Delaware English Language Arts KUD - Download as DOC by uA3Pa76

VIEWS: 0 PAGES: 32

									                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE K-Text Types and Purposes
                                             Writing Standard 1

         College and Career Readiness (CCR) Anchor Writing Standard (1):
         Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning
         and relevant and sufficient evidence.
                         CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
         Grade K: Use a combination of drawing,                Grade 1: Write opinion pieces in which they
         dictating, and writing to compose opinion pieces      introduce the topic or name the book they are
         in which they tell a reader the topic or the name writing about, state an opinion, supply a reason for
         of the book they are writing about and state an       the opinion, and provide some sense of closure.
         opinion or preference about the topic or book
         (e.g., My favorite book is…).
                      KNOW                            UNDERSTAND                                  DO
                     (Factual)                          (Conceptual)               (Procedural, Application and
                                                                                        Extended Thinking)
          How to persuade                   Good persuasive writers             With prompting and support…
          Opinion                              address the needs of the           tell about a topic or name a
          Preference                           audience by giving reasons to         book
          Topic(s)
                                                support an opinion or              state an opinion or preference
                                                preference.                           about a book or topic
          Book title(s)
                                                                                   combine drawing, dictating
          Reason(s)
                                              Good authors use                       and writing to create an
          Example(s)/fact(s)                    model/examples texts to              opinion piece
                                                 guide them as they compose        Support the opinion or
                                                 their own persuasive pieces.         preference with reason(s),
                                                                                      example(s), and/or fact(s)
                                                                                   Use a combination of
                                                                                      drawing, dictating, and
                                                                                      writing to compose opinion
                                                                                      pieces in which they tell a
                                                                                      reader the topic or the name
                                                                                      of the book they are writing
                                                                                      about and state an opinion or
                                                                                      preference about the topic or
                                                                                      book
Recursive Strategies:                                                                                                                                   1
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.


                                        GRADE 1- Text Types and Purposes
                                             Writing Standard 1

           College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
           Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning
           and relevant and sufficient evidence.

                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
            Grade K: Use a combination        Grade 1: Write opinion           Grade 2: Write opinion pieces in
            of drawing, dictating, and        pieces in which they             which they introduce the topic or
            writing to compose opinion        introduce the topic or name      book they are writing about, state
            pieces in which they tell a       the book they are writing        an opinion, supply reasons that
            reader the topic or the name of   about, state an opinion,         support the opinion, use linking
            the book they are writing about supply a reason for the            words (e.g., because, and, also) to
            and state an opinion or           opinion, and provide some        connect opinion and reasons, and
            preference about the topic or     sense of closure.                provide a concluding statement or
            book (e.g., My favorite book                                       section.
            is…).
                        KNOW                         UNDERSTAND                                DO
                       (Factual)                       (Conceptual)              (Procedural, Application and
                                                                                      Extended Thinking)
            How to persuade                 Good persuasive writers           Form an opinion about a topic
            Reason(s)                          address the needs of the           or a text
            Evidence (e.g., examples,          audience by giving reasons      Use teacher selected resources
               facts)                           to support an opinion.             to locate and choose facts
            Difference between                                                    and/or examples
               important and unimportant      Good authors use                     differentiating between
               reasons/facts/examples            model/examples texts to                important and
            Opinion                             guide them as they compose             unimportant reasons
            Resources (e.g., teacher            their own persuasive pieces.
                                                                                    addressing the needs of
               selected)                                                                the audience
            Effective introduction/hook                                       Use/select an appropriate
               (e.g., one that includes the                                       writing format
               writer’s opinion)                                               Organize writing with a
            How to logically order                                               beginning, middle and end
Recursive Strategies:                                                                                                                                   2
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                ideas most of the time                                                               Write opinion pieces by
               Audience                                                                               introducing a topic or
               Format choices (e.g.,                                                                     naming a book
                friendly letter,                                                                           stating an opinion
                advertisements)
                                                                                                           providing reasons that
               Conclusion/ closure/
                                                                                                            support the opinion
                concluding statement
                                                                                                           ordering reasons by
                                                                                                            importance
                                                                                                           providing a sense of
                                                                                                            closure




