1
Task 2
Applying Theories, Design Principles, and Evaluation Models
Western Governors University
Designing Curriculum and Instruction I – D630
, 2
Task 2
A.1
The curriculum that I will be evaluating is Core Knowledge Language
Arts (CKLA) by Amplify. This is a reading and writing curriculum. I will be
looking specifically at 4th grade. The goals for this curriculum are to prepare
students to “encounter complex, written text” and “expose students to
knowledge-rich content, often above grade level, so that students can
develop the necessary vocabulary and connections.” (Amplify Program
Guide, 2016, p.24)
A.2
Context
a. A need that I wish to address with this curriculum is closing the
reading gap and creating stronger readers. 4th grade is an important
time for reading instruction. Students are still able to fill gaps easily
and are
still in the process of learning to read. This is also a time when
students can find reading tedious if they are not accelerated fast
enough or if their gaps are ignored. Creating strong readers will help
students to enjoy reading and to succeed in their future schooling.
Input
b. One component of CKLA that lends itself to filling gaps and creating
strong readers is their varying levels of complex text. By having
complex texts, students that are on or above grade-level will be
encouraged rise to the challenge and expand their knowledge of
reading. Students that are approaching or below grade-level will have
exposer to the complex vocabulary of the text and the background
knowledge that comes from the reading and listening to the text.
The second component that helps to fill reading gaps and create strong
readers is direct instruction being the primary method of instruction.
Direct instruction is helpful for filling gaps in a teachable moment
when the teacher can do a quick mini lesson or show a quick strategy
with the reading. Students are also able to listen to the text, allowing
students who are below or approaching grade-level to access the text
beyond reading words on a page. The teacher can also reword any
questions to make them simpler or more challenging to answer
depending on the student or group.
c. The resources I will gather to evaluate this curriculum are the program
guide, teacher manuals and the text complexity guide. The program
guide will address the purpose to many of the components within the
Task 2
Applying Theories, Design Principles, and Evaluation Models
Western Governors University
Designing Curriculum and Instruction I – D630
, 2
Task 2
A.1
The curriculum that I will be evaluating is Core Knowledge Language
Arts (CKLA) by Amplify. This is a reading and writing curriculum. I will be
looking specifically at 4th grade. The goals for this curriculum are to prepare
students to “encounter complex, written text” and “expose students to
knowledge-rich content, often above grade level, so that students can
develop the necessary vocabulary and connections.” (Amplify Program
Guide, 2016, p.24)
A.2
Context
a. A need that I wish to address with this curriculum is closing the
reading gap and creating stronger readers. 4th grade is an important
time for reading instruction. Students are still able to fill gaps easily
and are
still in the process of learning to read. This is also a time when
students can find reading tedious if they are not accelerated fast
enough or if their gaps are ignored. Creating strong readers will help
students to enjoy reading and to succeed in their future schooling.
Input
b. One component of CKLA that lends itself to filling gaps and creating
strong readers is their varying levels of complex text. By having
complex texts, students that are on or above grade-level will be
encouraged rise to the challenge and expand their knowledge of
reading. Students that are approaching or below grade-level will have
exposer to the complex vocabulary of the text and the background
knowledge that comes from the reading and listening to the text.
The second component that helps to fill reading gaps and create strong
readers is direct instruction being the primary method of instruction.
Direct instruction is helpful for filling gaps in a teachable moment
when the teacher can do a quick mini lesson or show a quick strategy
with the reading. Students are also able to listen to the text, allowing
students who are below or approaching grade-level to access the text
beyond reading words on a page. The teacher can also reword any
questions to make them simpler or more challenging to answer
depending on the student or group.
c. The resources I will gather to evaluate this curriculum are the program
guide, teacher manuals and the text complexity guide. The program
guide will address the purpose to many of the components within the
