Delaware English Language Arts KUD Concept Organizer
Literary Reading Standard #2
GRADE K--Key Ideas and Details
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (#2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS – Grade Specific Reading Standard #2 (Literary)
Kindergarten
With prompting and support, retell familiar stories, including key details. / Grade 1
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Characteristics of familiar stories (e.g., beginning, middle, end)
· Difference between important (key) and unimportant details in a story
· Characteristics of an effective retelling/ recounting.
· Methods for demonstrating understanding of story / · Literary texts have details that help readers make sense of stories
· An effective recounting or retelling includes key ideas and details. / With prompting and support:
· Recognize key details in a story
· Recount/retell (or graphically represent) key details from literary texts.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual, auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 1-Key Ideas and Details
CCSS – Grade Specific Reading Standard #2 (Literary)
Kindergarten
With prompting and support, retell familiar stories, including key details. / Grade 1
Retell stories, including key details, and demonstrate understanding of their central message or lesson. / Grade 2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Characteristics of stories (e.g., beginning, middle, end)
· Differences between central message and lesson
· Differences between key ideas and details in a story
· Characteristics of an effective retelling/recounting.
· Methods for demonstrating understanding of story message or lesson.
/ · Literary texts have details that help readers determine central message and/or lesson
· An effective recounting or retelling includes key ideas and details. / · Recognize key details in a story
· Recount/retell (or graphically represent) key details from literary texts.
· Recognize that key details show a central message, lesson or moral.
· Demonstrate (e.g., visual, auditory, tactile, kinesthetic) understanding of central message or lesson.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 2-Key Ideas and Details
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (#2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS – Grade Specific Reading Standard #2 (Literary)
Grade 1
Retell stories, including key details, and demonstrate understanding of their central message or lesson. / Grade 2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. / Grade 3
Recount stories, including fables, folktales, and myths from diverse cultures; determine their central message, lesson, or moral and explain how it is conveyed through key details in the text.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Characteristics of fables and folktales from diverse cultures
· Central message, moral, lesson
· Difference between central ideas and key details in a story
· Characteristics of an effective retelling/recounting / · Literary texts have details that help readers determine central message, moral, or lesson
· An effective recounting or retelling includes key ideas and details (e.g., characters, settings, problem/solution) / · Recount/retell (or graphically represent) key details from literary texts, including fables and folktales from diverse cultures.
· Determine central message, lesson or moral.
· Describe how key details show a central message, lesson or moral.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 3-Key Ideas and Details
CCSS – Grade Specific Reading Standard #2 (Literary)
Grade 2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. / Grade 3
Recount stories, including fables, folktales, and myths from diverse cultures; determine their central message, lesson, or moral and explain how it is conveyed through key details in the text. / Grade 4
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Characteristics of fables, folktales, and myths from diverse cultures
· Central message, moral, lesson
· Difference between central ideas and key details in a story
· Characteristics of an effective retelling/recounting / · Literary texts have details that help readers determine central message, moral, or lesson
· An effective recounting or retelling includes key ideas and details (e.g., characters, settings, problem/solution) / · Recount/retell (or graphically represent) key details from literary texts, including fables, folktales, and myths from diverse cultures.
· Determine central message, lesson or moral.
· Explain how key details show a central message, lesson or moral.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 4--Key Ideas and Details
CCSS – Grade Specific Reading Standard #2 (Literary)
Grade 3
Recount stories, including fables, folktales, and myths from diverse cultures; determine their central message, lesson, or moral and explain how it is conveyed through key details in the text. / Grade 4
Determine a theme of a story, drama, or poem from details in the text; summarize the text. / Grade 5
Determine a theme of a story, drama, or poem from details in the text; including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Central idea(s)
· Theme
· Difference between central ideas and details in a story
· Characteristics of an effective summary for literary texts / · Literary texts have details that help readers determine the theme or central idea(s)
· Effective summaries capture the central idea(s) or theme of the text. / · Describe or graphically represent the central idea(s) and details.
· Determine a theme
· Describe and explain how particular details show a theme.
· Summarize a text, including the central idea(s) in the original piece.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 5-Key Ideas and Details
CCSS – Grade Specific Reading Standard #2 (Literary)
Grade 4
Determine a theme of a story, drama, or poem from details in the text; summarize the text. / Grade 5
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. / Grade 6
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Central idea(s)
· Theme
· Difference between central ideas and details in a story
· Role characters or speakers play in stories, drama, or poems.
· Characteristics of an effective summary for literary texts / · Literary texts have details that help readers determine the theme or central idea(s)
· Effective summaries capture the central idea(s) or theme of the text. / · Describe or graphically represent the relationship between central idea(s) and details.
· Determine a theme
· Determine characters’ or speakers’ roles in stories, dramas, poems (e.g., actions and reactions)
· Explain how particular details (e.g., characters’ or speakers’ actions and reactions) reveal a theme.
· Summarize a text, including the central idea(s) in the original piece.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 6-Key Ideas and Details
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (#2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS – Grade Specific Reading Standard # 2
Grade 5
Determine a theme of a story, drama or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text / Grade 6
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. / 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.
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Central/main idea
· Theme
· Difference between central ideas and supporting details in a story
· Characteristics of an effective summary for literary texts (e.g., difference between personal opinion and judgment) / · Literary texts have details that help readers determine the theme or central idea.
· Effective summaries include central ideas and supporting details that are distinct from personal opinion or judgments. / · Describe or graphically represent the relationship between central ideas and supporting details.
· Determine a theme or central idea of a text
· Explain how particular details reveal a theme or convey the central idea
· Summarize a text capturing the most important parts of the original piece.
· Summarize a text distinct from personal opinions or judgments.
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)
· Recognizing kinds/genre of literary text based on text features/characteristics
GRADE 7-Key Ideas and Details
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (#2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS – Grade Specific Reading Standard # 2
Grade 6
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. / Grade 7
Determine a theme or central idea of a text and analyze its development over the course of the 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
Know
(factual: vocabulary and facts) / Understand
(conceptual) / Do
(procedural, extending thinking & application)
· Analyze
· Central/main idea
· Theme
· Difference between central ideas and supporting details in a story
· Characteristics of an effective summary for literary texts (e.g., objective vs. subjective) / · Literary texts have details that help readers determine the theme or central idea.
· Effective summaries are objective and include central ideas. / · Describe or graphically represent the relationship between central ideas and supporting details.
· Determine a theme or central idea of a text
· Analyze how particular details 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)
*Options for representing thinking or demonstrating learning, (e.g., retelling, recounting, summaries): visual,
auditory, tactile, kinesthetic
Recursive Strategies
· Making inferences (e.g., predictions, visualizations, and conclusions)
· Making text connections (text-to-self, text-to-text, text-to-world)