Recursive Strategies:                                                                                                                                   3
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 2- Text Types and Purposes
                                             Writing Standard 1

     College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
     Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and
     relevant and sufficient evidence.
                         CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
     Grade 1: Write opinion pieces in        Grade 2: Write opinion pieces in Grade 3: Write opinion pieces on
     which they introduce the topic or       which they introduce the topic or           topics or texts, supporting a
     name the book they are writing about, book they are writing about,                  point of view with reasons.
     state an opinion, supply a reason for   state an opinion, supply reasons             a. Introduce the topic or text
     the opinion, and provide some sense     that support the opinion, use                    they are writing about,
     of closure.                             linking words (e.g., because, and,               state an opinion, and
                                             also) to connect opinion and                     create an organizational
                                             reasons, and provide a                           structure that lists reasons.
                                             concluding statement or section.             b. Provide reasons that
                                                                                              support the opinion.
                                                                                          c. Use linking words and
                                                                                              phrases (e.g., because,
                                                                                              therefore, since, for
                                                                                              example) to connect
                                                                                              opinion and reasons.
                                                                                          d. Provide a concluding
                                                                                              statement or section.
                     KNOW                              UNDERSTAND                                     DO
                    (Factual)                            (Conceptual)                  (Procedural, Application and
                                                                                             Extended Thinking)
      Persuasion and argument               Good persuasive writers address  Form an opinion about a topic
      Reason(s)                                 the needs of the audience and            or a text
      Evidence (e.g., examples, facts)          build an argument to support an  Use resources including
      Difference between important and          opinion.                                 teacher selected materials to
          unimportant reasons/facts/                                                      locate and choose reasons
          support/examples                    Good authors use                           based on facts, examples,
      Opinion                                    model/examples texts to guide           and/or evidence
      Resources (e.g., teacher selected,         them as they compose their               differentiating between
          UDLib/Search)                           own persuasive pieces.                      relevant and irrelevant
Recursive Strategies:                                                                                                                                   4
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

         Effective introduction (e.g., one                                                                      reasons/evidence
          that includes the writer’s opinion)                                                                   including an appropriate
         Logical order of supporting                                                                            variety of
          reasons (e.g., order of                                                                                reasons/evidence
          importance)                                                                                         addressing the needs of
         Linking/transition words (e.g.,                                                                        the audience
          first, next, finally) to show order                                                              Use/select an appropriate
         Awareness of audience                                                                             writing format
         Organizational pattern (e.g.,                                                                    Organize writing with a
          beginning, middle, end)                                                                           beginning, middle and end
         Format choices (e.g., friendly                                                                   Write opinion pieces by:
          letter, advertisements)                                                                             introducing a topic
         Effective conclusion/ concluding                                                                    stating an opinion
          statement or section (e.g., one
                                                                                                              providing reasons that
          that moves beyond The End)
                                                                                                                 support the opinion
                                                                                                              ordering reasons by
                                                                                                                 importance
                                                                                                              providing a concluding
                                                                                                                 statement or section
                                                                                                              using simple transition
                                                                                                                 words that show order
                                                                                                                 (e.g., first, next, finally)
                                                                                                                 and/or connect opinion or
                                                                                                                 reasons




