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ERIC Number: EJ1043407
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0148-432X
Taken for Granted: Why Curriculum Content Is Like Oxygen
Gosse, Carolyn; Hansel, Lisa
American Educator, v38 n2 p19-23, 25-27, 42-43 Sum 2014
For educators, the content of the curriculum really is like oxygen: it is the necessary precondition for improving schools, closing the achievement gap, engaging parents, and preparing teachers. However, when educators take the content of the curriculum for granted, they lose opportunities to coordinate and collaborate. Good curriculum instruction should be carefully planned to introduce topics early, and then teachers can intentionally revisit, deepen, and extend learning on these topics in later grades. This article presents the "Core Knowledge Language Arts" (CKLA) program that begins with preschool through third grade reading models to assist teachers incorporate a curriculum that helps students get the mastery for fluent reading, writing, and language comprehension. The program contains seven units, each with a teacher guide. Students and teachers engage in activities that build and deepen background knowledge using teaching practices that are appropriate for young children and early educators. The CKLA domains are carefully organized to build on each other within and across grades, giving students opportunities to refine and expand their knowledge and vocabulary over time. Included with this article are two sidebars: (1) Content on the Cutting-Room Floor: A Brief History of the Elementary Curriculum (Ruth Wattenberg); and (2) Preschoolers to Presidents: CKLA Builds Knowledge Step by Step.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A