Michigan Curriculum Framework

Standards and Benchmarks

The KNS Curriculum Model has utilized the Barry, Branch, Calhoun Intermediate School Districts English Language Arts Curriculum Project as the source for outlining specific Michigan Curriculum Framework benchmarks. This Curriculum Project has condensed the state standards into four strands that will be used to identify benchmarks in the KNS curriculum model.

Strand 1: Literature and Understanding (State Standards 5, 9, 10)

LU K.1     Explore the characteristics of texts as they discover cultures, attitudes, and community similarities and differences.

LU K.2     Explore universal themes and concepts from a variety of texts.

LU K.3    Explore ideas and issues drawn from texts and relate them to personal experience.

LU 2.1     Compare and contrast cultures, attitudes and information from similar texts.

LU 2.2     Compare and contrast universal themes and concepts from a variety of texts.

LU 2.3     Make connections between ideas and issues drawn from texts and apply them to personal experiences.

LU 3.1     Identify and describe various cultural attitudes, values and beliefs as depicted in texts.

LU 3.2     Explore and develop an understanding of community issues and universal themes through a study of various texts.

LU 3.4     Relate personal experiences to key idea in text.

LU 4.1     Compare and contrast the attitudes, values and beliefs of various cultures depicted in texts.

LU 4.2     Describe universal themes within oral, written and visual texts and relate them to local community issues.

LU 4.4     Identify and discuss various perspectives in texts and relate them to personal experience.

LU 5.2     Form and support an opinion on universal themes in oral, written, and visual texts and then elate them to local community issues.

LU 5.4     Compare and contrast various perspectives in texts and relate them to personal experience.

Strand Two: Genre and Craft (State Standard 8)

GC K.2    Identify, explore and use aspects of the craft of speaker, writer, and illustrator at the emergent level to formulate and express their ideas.

GC 1.2    Explore how the characteristics of various narrative genre and story elements can be used to convey ideas and perspectives at the early level.

GC 2.2    Explore how the characteristics of various narrative genre and story elements can be used to convey ideas and perspectives at the independent level.

GC 2.3    Explore how the characteristics of various informational genre and elements of expository text can be used to construct meaning and convey ides.

GC 3.2    Identify and understand various narrative genre and story elements to convey ideas and perspectives.

GC 5.2    Recognize, understand and use various narrative genre and story elements used to convey ideas and perspectives.

GC 6.2    Describe characteristics of various narrative genre and elements of narrative technique and use them to convey ideas and perspective.

Strand Three: Skills and Processes (State Standards 1, 2, 3, 7, 11, 12)

SP 1.4    Identify and use effective listening and speaking behaviors to enhance communication and meaning.

SP 2.1    Generate discussion and develop individual and group questions about issues and topics of interest. Organize and interpret information orally and graphically. Present individual and/or group conclusions.

SP 3.4    Develop effective oral communication skills (speaking and listening) for multiple purposes and in varied contexts.

SP 6.4    Use verbal and nonverbal strategies in speaking and listening for varied purposes.

Strand Four: Communication (State Standards 1, 2, 3, 4, 6)

C K.1    Explore reading, writing, speaking, listening and viewing to create projects or products.

C K.2    Respond to oral, visual, written, and electronic texts. Share ideas and feelings generated with peers.

C K.3    Explore and discuss differences in language patterns used in spoken, written and visual communication.

C 1.1    Develop reading, writing, speaking, listening and viewing across the curriculum to create projects or products that represent growth.

C1.2    Explore and discuss responses to the ideas and feelings generated by oral, visual, written and electronic texts and share with peers.

C 1.3    Explore and demonstrate differences in language patterns used in spoken, written and visual communication.

C 2.1    Uses reading, writing, speaking, listening and viewing across the curriculum to create projects or products that represent growth.

C 2.2    Discuss and explain responses to the ideas and feelings generated by oral, visual, written and electronic texts and share with peers.

C 2.3    Explore and demonstrate differences in language patterns used in spoken, written and visual communication.

C 3.1    Integrate listening, viewing, reading, and writing skills for multiple purposes and in varied contexts.

C 3.3    Explore differences in language patterns and vocabulary.

C 4.1    Manipulate listening, speaking, viewing, reading and writing skills to communicate in varied contexts.

C 4.3    Identify differences in language patterns and vocabulary.

C 5.1    Develop the various skills needed for listening, speaking, viewing, reading and writing in varied contexts.

C 5.3    Describe how language patterns vary depending upon time, place, and situation.

C 6.4    Identify and use the diversity of voices in communication to create interest.

Curriculum Design

Please note that activities for each curriculum component in the model are not listed as grade specific. While some activities my be better suited for one grade level over another, most activities may be adjusted in terms of complexity according to the age/grade level of students participating. To assist teachers in determining appropriate grade level activities the curriculum components have been designated as Primary Level ( Kindergarten – 2^nd grade) or Intermediate Level (3^rd – 5^th grade), or a combination. Individual modifications of some components may certainly provide opportunities for crossover between levels.