Recursive Strategies:                                                                                                                                   5
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 3- Text Types and Purposes
                                             Writing Standard 1
             College and Career Readiness (CCR) Anchor Writing Standard (1):
             Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid
             reasoning and relevant and sufficient evidence.
                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
             Grade 2: Write opinion pieces Grade 3: Write opinion                 Grade 4: Write opinion pieces
             in which they introduce the       pieces on topics or texts,         on topics or texts, supporting a
             topic or book they are writing
                                               supporting a point of view         point of view with reasons and
             about, state an opinion, supply
             reasons that support the          with reasons.                      information.
             opinion, use linking words            a. Introduce the topic or         a. Introduce a topic or text
             (e.g., because, and, also) to             text they are writing              clearly, state an opinion,
             connect opinion and reasons,              about, state an                    and create an
             and provide a concluding                  opinion, and create an             organizational structure
             statement or section.                     organizational                     in which related ideas
                                                       structure that lists               are grouped to support
                                                       reasons.                           the writer's purpose.
                                                   b. Provide reasons that           b. Provide reasons that are
                                                       support the opinion.               supported by facts and
                                                   c. Use linking words and               details.
                                                       phrases (e.g., because,       c. Link opinion and
                                                       therefore, since, for              reasons using words and
                                                       example) to connect                phrases (e.g., for
                                                       opinion and reasons.               instance, in order to, in
                                                   d. Provide a concluding                addition).
                                                       statement or section.           d. Provide a concluding
                                                                                          statement or section
                                                                                          related to the opinion
                                                                                          presented.
                          KNOW                         UNDERSTAND                                 DO
                         (Factual)                       (Conceptual)             (Procedural, Application and
                                                                                       Extended Thinking)



Recursive Strategies:                                                                                                                                   6
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                 Persuasion and argument                  Good persuasive writers                 Identify an issue in a topic
                 Difference between                        address the needs of the                  or text
                  relevant and irrelevant                   audience and build an                     Agree or disagree with an
                  reasons/facts/                            argument to support a clear                issue
                  support/examples                          opinion/position.
                                                                                                    Develop an opinion/position
                 Opinion/position
                 Reason(s)                                 Good authors use                       Use resources including
                 Evidence (e.g., examples,                  model/examples texts to                 teachers selected primary
                  facts)                                     guide them as they                      and secondary sources to
                                                                                                     locate, sort, and select
                 Primary sources                            compose their own
                                                             persuasive pieces.                      reasons based on facts,
                 Secondary sources (e.g.,
                                                                                                     examples, and/or evidence.
                  UDLib/Search)
                                                                                                      differentiating between
                 Effective introduction/hook
                                                                                                          relevant and irrelevant
                  (e.g., one that takes a clear
                                                                                                          reasons/evidence
                  position)
                                                                                                      including an
                 Logical order of supporting
                                                                                                          appropriate variety of
                  reasons (e.g., order of
                                                                                                          reasons/evidence
                  importance)
                                                                                                      addressing the needs of
                 Linking/transition words
                                                                                                          the audience
                  and phrases
                                                                                                      prioritizing the
                 Awareness of audience
                                                                                                          reasons/evidence
                 Organizational pattern
                                                                                                   Use/select an appropriate
                  (e.g., beginning, middle,
                                                                                                     writing format
                  end)
                 Format choices (e.g., letters                                                       Organize writing with a
                  [business and friendly],                                                             beginning, middle and
                  advertisements)                                                                      end
                 Effective conclusion (e.g.,                                                         Write opinion pieces on
                  one that begins to move                                                              topics or texts, supporting a
                  beyond summary and                                                                   point of view with reasons
                  moves beyond The End)                                                                by
                                                                                                         introducing a topic or
                                                                                                            text
                                                                                                         stating an opinion
                                                                                                         providing reasons that
                                                                                                            support the opinion

Recursive Strategies:                                                                                                                                   7
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                                                                                            ordering reasons by
                                                                                                             importance
                                                                                                            providing a
                                                                                                             conclusion/concluding
                                                                                                             statement or section
                                                                                                            Using
                                                                                                             linking/transition
                                                                                                             words and phrases
                                                                                                             (e.g., for example,
                                                                                                             also) to connect
                                                                                                             opinions and reasons or
                                                                                                             show simple
                                                                                                             relationships
             Range of Writing
             CCSS – Grade Specific Writing Standard 10 (Grade 3)
             Write routinely over extended time frames (time for research, reflection, and revision) and shorter
             time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
             audiences.




