CURRICULUM KNOWLEDGE 1
Curriculum Change Plan: Part 5 – Curriculum Knowledge and Implementation
Courtney Goins
School of Education, Liberty University
Word Count (body only): 1521
Curriculum Change Plan: Part 5 – Curriculum Knowledge and Implementation
Curriculum Integration Approaches
Curriculum integration involves bringing together different subjects and skills to teach a
topic (McPhail, 2020). When applying curriculum integration approaches to explicit and
systematic phonics instruction, including both small-group instruction and shared reading and
writing, as well as brain-based learning, it will enable purposeful and meaningful instruction to
guide phonics instruction in kindergarten students. The Taba Model of Curriculum Development
works in conjunction with the curriculum integration model to guide student learning through
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the simple view of reading, Scarborough’s rope, and Vygotsky’s Theory of Cognitive
Development. By combining small-group instruction with shared reading and writing, teachers
can help students develop a solid foundation in phonics and phonemic awareness skills.
Curriculum integration should begin with shared reading and writing experiences
(Fountas et al., 2017). Shared reading and writing allow teachers to integrate various types of
texts and writing skills into explicit and systematic phonics instruction. Shared reading and
writing activities in the kindergarten classroom enable teachers to incorporate explicit and
systematic phonics instruction into other areas of literacy instruction, such as reading and
writing (Crowell et al., 1986). Shared reading and writing enable teachers to involve students in
the literacy process (Crowell et al., 1986). Shared reading will allow teachers to model various
literacy concepts, including parts of the book, reading direction, and phonics skills that students
are currently learning (Gehsmann et al., 2023). Shared reading also introduces readers to the
enjoyment of reading. Shared writing enables teachers to model the writing process for
students by sharing a pen with them, allowing students to apply phonics skills they already
possess
(Gehsmann et al., 2023). This concept enables students to share and model concepts they have
already learned, such as phonics skills, various types of writing genres, math concepts, or
information from science and social studies (Literacy Partners, 2025). By modeling explicit and
systematic phonics instruction in reading and writing, students learn how to share what they
know in all areas of their academic progress.
Small-group reading instruction is another essential part of curriculum integration in
early elementary education, particularly when combined with systematic and explicit phonics
instruction. Small-group reading instruction allows for targeted phonics instruction tailored to
the specific needs of each student in the class (Barnes et al., 2023). When comparing the value
of small-group reading instruction with the Taba Curriculum model, it is evident that the model
begins with diagnosing students’ needs and then examines the objectives, content, and
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organization (Endeley et al., 2021). This model emphasizes the importance of addressing
student needs based on assessment results, allowing students to be grouped according to their
skill level and needs (Evidence-Based Differentiation Strategies for Phonics Instruction, 2024).
A brain-based curriculum integration plan is also essential for explicit and systematic
phonics instruction. “Brain-based learning uses neuroscience to create an informed curriculum
and lesson design” (School of Education, 2021). Brain-based learning can help students both
retain and learn information by incorporating strategies that involve movement, create positive
emotions, allow for practice, and limit teacher-directed instruction (School of Education, 2021).
Moving explicit and systematic phonics instruction to a brain-based approach would first allow
for a gradual transition into the lessons, enabling students to create concrete connections
between the skills being taught and the information retained. Brain-based learning, which
involves utilizing all areas of the brain (Shimamura, 2018), would also slow down the pace of
instruction to allow students who struggle with previously taught concepts the opportunity to
practice and gain more independence with the skills, which is where small-group instruction is
essential.
Incorporating explicit and systematic phonics instruction with shared reading and
writing, small-group reading instruction, and the integration of a brain-based reading curriculum
will enable the needs of all learners to be met through learning assessments, data-driven
instruction, language development, and flexible grouping.
Student-Centered Approaches
Cooperative learning is a small-group learning approach that enables all students to
learn in a manner tailored to their individual needs. Small-group learning will provide students
with a safe environment where each student feels comfortable expressing and trying out ideas
with their peers that they may not want to share with the whole class (Willis, 2007). Students
learn skills from their peers that they may not understand when taught by a teacher, and this
type of cooperative learning also helps boost literacy and language skills for students
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(Albuquerque et al., 2020). There are several advantages to collaborative learning, including
increased student engagement, enhanced communication skills, higher-level thinking, inclusive
learning for all students, and a greater sense of responsibility (Shafiq, 2024). While cooperative
learning offers numerous advantages, it also has several disadvantages, including difficulties in
assessment, increased conflict, and a higher incidence of behavioral problems (Shafiq, 2024).
