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What's New in the 2010 Edition?
A summary of updates made in the 2010 edition of the Sequence is provided below. The complete revision details are available in the preface to the 2010 Sequence:
Preschool and K–8 in a Single Document
By combining the Preschool and K–8 Sequences, the Foundation is reasserting our firm commitment to a fully coherent approach to education that we believe is most effective when started at the earliest possible age.
Explicit Integration of Content and Skills
As successful Core Knowledge schools have long known, both content and skills are essential; teachers in these schools embed skill acquisition within the content they teach. To reinforce that skills are most effectively learned when they are anchored by a domain of knowledge, we are now explicitly referring to the Core Knowledge Sequence as “Content and Skill Guidelines” for preschool–grade 8.
Elaboration of the K–2 Language Arts Sections
The 2010 edition of the Sequence includes the K–2 goals and objectives of Core Knowledge Language Arts (CKLA), a new, comprehensive English language arts program offered by the Foundation. These materials, and the goals and objectives included in this edition of the Sequence, incorporate a unique approach to language arts instruction:
A Broader View of Language—Listening, Speaking, Reading, and Writing
Traditional language arts instruction has typically paid little attention to listening and speaking, focusing almost exclusively on reading and writing instruction. This is problematic because the ability to read and write is highly correlated with students’ oral language proficiency.
Early language disadvantages persist and manifest as illiteracy when educational practices in elementary education fail to recognize the importance of oral language. It is essential that children build knowledge and vocabulary through listening and speaking while also developing reading and writing skills.
Coherent Integration of Content within the Language Arts Block
While various reading approaches are increasingly including nonfiction selections within the language arts block, program developers have typically failed to grasp the importance of developing a coherent approach to building knowledge within and across grade levels. Nonfiction selections that are integrated into the language arts block must be presented in a coherent, non-fragmented way. In developing CKLA, we have used the grade specific topics in history, science, music, and the arts from the Core Knowledge Sequence as the basis of our selections, thereby maintaining the content coherence that has been an integral part of Core Knowledge for the past 20 years.
Explicit and Systematic Phonics Instruction
The Core Knowledge Foundation has long advocated the importance of explicitly and systematically teaching young children the phonemic awareness and phonics skills necessary to decipher the written code. The 2010 edition of the Sequence includes the grade-specific decoding skills that are the focus of CKLA for kindergarten–grade 2.