Recursive Strategies:                                                                                                                                   8
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                              Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 4- Text Types and Purposes
                                             Writing Standard 1

               College and Career Readiness (CCR) Anchor Writing Standard (1):
               Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid
               reasoning and relevant and sufficient evidence.
                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
               Grade 3: Write opinion           Grade 4: Write opinion            Grade 5: Write opinion
               pieces on topics or texts,          pieces on topics or texts,        pieces on topics or texts,
               supporting a point of view          supporting a point of             supporting a point of view
               with reasons.                       view with reasons and             with reasons and
                   a. Introduce the topic or       information.                      information.
                       text they are writing         a. Introduce a topic or          a. Introduce a topic or
                       about, state an                   text clearly, state an           text clearly, state an
                       opinion, and create an            opinion, and create              opinion, and create an
                       organizational                    an organizational                organizational
                       structure that lists              structure in which               structure in which
                       reasons.                          related ideas are                ideas are logically
                   b. Provide reasons that               grouped to support               grouped to support
                       support the opinion.              the writer's purpose.            the writer's purpose.
                   c. Use linking words              b. Provide reasons that          b. Provide logically
                       and phrases (e.g.,                are supported by                 ordered reasons that
                       because, therefore,               facts and details.               are supported by facts
                       since, for example) to        c. Link opinion and                  and details.
                       connect opinion and               reasons using words          c. Link opinion and
                       reasons.                          and phrases (e.g., for           reasons using words,
                   d. Provide a concluding               instance, in order to,           phrases, and clauses
                       statement or section.             in addition).                    (e.g., consequently,
                                                     d. Provide a                         specifically).
                                                         concluding                   d. Provide a concluding
                                                         statement or section             statement or section
                                                         related to the                   related to the opinion
                                                         opinion presented.               presented.
                           KNOW                        UNDERSTAND                               DO
                          (Factual)                      (Conceptual)               (Procedural, Application
                                                                                    and Extended Thinking)
Recursive Strategies:                                                                                                                                   9
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                   Persuasion and argument                 Good persuasive writers               Identify an issue in a topic
                   Difference between                       address the needs of the                or text
                    relevant and irrelevant                  audience and build a                  Distinguish the pros and
                    reasons/facts/                           reasoned and logical case               cons
                    support/examples                         to support a clear position.
                                                                                                   Select an opinion/ position
                  Opinion/position
                  Reason(s) (e.g., claims,                  Good authors use                     Develop opinion/
                   support)                                   model/examples texts to                position/claim(s)
                  Evidence (e.g., examples,                  guide them as they                   Use primary and secondary
                   statistics, data)                          compose their own                      sources to locate, sort, and
                  Logical argument                           persuasive pieces.                     select reasons based on
                  Primary sources                                                                   facts, examples, and/or
                  Secondary sources (e.g.,                                                          evidence for both sides
                   UDLib/Search)                                                                      acknowledging the
                  Effective introduction                                                                 opposing point of
                   (e.g., one that takes a clear                                                          view
                   position, clarifies the issue,                                                     differentiating
                   provides necessary                                                                     between relevant and
                   background)                                                                            irrelevant
                  Logical order of                                                                       reasons/evidence
                   supporting reasons (e.g.,                                                          including an
                   weakest to strongest                                                                   appropriate variety of
                   argument, strongest to                                                                 reasons/evidence
                   weakest argument)                                                                  addressing the needs
                  Awareness of audience                                                                  of the audience,
                  Organizational patterns                                                            prioritizing the
                  Strategies for dealing with                                                            reasons/evidence
                   opposing point of view                                                         Select an appropriate
                  How to avoid unsupported                                                         writing format
                   reasons                                                                        Write opinion/position
                  Linking/transition words,                                                        pieces on topics or texts,
                   phrases, clauses (e.g., for                                                      supporting a point of view
                   instance, in order to, in                                                        with reasons and
                   addition)                                                                        information by:
                  How to use                                                                         introducing a topic or
                   linking/transition words                                                               text
                   (e.g., on the other hand) to                                                       stating an opinion
Recursive Strategies:                                                                                                                                 10
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                   show relationship                                                                       creating an
                  Format choices (e.g.,                                                                    organizational
                   letters [business and                                                                    structure in which
                   friendly], simple editorial,                                                             related ideas are
                   advertisements)                                                                          grouped to support
                  Effective conclusion (e.g.,                                                              the writer’s purpose
                   one that begins to move                                                                 providing reasons that
                   beyond summary, call to                                                                  are supported by facts
                   action, next step)                                                                       and details
                                                                                                           acknowledging
                                                                                                            alternate or opposing
                                                                                                            claim(s)
                                                                                                           providing a
                                                                                                            concluding statement
                                                                                                            or section related to
                                                                                                            the opinion/position
                                                                                                            presented
                                                                                                           Linking
                                                                                                            opinion/position and
                                                                                                            reasons using words
                                                                                                            and phrases
                                                                                                           Using
                                                                                                            linking/transition
                                                                                                            words that show
                                                                                                            relationships
               Range of Writing
               CCSS – Grade Specific Writing Standard 10 (Grade 4)
               Write routinely over extended time frames (time for research, reflection, and revision) and
               shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
               purposes, and audiences.




