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FAQ: K–8 Schools

Scan the list of questions, and click on those that interest you to read our answers. If you have further questions after reading this list, then email , Director of K-8 Professional Development.

I love the idea of Core Knowledge! How can I get started in my classroom, even if my school isn't involved in a school-wide effort yet?: Are you a teacher in a Core Knowledge School or are you trying to implement on your own? These is a lot to learn and not all of it is available for free on our website, but most pieces are available (for free or for purchase) from our website.; To get started with Core Knowledge as a teacher, we would recommend that you purchase the Core Knowledge Sequence and the series books ("What Your _th Grader Needs to Know", etc.). The Sequence provides a detailed outline of what should be taught at each grade level and the "What Your _th Grader Needs to Know" books provide you with reading material for your and your students to read together.; We also recommend our Day-by-Day Planner. If you are not sure when to teach what in the Core Knowledge Sequence, this handy planning tool, based on the experience of many veteran Core Knowledge teachers, can help. The Day-by-Day Planner is available on CD-ROM or in print form as the Day-by-Day Planner Workbook. The Day-by-Day Planner organizes topics into yearly, weekly, and daily outlines for the entire school year. Click here to purchase a copy.; If you need lesson plans, please click here. This collection contains free K–8 units and lesson plans developed by teachers in Core Knowledge schools. The units and lessons were presented at recent national Core Knowledge conferences and are grouped by grade level.; We also recommend our publication Books to Build On. Books to Build On provides an annotated listing of resources that can be used to teach each topic. This annotated resource guide provides grade-by-grade recommendations (K-6) for books and other materials, all organized to follow the Core Knowledge Sequence outline of topics in language arts, history and geography, visual arts, music, science and math.; The Foundation also maintains an on-line database, Resources to Build On (RTBO). The resources listed on this database are independent products and publications that cover many of the topics within the Core Knowledge Sequence. The Foundation screens a wide variety of publications to find resources that may be useful to Core Knowledge teachers, librarians, parents, and students. Although a listing in RTBO does not make a book an "official" Core Knowledge book, these books might be helpful to you in your lesson planning, and in teaching your children at home. We now have over 1,000 books reviewed. The database is searchable, so instead of having to scan the whole database, you may search for what you need by grade level, title, subject, author, or keyword. To begin exploring Resources to Build On, click here. When you have gathered all the information listed above, we recommend that you download from our website and adapt for use any of the Baltimore Curriculum Project lesson plans that cover topics you plan to teach to your children. The Baltimore Curriculum Project units were developed independently of the Core Knowledge Foundation; they address most of the topics in the Core Knowledge Sequence.; We are also pleased that the Pearson Learning-Core Knowledge History and Geography textbooks for grades K-6 are available. Student editions have been printed and are available for purchase and shipping; you can buy a bundled book that contains all of the units for a given grade or choose among selected units that can be purchased as stand-alone modules. To order, get price information, or request samples, contact your local Pearson Learning sales representative or call 1-800-321-3106. To learn more about the Pearson series, click here.; As you may know already, the Core Knowledge Sequence goes through 8th grade. The only 7th and 8th grade Core Knowledge books currently available are those in the Realms of Gold Series. Volume I is for 6th grade, II is for 7th grade, and III is for 8th grade. In Realms of Gold, all the shorter literary works — poems, stories, essays, speeches and autobiographical excerpts — specified in the Core Knowledge Sequence for Grades 6–8 are conveniently anthologized in three grade-level volumes. Each includes additional classic works in each genre, offering students handy supplemental texts from the world's greatest writers. Key speeches from the 20th century make volumes II and III useful for history teachers. Click here for more information.; Finally, you might also wish to contact Core Knowledge schools in your area for information and advice.; Good luck.
How many schools are using Core Knowledge?: This number changes frequently. Please click on the links below for up-to-date listings of schools currently using the Core Knowledge curriculum.
