In a recent government meeting, educators highlighted significant advancements in early literacy programs, particularly the CKLA (Core Knowledge Language Arts) initiative. Cheryl, an educator, reported a remarkable increase in kindergarten students' literacy skills, with only 28% knowing their letters and sounds at the beginning of the year, rising to 78% by November 1st. This rapid improvement underscores the effectiveness of the CKLA program in enhancing foundational reading skills.

Danica Fuentes, a fourth-grade teacher at Holbrook, shared her initial skepticism about the CKLA program but expressed her gratitude for the professional development opportunities provided by the district. Through her training, she recognized the importance of incorporating rich vocabulary and background knowledge into her language instruction. Fuentes emphasized the value of teaching morphology, which has empowered her students to decode unfamiliar words by understanding their roots and affixes.

The CKLA program has not only enriched vocabulary but also fostered deeper critical thinking among students. Fuentes noted that her students have engaged enthusiastically with historical content, such as the Middle Ages, and have benefited from the program's literature that promotes knowledge-building. She expressed optimism about the continued growth and preparedness of her students for future academic challenges.

Overall, the meeting showcased the positive impact of the CKLA program on literacy development and the commitment of educators to enhance student learning experiences.