Recursive Strategies:                                                                                                                                 11
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 5- Text Types and Purposes
                                             Writing Standard 1

            College and Career Readiness (CCR) Anchor Writing Standard 1:
            Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning
            and relevant and sufficient evidence.
                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
            Grade 4: Write opinion pieces Grade 5: Write opinion                   Grade 6: Write arguments to
            on topics or texts, supporting a      pieces on topics or texts,          support claim(s) with clear
            point of view with reasons and        supporting a point of view          reasons and relevant
                                                  with reasons and                    evidence.
            information.
                                                  information.                     a. Introduce claim(s) and
                a. Introduce a topic or text
                                                   a. Introduce a topic or             organize the reasons and
                    clearly, state an
                                                       text clearly, state an          evidence clearly.
                    opinion, and create an
                                                       opinion, and create an b. Support claim(s) with clear
                    organizational structure
                                                       organizational                  reasons and relevant
                    in which related ideas
                                                       structure in which              evidence, using credible
                    are grouped to support
                                                       ideas are logically             sources and demonstrating
                    the writer's purpose.
                                                       grouped to support              an understanding of the
                b. Provide reasons that are
                                                       the writer's purpose.           topic or text.
                    supported by facts and
                                                   b. Provide logically            c. Use words, phrases, and
                    details.
                                                       ordered reasons that            clauses to clarify the
                c. Link opinion and
                                                       are supported by facts          relationships among
                    reasons using words
                                                       and details.                    claim(s) and reasons.
                    and phrases (e.g., for
                                                   c. Link opinion and             d. Establish and maintain a
                    instance, in order to, in
                                                       reasons using words,            formal style.
                    addition).
                                                       phrases, and clauses        e. Provide a concluding
                d. Provide a concluding
                                                       (e.g., consequently,            statement or section that
                    statement or section
                                                       specifically).                  follows from the argument
                    related to the opinion
                                                   d. Provide a concluding             presented.
                    presented.
                                                       statement or section
                                                       related to the opinion
                                                       presented.
                         KNOW                         UNDERSTAND                                   DO
                        (Factual)                       (Conceptual)                (Procedural and Application)

Recursive Strategies:                                                                                                                                 12
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