Overall, cooperative learning enables students to work together, learn, grow, and create in a
safe and supportive environment.
Play is an essential part of children's work, if not the most critical part (Jones et al.,
2023). Play allows children to learn about the world around them through active exploration
and experiences. Play and brain development are directly related, as play helps build different
parts of the brain, including the cerebellum and the prefrontal cortex (Jones et al., 2023).
Explicit and Systematic phonics instruction builds students' language skills both through
speaking and the written word (National Institute for Literacy, 2025). Play and language skills go
hand in hand. By allowing children to play and manipulate language, we are increasing their
ability to use and understand their native language. One way teachers can achieve this is
through high-level play, where they create learning opportunities for students to use and
understand language effectively. This can be achieved through the creation of learning activities
that allow students to engage with language and develop increasingly complex language skills
(Jones et al., 2023). Play is the work of students, but if not used correctly, it can cause concerns
among parents, administrators, and stakeholders.
Intervention is the goal of changing or improving a situation (Cambridge University Press
and Assessment, 2025). The Response to Intervention (RTI) approach enables all students to
receive instruction tailored to meet their individual needs, where they are. The Response to
Intervention (RTI) approach is a high-quality, evidence-based three-tier model (Buckingham et
al., 2019). The response to the intervention program begins as a tier 1 approach that supports
the whole class and then moves into a tier 2 approach that focuses on students who need more
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targeted instruction, and finally into a tier 3 approach that focuses on a small group of students
who need the most intensive support (Buckingham et al., 2019). The RTI process enables
students of all ability levels to receive instruction tailored to their specific needs and abilities.
While there are many advantages to the RTI process, a disadvantage is the way students are
screened and referred to both Tier 2 and Tier 3. Students who do not perform well or are good
guessers may be referred to or excluded from instruction that they need or do not need. So,
teachers need to use a variety of information to refer to students.
Hidden Curriculum
The hidden curriculum, resulting from educational inequality, is evident in schools and
classrooms across the country and the world. The hidden curriculum refers to the norms, rules,
and values that are instilled in students by teachers and their parents (Kozlowski, 2022). The
hidden curriculum can lead to inequality in students based on their race, socio-economic status,
or cultural backgrounds. When examining the hidden curriculum and its impact on young
students in the classroom, socioeconomic status, race, and ethnicity play a significant role in
shaping how students are educated and what it means for their future, including middle school,
high school, and life beyond the classroom (Kozlowski, 2022).
Teachers can combat hidden curriculum in the early childhood education classroom by
providing students with direct, explicit, and systematic instruction in phonics skills. When
teachers do not provide direct instruction to students on what they require of them, then they
are forcing students to rely on the information that they already know to complete assignments.
This will reveal an inequality between students of different racial, cultural, and socioeconomic
backgrounds (Kozlowski, 2022). Teachers must provide students with explicit instructions on
academic tasks so that they understand the expectations, regardless of their background
knowledge, socioeconomic status, or cultural background.
In conclusion, the proposed curriculum change plan for explicit and systematic phonics
instruction in kindergarten can be further strengthened by including shared reading and writing
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experiences, small-group instruction, and brain-based learning experiences. Students can
further benefit from explicit and systematic phonics instruction by incorporating cooperative
learning activities, various types of play, and response-to-intervention time, allowing each
student to absorb the intended information in a way that best meets their learning needs.
Classroom and intervention teachers also need to be aware of the hidden curriculum and
provide explicit and direct instruction that helps all learners, regardless of their background,
understand the expectations of the academic tasks set before them. The above curriculum
change plan can help students of all ability levels, regardless of their background knowledge,
socioeconomic status, and cultural background. When teachers recognize a student's lack of
understanding of academic expectations, they can develop strategies, including cooperative
learning, play-based activities, and targeted intervention programs, to provide students with the
necessary support to succeed.
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References
Albuquerque, A., & Martins, M. A. (2020). Invented spelling activities in kindergarten: the role of
instructional scaffolding and collaborative learning. International Journal of Early
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American University School of Education. (2021, May 26). What is brain-based learning?.
American University School of Education.
https://soeonline.american.edu/blog/brainbased-learning/
Barnes, E., Anderson, K. I., & Yurkewecz, T. (2023). Examining Guided Reading Practices in
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Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction:
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Endeley, M. N., & Zama, M. A. (2021). Perspectives in curriculum studies. Spears Books.
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McPhail, G. (2020, September 10). An introduction to curriculum integration. THE EDUCATION
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National Institute for Literacy. (2025). Phonics instruction: The basics. Reading Rockets.
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