Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
HOW TO READ A…Delaware English Language Arts Literacy Concept Organizer
The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are thefoundation on which the lesson will be built.
Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content. These are the goals of the instruction, outcomes you expect to achieve.
Dos: Refers to demonstration of skills. These are the skills that require explicit instruction. By the completion of a lesson/unit, students should have mastered the selected skill(s).
GRADE 1-Key Ideas and Details
Informational Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS – Grade Specific Reading Standard 1 (Informational)
Grade K: With prompting and support, ask and answer questions about key details in a text. / Grade 1: Ask and answer questions about key details in a text. / Grade 2: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in the text.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Texts
· Questions
· Answers
· Key details
· Predictions
· Inferences
· Background knowledge
· 5 W’s + H questions (who, what, where, when, why and how) / · Authors include key details in informational texts which can help a reader ask and answer questions.
· Good readers know a question is different from a statement and requires an answer. / · Make reasonable predictions as they read
· Use information from the text and background knowledge to make inferences
· Ask and answer questions which begin with who, what, where, when why, and how
· Ask and answer questions about key details in a text
CCSS – Grade Specific Reading Informational Standard 10 (Grade 1)
With prompting and support, read informational texts appropriately complex for grade 1.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
Reading Recursive Strategies:
o Assimilating prior knowledge
o Rereading to clarify information
o Seeking meaning of unknown vocabulary
o Making and revising predictions
o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA
Reading Recursive Strategies:
o Assimilating prior knowledge
o Rereading to clarify information
o Seeking meaning of unknown vocabulary
o Making and revising predictions
o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Many of the strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012. 33
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 8-Key Ideas and Details
Literary Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS – Grade Specific Reading Standard 1 (Literary)
Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. / Grade 9-10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application
and Extended Thinking)
· Characteristics of an analysis
· Textual evidence/text support
· Inference
· Prediction
· Author’s decisions (e.g., word choice, point of view, literary elements, tone, style)
· Critical/analytical judgments
· Generalizations
· Background knowledge
· Explicitly stated information
· Conclusion
· Theme / · Authors include key details in literary texts which can help a reader ask and answer questions.
· Good readers use strong textual evidence, connections to their own lives and their background knowledge to make inferences and to draw conclusions about what they read.
· Good readers respond to a variety of text by drawing conclusions and citing textual evidence to analyze what they read and understand how it connects to their lives.
· Good readers differentiate between strong and weak textual evidence. / · Make, test and revise predictions as they read
· Make inferences about author’s decisions and literary elements in a text
· Identify/cite appropriate text support for inferences about author’s decisions and literary elements in a text
· Differentiate between strong and weak textual support
· Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read
· Make critical or analytical judgments to make generalizations.
· Create self-motivated interpretations of text that are adapted during and after reading
· Draw conclusions about characters and events in a text
· Identify how author’s choices affect central ideas.
· Analyze what text says explicitly as well as inferentially and identify the strongest textual evidence to support that analysis
CCSS- Grade Specific Reading Standard 10 (Grade 8)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
GRADE 8-Key Ideas and Details
Informational Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS – Grade Specific Reading Standard 1 (Informational)
Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. / Grade 9-10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Characteristics of analysis
· Textual evidence/text support
· Inference
· Prediction
· Content/abstract idea
· Author’s decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
· Critical/analytical judgments
· Generalizations
· Background knowledge
· Explicitly stated information from the text
· Conclusion
· Central idea / · Good readers use strong textual evidence, connections to their own lives and their background knowledge to make inferences and to draw conclusions about what they read.
· Good readers respond to a variety of text by drawing conclusions and using textual evidence to analyze what they read and understand how it connects to their lives.
· Good readers differentiate between strong and weak textual evidence. / · Make, test and revise predictions as they read
· Make inferences about content, concrete ideas and author’s decisions in a text
· Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text
· Differentiate between strong and weak textual support
· Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read
· Make critical or analytical judgments to make generalizations
· Create self-motivated interpretations of text that are adapted during and after reading
· Draw conclusions about details and events in a text
· Analyze what text says explicitly as well as inferentially and cite several pieces of evidence to support the analysis
CCSS – Grade Specific Reading Informational Standard 10 (Grade 8)
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
GRADE 8- Key Ideas and Details
Literary Reading Standard 2
College and Career Readiness (CCR) Anchor Reading Standard (2):Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS – Grade Level Reading Standard 2 (Literary)
Grade 7: Determine a theme or central idea of a text and analyze its development over the course of a text; provide an objective summary of the text. / Grade 8: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. / Grade 9-10: Determine a theme or central idea of a text and analyze in details its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application
and Extended Thinking)
· Literary texts
· How to summarize
· How to analyze
· Central/main idea
· Theme
· Difference between central ideas and supporting details in a story
· Story elements (e.g., character, setting, plot)
· Characteristics of an effective summary for literary texts (e.g., objective vs. subjective) / · Authors of literary texts include details about characters, setting, and plot that help readers determine the theme or central idea.
· Good readers develop effective summaries that are objective and include the central ideas. / · Describe or graphically represent the relationship between central ideas and character, setting, and plot
· Determine a theme or central idea of a text
· Analyze how character, setting, and plot develop to reveal a theme or convey the central idea
· Summarize a text capturing the most important parts of the original piece
· Create an objective summary (excluding personal opinions)
· Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 8)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
GRADE 8- Key Ideas and Details
Informational Reading Standard 2
College and Career Ready (CCR) Anchor Reading Standard (2):Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS – Grade Level Reading Standard 2 (Informational)
Grade 7: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. / Grade 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. / Grade 9-10: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Informational text (both literary nonfiction and expository/technical texts)
· Central idea
· Types of text structures (e.g. sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, cause/effect)
· Difference between central and supporting ideas in an informational text.
· Characteristics of an effective summary for informational texts (e.g., objective vs. subjective)
· How to summarize / · Authors of informational texts develop texts that have a central idea is developed over the course of a text through its relationship to supporting elements/ideas/details.
· Good readers develop effective summaries that are objective and capture the central idea of informational text(s). / · Identify the text structure in an informational text
· Determine a central idea in an informational text
· Describe or graphically represent the relationship between a central idea and supporting ideas
· Explain the relationship of the central idea to the supporting ideas in an informational text
· Analyze the development of the central idea over the course of an informational text, including its relationship to supporting ideas
· Summarize the main ideas objectively in an informational text, capturing the most important parts of the piece
· Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 8)
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
GRADE 8-Key Ideas and Details