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Core Knowledge

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by

Judy Kim

on 25 November 2013

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Transcript of Core Knowledge

Teacher vs. Student
Students:
Should be able to think and read about a variety of topics
Teachers:
Provided with resources to appropriately teach students
Professional Development:
Hundreds of hours provided
Meet and interact with other teachers and administrators

Pros and Cons
Base of both knowledge and vocabulary
Sequenced plan
Maps progress and proficiency of students at Core Knowledge schools
Image by Tom Mooring
Core Knowledge
Skills Strand
Phonics > Whole Language
Synthetic Phonics
McGuinness
Repeated oral reading improves fluency
Listening and Learning Strand
“Background knowledge is crucial for comprehension”
Listening ability outpaces reading ability until middle school
Sticht
Vocabulary levels are correlated with comprehension
Richer vocabulary in printed language than oral language
Acquire vocabulary from context (read-aloud)

“There are two keys to reading comprehension:
decoding skills and the ability to understand what you have decoded.”
Research
Specific Goals
Solidify fundamental knowledge--> instilling “true literacy”
Develop fluent reading and writing skills, and enhance language comprehension by building knowledge and vocabulary
Teachers are given materials
Assessments
“Good competency tests in reading turn out to be powerfully indicative of achieved abilities that go far beyond reading.”
Based on Skills strand and Listening and Language strand
Purpose: to build solid foundation for students’ high school and college learning --> active citizens of the world
Current State
of Education
According to Schools and Staffing Survey:
11.7 hours on language arts
5.6 hours on math
2.3 hours each on science and social studies
Background knowledge is key to reading comprehension --> more balanced curriculum
Content-rich: implement balanced reading of literary and informational texts
Rigid curriculum
Traditional style -- not project-based
Does not promote creative learning but instead promotes rote
learning
The Reading Program
Two key strands:
Skills: decoding
Listening and Learning: oral language, vocabulary, and background knowledge
Focus on synthetic phonics approach
Learn phonemes twice
Completely regular words and stories before literature with spelling alternatives
E.D. Hirsch, Jr.
Founded Core Knowledge in 1986
Entered field while conducting research on college students
Discovered that reading ability of students depends on:
"Readability of a text"
Background knowledge
Cultural literacy: "idea that reading comprehension [requires] not just formal decoding skills but also wide-ranging background knowledge"
THE END!!
ED10402 Teaching Reading
Elizabeth Kim, Judy Kim, Pamela Lee, Bonnie Ma
Monday, November 25th, 2013
Full transcript