Can we effectively teach students who have not used the Core Knowledge Curriculum in earlier grades?: Schools have been successful beginning implementation part way through the Sequence. They have done so by carefully crafting their curriculum plans to incorporate time for "back teaching" earlier topics, which is important so that you can build background knowledge that students would normally have already received. You can also create a list of prior topics by looking at the topics listed for the earlier grades in the Core Knowledge Sequence. Another option is to assign summer reading (with parents) from the Grader Series books. Also, if you have new students transferring into your Core Knowledge school, they should "jump right in" — you can fill the "blanks" in their background knowledge as you would with any new student transferring in. Start with the students where they are and move forward from there.
I am hoping to transform a local school into a Core Knowledge school. What should I do?: If you choose to work with an existing school, the most important first step is to gain the support of the school leadership. We recommend that you begin by sharing the General Information packet and What is Core Knowledge? DVD with potential administrators. Once the administration is convinced that Core Knowledge will be an asset to their school, you will need to take time to gain the support of the teachers. You can gain the support of administrators and teachers by providing them with information about Core Knowledge, sharing research documenting its effectiveness, and telling success stories in other schools. An "easy" way to gain teacher support is to get every teacher a copy of the series books ("What Your First Grader Needs to Know", etc.), and ask them to read them aloud with their students, and follow the reading with a brief discussion of the topic. We say this is "easy" since it will require no additional prep work or lesson plans on the teacher's part — and often times, they are truly shocked at how little background knowledge their students have. Once the teachers are convinced, it's difficult to keep Core Knowledge out of a school.; We encourage you to look at the following pages on our website:
I am thinking about starting a Core Knowledge charter school. Can the Foundation help me?: Yes, many charter schools have found success with Core Knowledge and we are happy to discuss Core Knowledge with budding charter schools. When a potential school contacts us, we provide information about our curriculum and our recommended professional development, including timelines and budgets for implementation. We send out a General Information packet that can include an "Implementation Planning Document" and a letter of support upon request.; The Core Knowledge Sequence is the primary document for schools wishing to implement Core Knowledge — this is only available from us since it is not in bookstores. Every teacher needs a copy of this publication, but many more resources will also be needed to fully implement Core Knowledge.; Some schools choose to write charters that include Core Knowledge without ever contacting us; however, that is not an ideal situation. Schools that have used our services, for the most part, have achieved better results than those who have tried to implement on their own without our assistance.; For information on how to get started, click here.; For information about our professional development workshops, click here.
How much does Core Knowledge professional development cost?: Core Knowledge professional development is most powerful and effective when delivered in a sequential and uninterrupted manner, and therefore, we want to encourage schools to schedule as many consecutive days as possible. One-day options of course, are still available at a slightly higher rate. Fees include all related handouts as well as all related travel expenses. Depending upon the content of the workshop, additional Core Knowledge resources may be required for teachers.; Please see our Professional Development page for current fee schedules and more information.; Comprehensive School Reform Demonstration Schools receive additional support and have a modified fee schedule. Contact the Grant Support Coordinator and see our website for details about CSR.
How can I network with other schools?: We have two recommendations for networking with others in your area (and across the country):; Please Note: Core-Net is a format for public, open discussions on Core Knowledge specifically and education in general. The Foundation does not monitor Core-Net discussions. The views expressed on Core-Net are not necessarily those of the Foundation.; Click here for information about joining Core-Net.; Core Knowledge regional conferences, roundtables, and workshops are held in locations across the country. Please check our Calendar of Events for more information.
