are studying, it allows them to move beyond surface-level comprehension and delve into a deeper exploration of concepts, ideas, and their applications.

Here are three tips for increasing meaningful conversations in your classroom:

Tip 1: Ask Open-Ended Questions

Effective open-ended questions often begin with words like “why,” “how,” “explain,” or “describe.” These questions invite students to share their perspectives, draw upon their prior knowledge, and engage in higher-order thinking skills such as analysis, evaluation, and synthesis.

By asking open-ended questions, teachers create an environment where students feel comfortable expressing their ideas, sharing their thought processes, and building upon each other’s contributions. This not only deepens their understanding of the Core Knowledge content, but also fosters critical thinking, communication skills, and a love for intellectual discourse.

Tip 2: Allow Wait Time

One of the most effective strategies for engaging students in deep conversations is to allow sufficient wait time after posing a question. Waiting before calling on students to respond has numerous benefits. It gives all students, especially those who process information more slowly, the opportunity to formulate thoughtful responses. Too often, teachers fall into the pattern of calling on the first raised hand, inadvertently favoring quick thinkers and discouraging deeper contemplation.

Research suggests that an optimal wait time of 3-5 seconds after asking a question can significantly improve the quality of student responses. During this pause, students have the chance to gather their thoughts, make connections to prior knowledge, and construct more elaborate and insightful answers. Longer wait times have been shown to increase student confidence, promote higher-order thinking, and lead to more equitable participation.

Also, allowing wait time communicates to students that their ideas are valued and that they are expected to engage in deep thought processes. It creates a classroom culture of intellectual risk-taking, where students feel comfortable exploring complex concepts and expressing their unique perspectives without the pressure of immediate response.

Tip 3: Build on Student Responses

One of the most effective ways to engage students in deep conversations is to build upon their responses. Rather than simply acknowledging a student’s answer and moving on, take the opportunity to extend the conversation by asking follow-up questions, making connections, and encouraging further exploration of the topic.

Core Knowledge is cumulative, coherent, and cross-curricular. Students have opportunities to engage multiple times with topics in unique ways. Leverage these multiple exposures by allowing students to “show what they know” with thoughtful follow up questions from either yourself or from other students.

Classroom conversations surrounding Core Knowledge topics not only enhance academic growth, but also nurture essential life skills such as communication, empathy, and problem-solving. When students are encouraged to express their thoughts, ask questions, and challenge ideas, they develop confidence and a sense of ownership over their learning.

Building a science-literate citizenry is a goal of Core Knowledge Science.

Core Knowledge Foundation is committed to fostering science literacy in students K-5. But our mission is not to turn every student into a scientist by profession, but rather it is to allow for the development of scientifically literate citizens. Internet searches often only define the term science literacy to mean knowledge of the procedures and skills involved in scientific processes. Fair enough.

What does Core Knowledge Foundation mean by the term science literacy—and what is a scientifically literate citizen?

Knowledge of Scientific Processes
Science literacy is a mindset that values the importance of observing, hypothesizing, and testing. Science literacy involves awareness of how scientists obtain and analyze data, what a conclusion is, how conclusions are shared, and what it means for an idea to be elevated to the status of a scientific theory or law. Furthermore, a person who is science-literate understands that science grows and that the science behind any subject may change as new facts become established. Certainly, science literacy must encompass all these notions.

The Role of Science in Society
A science-literate citizen also understands the role of science in our society. They recognize the importance of science knowledge in helping private and public groups make decisions based not on emotion, rumor, gossip, or hearsay, but rather on the foundation of careful research and established scientific facts. One ethical commitment of a scientifically literate populace is a willingness to incorporate scientific thought into aspects of popular thought, emotion, and mood. Scientific thinking helps balance discussions at all levels of government and all levels of private decision-making.

