1
Task 2: Applies Theories, Design Principles, and Evaluation Models
MSCIN, Western Governors University
Design Curriculum and Instruction I: Task 2
2
A1: Description of Curriculum
Title: Core Knowledge Language Arts (CKLA)
Source: The Core Knowledge Foundation, an organization founded by E.D. Hirsch, Jr.
Content Area: Foundational Literacy
Grade: Kindergarten
Goals: The CKLA curriculum aims to build a solid foundation in reading and writing by
developing phonics and phonic awareness skills. (Core Knowledge Foundation, 2017)
A2: CIPP Model
Context
, a. Need or Problem to Address
Phonics has been taught in this region's network since its founding year, however, it has
been challenging to find a structured curriculum that addresses the foundational needs of
younger readers such as phonics and phonic awareness. Students have struggled to hear, identify,
and manipulate individual sounds and rely heavily on memorization when reading. Providing
educators, the support needed to build their content knowledge while simultaneously building
rigor has also been challenging.
Input
b. Two Components That Address the Need
The need is addressed with the structured, explicit instruction in phonemic awareness that
the Core Knowledge Language Arts curriculum provides. Lessons are designed to teach students
Task 2: Applies Theories, Design Principles, and Evaluation Models
MSCIN, Western Governors University
Design Curriculum and Instruction I: Task 2
2
A1: Description of Curriculum
Title: Core Knowledge Language Arts (CKLA)
Source: The Core Knowledge Foundation, an organization founded by E.D. Hirsch, Jr.
Content Area: Foundational Literacy
Grade: Kindergarten
Goals: The CKLA curriculum aims to build a solid foundation in reading and writing by
developing phonics and phonic awareness skills. (Core Knowledge Foundation, 2017)
A2: CIPP Model
Context
, a. Need or Problem to Address
Phonics has been taught in this region's network since its founding year, however, it has
been challenging to find a structured curriculum that addresses the foundational needs of
younger readers such as phonics and phonic awareness. Students have struggled to hear, identify,
and manipulate individual sounds and rely heavily on memorization when reading. Providing
educators, the support needed to build their content knowledge while simultaneously building
rigor has also been challenging.
Input
b. Two Components That Address the Need
The need is addressed with the structured, explicit instruction in phonemic awareness that
the Core Knowledge Language Arts curriculum provides. Lessons are designed to teach students