How do I teach Core Knowledge?: The Core Knowledge Foundation does not require you to follow any particular teaching strategy when teaching the topics in the Sequence. We do not tell you how you must teach. However, it is worth keeping in mind some facts about how children learn. Children learn through a process of building schemas and connections based upon prior knowledge. Children can only build these schemas through connecting their current experiences with previous ones. In other words, prior knowledge is the base or foundation on which new knowledge is constructed.; It is also important to keep in mind the idea of "little by little is better than a lot all at once." We have suggested in outline form when to introduce topics from the Sequence, but it is our hope that you will continue to revisit these topics and build knowledge throughout the year. Continue to revisit favorite songs, poems and stories; keep copies of student work in centers where children can go to revisit favorite topics; keep copies of class graphic organizers posted up on the wall after the unit of study is completed so that children can continue to learn and build upon the foundation of prior knowledge. Concept objectives can be used to reinforce learning. Teaching multiple topics under the umbrella of a concept can extend prior learning.
Can Core Knowledge be aligned with state standards and benchmarks? What sort of resources and consultation are available to help us do this?: Core Knowledge can be aligned with most state standards. For summary samples of completed alignments, please click here.; The Core Knowledge topics are intended to occupy about half of a school’s curriculum, or perhaps a little more. This leaves time to teach state and/or district standards and add topics of local interest. In many cases Core Knowledge content can be combined with state and/or district standards and used to enhance the required standards. For example, it is often possible to combine a general state standard (e.g., “Learn about significant cultures of the past”) with a specific topic in the Core Knowledge Sequence (e.g., Ancient Egypt, Greece or Rome).; Comprehensive alignments are available for some states as part of our professional development. In addition, the Foundation also has consultants who can help your school with alignments. For more information about comprehensive alignments, please contact Gerald Terrell.; If your state doesn’t have a sample alignment available, and you want to try and complete a separate alignment on your own, click here for more information.; If you have any additional questions, please contact .
What are your recommendations for a reading program?: The specific content outlined in the Core Knowledge Sequence constitutes a solid foundation of knowledge in each subject area. This knowledge greatly helps students with their reading, as shown by the fact that reading scores go up in Core Knowledge schools, because wide knowledge enhances students' ability to read diverse kind of texts with understanding. Teachers need to remember that reading requires two abilities — the ability to turn print into language (decoding) and the ability to understand what the language says. Achieving the first ability — decoding — requires a sequential program, structured to provide guided practice in various formats and frequent review throughout the year. Decoding programs that are premised on scientifically-based research are: Open Court, Reading Mastery, and the new California version of Houghton's Mifflin's basal.; In addition to teaching decoding skills, a good language arts program will include coherent and interesting readings in the subject areas that enhance comprehension ability. No language arts program currently offers such coherent, substantive material. Therefore, in addition to teaching the language arts topics in the Core Knowledge Sequence, Core Knowledge teachers are encouraged to substitute solid, interesting non-fictional readings in history and science for many of the short, fragmented stories in the basals, which unfortunately do not effectively enhance reading comprehension.
Does Core Knowledge have a position on how to teach reading?: Core Knowledge believes that systematic phonics instruction is the superior way to teach decoding skills. This has been shown by numerous researchers and also by the review of research done by the National Reading Panel, whose reports are available online:; http://www.nationalreadingpanel.org/; For more information on reading and the superiority of phonics approaches, consult any of the following books (which cover a lot of the same ground):; So, as far as decoding is concerned, CKF is firmly on the phonics side, not the whole language side.; However, saying that phonics instruction is the best way to teach decoding is not the same as saying that phonics alone is enough to ensure children become good readers. There is another element to reading comprehension besides decoding and that is language comprehension, or oral language. Students need to be able to not only decode words and sentences, but also to understand what those words and sentences mean. This means they need to know lots of words and ideas. They need to know about key subjects in history and science and the arts. They need to have cultural literacy. This is why the Core Knowledge curriculum contains so many different subjects of study — all these things are listed because we believe children who are exposed to these topics will have the background knowledge