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.
Reformatted by the Oregon Department of Education, January 2012. 2
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 2-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 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. / Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Prediction
· Inference
· Background knowledge
· Literary elements (e.g., character, setting, events)
· 5 W’s + H questions (who, what, where, when, why, and how) / · Authors include key details in literary texts which can help a reader ask and answer questions.
· Good readers use the information from a text as a basis for answering questions and gaining an understanding of the text.
· Good readers answer who, what, where, when, why, and how questions about a text in order to demonstrate an understanding of key details. / · Make, test and revise predictions as they read
· Use the combination of background knowledge and explicitly stated information to answer questions they have as they read
· Demonstrate an understanding of the key details in a text when answering questions about the text
· Ask and answer questions which begin with who, what, where, when why, and how to demonstrate understanding of key details in a text
CCSS- Grade Specific Reading Standard 10 (Grade 2)
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
GRADE 2-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 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. / Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.
· Good readers answer who, what, where, when, why, and how questions about a text in order to demonstrate an understanding of key details. / · Make reasonable predictions as they read
· Use information from the text and background knowledge a to make inferences
· Demonstrate understanding of key details in a text when asking and answering questions
· Ask and answer questions which begin with who, what, where, when why, and how
CCSS – Grade Specific Reading Informational Standard 10 (Grade 2)
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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 2- Key Ideas and Details
Literary Reading Standard 2
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (2):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 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) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Literary texts
· How to recount literary texts
· 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 / · Authors of literary texts include details that help readers make sense of stories.
· Good readers create an effective recounting or retelling of literary text(s) that 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
· Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
CCSS – Grade Specific Reading Informational Standard 10 (Grade 2)
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
GRADE 2- 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 2 Reading Standard 2 (Informational)
Grade 1: Identify the main topic and retell key details of a text. / Grade 2: Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text. / Grade 3: Determine the main idea of a text and explain how it is supported by key details.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Informational text (both literary nonfiction and expository/technical texts)
· Main topic
· Difference between the main topic and key details
· Focus of specific paragraphs / · Authors of informational text(s) include key details in order to help readers make meaning of the text.
· Good readers use key details in an informational text to identify the main topic.
· Informational texts can have multiple paragraphs that work together to inform readers about a topic. / · Identify the main topic of a multi-paragraph informational text
· Identify the focus of specific paragraphs within an informational text
· Describe or graphically represent the relationship between main topic and focus of specific paragraphs
· Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 2)
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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 2- Key Ideas and Details
Literary Reading Standard 3
College and Career Ready (CCR) Anchor Reading Standard (3):Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS – Grade 2 Reading Standard 3 (Literary)
Grade 1: Describe characters, setting, and major events in a story, using key details. / Grade 2: Describe how characters in a story respond to major events and challenges. / Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
KNOW
(Factual) / UNDERSTAND
(Conceptual) / DO
(Procedural, Application and Extended Thinking)
· Literary texts
· Important/supporting details
· Story & Play elements
o Plot (e.g., major events)
o Challenge/conflict (e.g., problem/solution)
o Character’s feelings, words and actions
o Setting (e.g., time, place)
· How to describe / · Authors develop their stories by having characters respond to major events and challenges.
· Good readers understand that characters in a literary text can change and respond to major events and challenges. / · Identify the main topic of a multi-paragraph informational text
· Identify the focus of specific paragraphs within an informational text
· Describe or graphically represent the relationship between main topic and focus of specific paragraphs
· Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 2)
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
GRADE 2- Key Ideas and Details