While visiting first grade teacher Presley Stuber at Flat Lick Elementary, student engagement and her students’ high interest in reading was at the forefront of the lesson. Students were sitting on the carpet directly in front of the teacher, and there was a conversation with the students about the vocabulary word – protection. The teacher gave examples of protection and then asked students to share their thoughts on what the word protection meant. Students had a good understanding of the word protection and then transitioned back to their seats with their groups. The students were asked to get their knowledge books out and turn them into a chart. Questions were asked about the read aloud that students had completed earlier and fill in the chart based on what had been read. The guiding questions helped students gather the information needed to complete the chart. Students were active participants in the lesson and were confident in their responses.
Mrs. Stuber is in the first year of implementation for the district’s new reading program, CKLA. CKLA stands for Core Knowledge Language Arts. It’s a comprehensive language arts program for PreK-5 students, based on the Science of Reading and Core Knowledge approach. The program aims to develop students’ reading, writing, listening, and speaking skills by combining content knowledge with research-based skills instruction.
When asked to explain what she feels has helped her most with the CKLA program this year, Mrs. Stuber stated “internalizing each lesson to prepare both myself and my students for the most effective learning experience has been the most helpful tool in navigating the CKLA program. Incorporating Total Participation Techniques into my lessons has helped ensure that every student is engaged and eager to discuss the topics with their peers, making each day a productive and meaningful educational experience.”
Furthermore, Mrs. Stuber talked about the growth in reading she has seen in her students this year.
She stated, “The growth I’ve seen this year is largely due to creating a classroom environment where students feel confident and comfortable when they are reading. As a result, discussions have become increasingly student-led, allowing them to take ownership of their learning. My students are building a solid foundation in decoding and fluency through CKLA Skills while developing their vocabulary and comprehension through rich, content-based read alouds in Knowledge.
As a result of her performance in the classroom, Stuber was presented with the Knox County Public Schools’ Teacher Leader Award. Mrs. Sheila Terrell, Principal Jason Cornett, and her students all celebrated the achievements in her classroom this school year.
Mrs. Stuber’s implementation of the new reading program has had a clear and positive impact on student growth. Improvements in fluency, comprehension, decoding, and overall reading confidence are evident. These outcomes underscore the program’s and the teacher’s effectiveness in supporting diverse learners and fostering a stronger foundation for lifelong literacy.
More About CKLA
In early grades (K-2), CKLA uses a two-strand approach: a “Skills Strand” focused on foundational skills like phonics and decoding, and a “Knowledge Strand” focused on vocabulary, background knowledge, and listening comprehension. In upper grades (3-5), these strands are integrated. CKLA is grounded in the Science of Reading, which emphasizes the importance of both foundational skills and background knowledge for successful reading. It builds knowledge in various subject areas, such as science, social studies, and the arts, through original texts and activities. It provides explicit instruction in foundational skills, ensuring students learn the code of the English language systematically. In essence, CKLA is a literacy curriculum that aims to develop well-rounded readers, writers and thinkers.