and language capabilities necessary to understand the words they encounter while reading.; That’s the key thing to remember: that reading requires not only decoding skills (best taught by phonics) but also broad background knowledge and vocabulary (best taught through a rich curriculum like Core Knowledge and frequent reading aloud). To learn more about these two key components of reading, I suggest teachers and administrators read a little about the so-called “simple view of reading,” nicely summarized on this webpage:; http://www.balancedreading.com/simple.html; An ideal reading program will include good phonics instruction (followed by fluency work) combined with frequent reading aloud to expose children to new words and key subjects like the subjects listed in the Core Knowledge Sequence. Moreover, the reading aloud will include not only fictional stories but also generous amounts of nonfiction — because a read-aloud on George Washington or insects introduces student to different words and ideas than a story about “Snow White.”; Core Knowledge does not at present require any particular reading program. Schools are free to select from programs on the market. However, we recommend that schools choose a program that has strong phonics instruction, and we recommend that schools build oral language through frequent reading aloud on topics in the Core Knowledge Sequence.; Although a growing number of reading programs do a good job teaching phonics and skills, very few include the number or kind of read-alouds children need to develop knowledge stores sufficient to be good readers. That’s why the foundation is in the early stages of developing a reading program that will address both the skills side of reading (decoding) and the language side of reading. This reading program will combine optimal phonics-based decoding instruction with frequent reading aloud — twice a day, 150 days a year, with the read-alouds grouped into thematic groupings.; The program will not be ready for several years. In the meantime, here are some suggestions for learning more about reading.; First, you might read some of E. D. Hirsch’s recent writing on reading, like this article:; http://www.aft.org/pubs-reports/american_educator/spring2003/AE_SPRNG.pdf; Also, watch for a new book by E. D. Hirsch on reading in late 2005 or early 2006.; As far as classroom work is concerned, make sure your school is addressing both sides of reading. It should be teaching decoding using systematic phonics, followed by lots of practice to build fluency. And it should feature frequent reading aloud (followed or punctuated by discussion, of course) to children in the early grades. Sticht and others have shown that children’s reading comprehension abilities do not “catch up” to their listening comprehension skills until about 7 th grade. Therefore, it makes sense to keep reading aloud right through the elementary years, even when students have learned the basic decoding skills.; —Matthew Davis, Reading Project Director, January 18, 2005
What are your recommendations for a math program?: The math guidelines in the Core Knowledge Sequence are cumulative goals that describe competencies children should achieve by the end of each grade level, but do not articulate the incremental development or regular practice and review required to achieve those competencies.; As distinguished scientists in math education (including Professors Wayne Bishop, David Geary, Robert Siegler, and others consulted by the Core Knowledge Foundation) have acknowledged, math mastery requires regular guided opportunities for practice and review to ensure that over time, basic procedures become automatic. Skills and practices acquired early in a child's education should be revisited consistently to fix them in memory and make them second nature. When this principle is followed, the child's mind is freed to focus on the structure of ever more difficult and interesting problems. Moreover, this excitement of problem solving and understanding is enhanced when children are given opportunities to approach similar kinds of problems in different ways. A variety of approaches to, for example, calculating the area of a surface, will help sustain interest and give children a deeper understanding of underlying concepts.; Schools are encouraged to use a math program that follows these basic principles and avoids distractions (for example, "literature-based math") or other spurious "interdisciplinary" connections. While it is desirable to pique a child's interest through math problems with "real-world applications," it's important that such problems be translated to mathematical form in order to be readily solved.; Core Knowledge schools are encouraged to use a math program that is focused, effective, and known to work well. Individual teachers are discouraged from skipping around in a math textbook, since inconsistency among classes at a grade level makes it impossible for teachers in later grades to know what their students have been taught in earlier ones. Whatever program a school chooses, it's important that teachers agree on clear and specific goals, such as those in the Core Knowledge Sequence, and then try to make sure that all students achieve those goals.; Many Core Knowledge schools have had success with Saxon mathematics, but choosing a math program is a school's choice. Math programs that follow sound cognitive principles and therefore lead to greater student mastery are: Singapore Math, Saxon Math, and Direct Instruction mathematics.