Science is Connected to all Human Endeavors
Science literacy can apply to all aspects of human learning, such as art, history, biography, mathematics, music, philosophy, and literature. To these areas of human endeavor, the scientifically literate person applies scientific thinking to make informed judgments about a novel or a painting to understand the artist’s vision. A scientifically literate view of history, for example, focuses on how science and society interacted in the past, determines at what times science flourished, and examines when and why at other times it did not.

How does Core Knowledge Foundation meet this responsibility? We built a curriculum that addresses science literacy in a beautiful and kid-friendly suite of.

Core Knowledge Science Literacy K-5 is avant-garde, breaking new ground in elementary education by offering a systematic, logical, spiraling curriculum in what will become an important, essential body of knowledge for young students. Each grade has a Student Book, Teacher Guide, Online Resources, and our new Digital Engagements.

To learn more, visit our Science Overview page.

The read-aloud is the practice of reading a text out loud to young learners, which aids their comprehension and knowledge-building.

Acknowledging that reading comprehension isn’t as developed as language comprehension in children until age 11, read-alouds hold a unique power to foster literacy skills, ignite a passion for learning, and deepen content knowledge across various subjects.

As the Core Knowledge Sequence is a content-rich, sequenced curriculum for K-8, the read-aloud is a critical component in teaching instruction. In a homeschool setting, whether that is during the traditional school year or during summer break, read-alouds present multiple opportunities for implementation.

Explore: “Getting It Right from the Start,” by Thomas G. Sticht for more information about language and reading comprehension.

The Core Knowledge Sequence emphasizes building a strong foundation of shared knowledge across key subjects. Read-alouds are an ideal way to support this goal, providing a rich context for learning:

Expanding Vocabulary and Comprehension: Read-alouds expose children to a wider range of vocabulary than they might encounter in their independent reading. They learn new words in context and hear how fluent reading sounds. This helps them develop stronger language skills.
Building Background Knowledge: Core Knowledge topics like ancient civilizations, scientific concepts, or historical events come to life through engaging stories and narratives. Read-alouds present content and information on these topics, making them more accessible when they encounter them later in their studies.
Fostering a Love of Learning: Reading aloud creates positive associations with books and learning. It’s a shared experience that builds connections and sparks curiosity.
Supporting Social-Emotional Development: Many great read-aloud books explore themes of friendship, kindness, overcoming challenges, and understanding emotions. These stories help children develop empathy and navigate their own social-emotional experiences.

1. Make it a Routine: Set aside time each day for read-alouds. This can be a regular morning session, trips to the local library, or before bedtime.

Kindergarten: Read aloud selections from the Tell It Again!™ Read-Aloud Anthology, such as “The Little Red Hen” or “Old MacDonald Had a Farm.”

2. Choose a Variety of Texts:

Grade 1: Explore fables and stories from different cultures using resources like CKLA Domain 1: Fables and Stories.
Grade 2: Dive into classic stories and trickster tales with CKLA Domain 3: Stories, including “Chicken Little” and “The Bremen Town Musicians.”
Grades 3-5: The Voices in History series is a collection of historical biographies intended for the read-aloud setting.

3. Extend the Learning:

All Grades: Discuss the stories and use the accompanying CKLA Flip Books for visual reinforcement and deeper understanding.

Don’t stop when your child learns to read independently. Continue to read aloud even as your child becomes a proficient reader. You can introduce them to more complex texts from the Core Knowledge Sequence, like excerpts from historical documents or scientific articles.

Visit your local library. Librarians can help you find books that align with the Core Knowledge domains your child is studying.

Let your child choose books, too. Giving your child agency in selecting books fosters their independence and motivates them to engage with the material.

Learning at Home

Read-alouds are a gift you can give your child that will last a lifetime. By weaving read-alouds into your homeschool routine and utilizing the rich resources offered by the Core Knowledge Foundation, you’re not just teaching them about the world – you’re helping them build knowledge and fostering a lifelong love of learning.

You can find all Core Knowledge read-alouds by searching “read aloud” from our free digital library.

Impact of a Content-Rich Literacy Curriculum