At the start of the 2025–2026 school year, TFS proudly adopted the Core Knowledge Language Arts (CKLA) program for students in Kindergarten through fifth grade. This important curriculum shift was the result of extensive research and thoughtful planning that began the previous year, as faculty and administrators sought the best way to provide a consistent, rigorous, and research-based literacy experience for all elementary students.
“After carefully reviewing multiple programs,” shares 1st-grade teacher Erin Higgins, “a committee determined that CKLA offered the strongest combination of academic excellence, knowledge-building, and alignment with our Catholic mission and values.”
Prior to adopting CKLA, TFS utilized the Fundations program in Kindergarten through third grade to support phonics instruction. While Fundations provided a strong foundation in early literacy skills, the school lacked a vertically aligned, comprehensive English Language Arts curriculum to address Diocesan and state standards across all elementary grade levels. Literacy Coordinator Melissa Bulick shares, “Teachers worked collaboratively within and across grade levels to ensure that required standards were taught and student needs were met, but we also wanted to ensure systematic instruction to maximize student knowledge and skill application.”
CKLA is a comprehensive, knowledge-rich language arts curriculum program that allows students to build and deepen their knowledge grade by grade and to make cross-curricular connections across subjects. Through engaging units of study, students encounter a wide range of topics, including ancient civilizations, geography and map skills, scientific concepts, and the natural world. At the same time, the program develops strong readers and writers through a systematic approach to phonics, grammar, vocabulary, oral language, and comprehension.
One of the greatest strengths of CKLA is its intentional integration of authentic reading, discussion, and writing opportunities into every lesson. Students are challenged with rigorous grade-level texts and meaningful learning experiences that encourage critical thinking, curiosity, and communication. The curriculum fully addresses the North Carolina Standard Course of Study while providing a knowledge-rich foundation that explores diverse cultures, significant historical events, and science topics; it creates natural opportunities to connect reading with Catholic Social Teaching, enrichment activities, and thoughtful classroom discussion.
After just one year of using CKLA, teachers have noticed a real difference in the classroom, with students reading more challenging texts, having richer discussions, and writing with greater confidence. The growth has been exciting to watch, and our student achievement data shows TFS exceeded its expected growth this year.
CKLA works because it builds both strong readers and strong thinkers. Students gain knowledge across a wide range of topics while developing skills in reading, writing, grammar, and phonics. These concepts continue to build on one another from one grade to the next, giving students a solid foundation that will serve them well in the years ahead.
We are grateful for how teachers embraced the shift to CKLA this year. In every classroom, teachers brought the units' themes and concepts to life for their students. For example, in Kindergarten, students made paintings inspired by Van Gogh after studying him in Knowledge lessons.
In first grade, students built dioramas after learning about animal adaptations to different ecosystems and researching an animal of their choice. They also learned about the Human Body from a gastroenterologist, an orthopedist, and a critical care pediatrician in our unit.
Fourth-grade students participated in an American Innovators dress-up/dress-out day for our American Innovation unit. We also held an essay-writing contest in which students wrote and read aloud about what American Innovation means to them, dressing as their innovators.”
Mrs. Higgins and Mrs. Bulick share, “The teachers are incredibly grateful for the opportunity to engage in meaningful professional development around CKLA, including having a coach model grade-level content in our classrooms. We are thankful for the community’s support as we embark on this journey. We cannot wait to see what year 2 brings!”