Can Core Knowledge be adapted to meet the needs of special education students?: Absolutely! In our professional development workshops we offer information, strategies, and suggested modifications for your grade level. These strategies can be a helpful “toolkit” to use with all kinds of special needs. You can find additional strategies for modifications under the Bonus Features section of the Day-by-Day Planner CD.; Elda Martinez, who wrote the Day-by-Day Planner guidelines for Special Education, says:
Typically, special education is distinguished from standard education in its different emphasis between skill and content instruction. Special Education is fundamentally skill-based in the areas of reading, language, and math, whereas Core Knowledge emphasizes acquisition of content knowledge. While Core Knowledge has some skill-based objectives, the major focus of IEP (Individualized Education Program) goals are skills. Core Knowledge topics encourage and motivate students to develop their skills; it's more interesting to read about stimulating topics rather than the same basals - especially with the need for repetition. Repetition doesn't have to be the same material - but can be the same reading vocabulary used in different selections, for example. Adapting Core Knowledge topics to meet special needs should be a rewarding experience for student and teacher.
Can Core Knowledge be adapted to meet the needs of second-language learners?: There are many different abbreviations for describing second-language learners, including:; No matter how they are classified, meeting the needs of second-language students presents a special challenge, as the teacher must ensure that language instruction coincides with the content being taught in the classroom.; Since we believe in equity and excellence for all children, we expect that teachers will use additional strategies to support their second-language learners. Click here for an example of a second grade unit, written by Wynne Cochran and Saralyn Aylor, that provides strategies for second-language learners using grade-level content.; Content can always be modified to make it understandable for all children. The Core Knowledge Sequence allows second-language learners to build a foundation for understanding rich content. To make this possible, teachers should select strategies and adapt them to meet the needs of their school's LEP population.; Effective strategies might include:
Can Core Knowledge be adapted to meet the needs of gifted/honors students?: Also in the interest of equity and excellence, we believe that gifted children should learn the same content as other children in classrooms implementing Core Knowledge. We expect that children identified as "gifted and talented" will be given time to explore concepts in greater depth to extend their learning. Click here for an example of a fourth grade unit for gifted children (written by Jennifer England) that provides extension options and activities using grade-level content.; Other resources related to teaching gifted children include:
Can I "pick and choose" which topics to teach and which to leave out?: We strongly encourage teachers not to drop elements from the Sequence. The topics in the Sequence have been carefully chosen to ensure educational equity. We want all students, advantaged and disadvantaged alike, to share in the common knowledge that can lead to success. “Picking and choosing” elements of the Sequence or taking out topics can lead to the very inequities we wish to avoid. Core Knowledge is an integrated and sequenced curriculum that builds over time. Leaving out some of the building blocks can weaken the foundation for future learning. This Planner was designed to insure the successful use of the Sequence, which helps you teach all the topics.
Why isn’t there a separate section in the Core Knowledge Sequence for special areas such as Physical Education, Drama, or Technology?: We value all teachers and all areas of education, but our focus is on the “core academic content” areas. Not including a specific sequence for skill-based areas and performing arts, such as Physical Education, Technology or Drama does not mean we do not value these areas; quite the opposite is true. We also value instruction in foreign language, but a number of factors, including limited human and financial resources, have led us to concentrate on core academic areas, particularly those leading to the development of true reading comprehension.; That said, special area teachers should work closely with each grade level teacher and with each other to identify topics that can be taught and/or reinforced in their classes. The most successful Core Knowledge programs have been those in which all of the teachers have coordinated their lessons so that students experience coherence and connections in every class. Physical Education teachers have had students spell Core Knowledge vocabulary words as they are warming up, shown how the study of human body systems relates to exercise, or played games from historical periods being studied in the classroom. Drama teachers often have students extend their classroom learning by dramatizing historical events or enacting plays from the historical periods being covered in class. Technology teachers have had children demonstrate their technology skills by creating projects or presentations on Core Knowledge topics.; We encourage all teachers to collaborate and work together to make the school an exciting, enriching place. Special area teachers can find units presented for their area of expertise in the lesson plan section of our website. If you know an outstanding special area teacher, encourage him/her to present his/her ideas at the next Core Knowledge National Conference!
