Fox Cities News

The Oshkosh Area School District (OASD) has completed its field test of the Amplify Core Knowledge Language Arts (CKLA) literacy curriculum in select elementary classrooms, concluding at the end of the 2024-2025 school year. Following this trial, OASD will implement CKLA across all elementary schools for the 2025-2026 academic year.

The CKLA curriculum is designed to change traditional reading instruction by focusing on a knowledge-building approach rooted in Science of Reading principles. The program includes systematic and explicit phonics and aims to create an engaging learning environment that connects reading with comprehension and critical thinking.

Students who participated in the field test reported increased interest and confidence in their literacy skills. CJ, a fifth grader at Emmeline Cook Elementary, described his experience: “What I enjoyed the most about CKLA was working as a class as we read books together,” said CJ. “Instead of everyone reading their own book, it was nice that we could all read the same story and talk about it as a class.” He noted that group reading helped him connect with texts more effectively than individual assignments had in previous years.

CJ’s teacher, Kim Lotten, observed changes over time: “At the very beginning of the year, CJ was sitting at the edge of the carpet, doing what I was telling him to do, but he was not totally engaged,” explained Ms. Lotten. “But, by the second unit when we started learning about ancient civilizations, CJ became a new learner. He was raising his hand, participating in his group work, reading to learn - and reading because he wanted to.”

CJ also expressed greater enthusiasm for writing due to topics covered in CKLA: “Writing about the Maya, Aztec, and Inca was fun because we were writing in our own words,” CJ reflected. “I like learning and writing about each of the three social classes in each civilization.” He added: “I feel more confident than last year,” said CJ. “When it’s CKLA time in class, I want to write more and read more about the story. Like, when the unit is over, I still want to read the book more.” Ms. Lotten commented further: “CJ is a great example of what CKLA can do to a reader.”

Sedona, a second grader at Lakeside Elementary who also participated in CKLA during its pilot phase, noticed improvements as well. Principal Ryan King remarked on her progress: “When we look at Sedona’s early writing this year, we see that she used sentences that were very brief in description,” described Ryan King. “Now, she’s adding detail and she’s expressing all of herself as a reader and as a writer in new ways that are allowing her to build confidence and find success.” Sedona shared her perspective: “Since I’ve been practicing a lot, I can write better and read better,” Sedona reflected. “Now I can read almost any word. Now I feel confident with myself.” She added that she now feels less hesitant to ask questions during lessons.

Parents have also noticed changes resulting from participation in CKLA. Tania—CJ’s mother—said her son showed greater engagement with literacy content after starting CKLA lessons: Tania recounted how CJ would talk about what he had learned in CKLA that day which led to family discussions about world culture sparked by classroom topics such as ancient civilizations.

Explaining her son’s typical preference for math or physical education classes before participating in CKLA-based lessons Tania stated: “He’s just so much more curious,” Tania noted,“And curiosity is essential to get kids interested to learn and take the next steps in empowering themselves to want to know more.” She continued:“I’m so thrilled that the district has adopted CKLA because he’s even asked ‘What do we learn about in sixth grade?’ That alone - if you have an eleven or twelve year old asking you ‘What’s our reading going to be next year?’ - that says a lot.”

Teachers and administrators expressed optimism regarding full implementation next school year.“CKLA is really a comprehensive literacy curriculum that encompasses speaking,listening ,reading,and writing—all of parts of Science of Reading that we have been craving...” said Ms.Lotten.“All different modalities...bring students level understanding...so much richer deeper.”

Mr.King added:“Students are really skill-building...very explicit,direct instruction gives students tools they need bring back text they read find success.We’ve put ourselves great position learn lot more educators how resource going successful our students.I’m excited for what 2025-2026 will bring how continue grow our readers.”

With district-wide adoption planned,OASD expects improved student achievement outcomes through this curriculum shift.The district encourages community members—including parents,residents,and educators—to stay involved as implementation continues.