Why isn’t there a separate section in the Core Knowledge Sequence for Foreign Languages?: The purpose of the Core Knowledge Sequence is to build children's background knowledge so that they have a large enough vocabulary and a broad enough cultural background to comprehend what they read. Understanding the world around us requires a broad knowledge of culture, including historical, literary, and scientific references. Building this background is the particular focus of Core Knowledge, but we encourage schools to include other areas of study. Foreign language study in particular can be very valuable and starting it early has been proven to be advantageous. In fact, many Core Knowledge schools teach second languages to elementary aged children. We have not, however, added a "second language sequence," because, among other things, there would have to be many sequences. The preference of which languages to offer varies from place to place and school to school. While we encourage schools to add elements like foreign languages, we also encourage them not to drop elements from the Sequence. The topics in the Sequence have been carefully chosen to ensure educational equity. We want all students, advantaged and disadvantaged alike, to share in the common knowledge that can lead to success.
How do you use Core Knowledge in a multi-age setting?: The Core Knowledge Sequence contains content guidelines that are carefully sequenced from one grade to the next to help students build a very solid, cumulative body of knowledge over time. The topics are specific to ensure that teachers and parents have a clear understanding of what should be taught. Topics are introduced in the early grades and revisited in the intermediate grades to allow for more in-depth instruction and to utilize the background knowledge begun in the primary grades.; Using the Core Knowledge Sequence in a multi-age classroom requires a lot more work on the part of the teacher. The goal is to keep the content grade-specific to avoid gaps and repetitions. This either requires small group sessions within the classroom or regrouping students for content instruction with either other classrooms on the same grade levels or across grade levels when they teach the same content (American Revolution in first and fourth grades).; Although there are many difficulties associated with teaching Core Knowledge in a multi-age setting, a few schools have accomplished this well. Please let us know if you would like contact information for a school that implements Core Knowledge in a multi-age setting so that you may contact them directly.
How can I talk with other Core Knowledge teachers?: Our annual National Conference is a great opportunity to meet and talk with other Core Knowledge teachers.; In February 2006 we introduced message boards for teachers, which echo the Conference “Roundtables.” We would love for you to register on the boards, post questions, and participate in the discussions.
What is the role of the Core Knowledge Coordinator in Core Knowledge schools?: The main objective of the Core Knowledge Coordinator is to assist the principal with the implementation of Core Knowledge on site.; A Core Knowledge Coordinator is a classroom teacher who is strong in the following areas:; The Core Knowledge Coordinator will help the administrator with some of the following duties (as determined by the administrator and Coordinator together):; Click here for information on upcoming Core Knowledge Coordinator and Leadership Institutes.
Becoming a Core Knowledge School will cost us money. Where can we go to find grant support?: Since we are a nonprofit foundation, we cannot offer grants to schools wishing to implement Core Knowledge. Public schools may look into Comprehensive School Reform Demonstration grant funds; click here for more information.
My children attend a wonderful school. This school uses the Core Knowledge program. We are moving and I need help locating a school in that area that uses your curriculum.: Our website is up-to-date and reflects the schools that have updated their information with us. Please click on the link below for current school listings.; Official Core Knowledge Schools; Once you find a school in your area (if there is one), it is important for you to contact the school directly and find out about their level of implementation. You have an advantage since you are coming from a school that implements Core Knowledge, so you know what you are looking for in a Core Knowledge School.; We would be happy to provide you with phone numbers and implementation dates for any schools you find that are close to where you are moving. If you do not find any schools in your area, we would be happy to send you a General Information packet to share with some schools in your area. Many of our schools have started implementing Core Knowledge because a parent was interested and brought it to their attention.

Last updated: Tue, April 08 2008



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