               Persuasion and argument                   Good persuasive writers         Identify an issue in a topic or
               Difference between relevant                control the message by            text
                and irrelevant evidence                    addressing the needs of the     Distinguish the pros and
               Opinion/position                           audience and building a           cons
               Reason(s) (e.g., claims,                   reasoned and logical case to
                                                                                           Select an opinion/ position
                support)                                   support a clear position.
               Evidence (e.g., examples,                                                  Develop an opinion/ position
                statistics, data, credible                 Good authors use                 /claim
                personal and expert                         model/examples texts to        Use primary and secondary
                opinions, facts)                            guide them as they compose       sources to locate, sort, and
               Logical argument                            their own persuasive pieces.     select reasons based on
               Primary sources                                                              facts, examples, and/or
               Secondary sources (e.g.,                                                     evidence for both sides
                UDLib/Search)                                                                 acknowledge the
               Effective introduction (e.g.,                                                     opposing point of view
                one that takes a clear                                                        differentiating between
                position, clarifies the issue,                                                    relevant and irrelevant
                provides necessary                                                                reasons/evidence
                background)                                                                   using an appropriate
               Logical order of supporting                                                       variety of
                reasons (e.g., weakest to                                                         reasons/evidence
                strongest argument, strongest                                                 addressing the needs of
                to weakest argument)                                                              the audience
               Awareness of audience                                                         prioritizing the
               Organizational pattern/                                                           reasons/evidence
                structure                                                                 Select an appropriate writing
               Linking/transition words,                                                   format
                phrases, clauses (e.g., for                                               Write opinion/position
                instance, in order to, in                                                   pieces on topics or texts,
                addition, consequently,                                                     supporting a point of view
                specifically)                                                               with reasons and information
               How to use linking/transition                                               by:
                words (e.g., on the other                                                     introducing a topic or
                hand) to show relationship                                                        text
               Strategies for dealing with                                                   stating an opinion
                opposing point of view (e.g.,                                                 creating an
                rebuttal, concession,                                                             organizational structure
Recursive Strategies:                                                                                                                                 13
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

              acknowledgement)                                                                               in which related ideas
              How to avoid unsupported                                                                      are grouped to support
               reasons                                                                                       the writer’s purpose
              Format choices (e.g., letters                                                             providing logically
               [business and friendly],                                                                      ordered reasons that are
               simple editorial,                                                                             supported by facts and
               advertisements)                                                                               details
              Effective conclusion (e.g.,                                                               acknowledging alternate
               one that begins to move                                                                       or opposing claim(s)
               beyond summary, call to                                                                   providing a concluding
               action, next step)                                                                            statement or section
                                                                                                             related to the
                                                                                                             opinion/position
                                                                                                             presented
                                                                                                      Linking opinion/position and
                                                                                                       reasons using words,
                                                                                                       phrases, and clauses
                                                                                                      Using linking/transition
                                                                                                       words that show
                                                                                                       relationships
            Range of Writing
            CCSS – Grade Specific Writing Standard 10 (Grade 5)
            Write routinely over extended time frames (time for research, reflection, and revision) and shorter
            time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
            audiences.




Recursive Strategies:                                                                                                                                 14
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 6- Text Types and Purposes
                                             Writing Standard 1

         College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
         Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning
         and relevant and sufficient evidence.
                          CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
         Grade 5: Write opinion             Grade 6: Write arguments to             Grade 7: Write arguments to
            pieces on topics or texts,        support claim(s) with clear               support claim(s) with clear
            supporting a point of view        reasons and relevant evidence.            reasons and relevant
            with reasons and               a. Introduce claim(s) and organize           evidence.
            information.                       the reasons and evidence                  a. Introduce claim(s),
             a. Introduce a topic or           clearly.                                      acknowledge alternate
                 text clearly, state an    b. Support claim(s) with clear                    or opposing claim(s),
                 opinion, and create an        reasons and relevant evidence,                and organize the reasons
                 organizational                using credible sources and                    and evidence logically.
                 structure in which            demonstrating an                          b. Support claim(s) with
                 ideas are logically           understanding of the topic or                 logical reasoning and
                 grouped to support the        text.                                         relevant evidence, using
                 writer's purpose.         c. Use words, phrases, and clauses                accurate, credible
             b. Provide logically              to clarify the relationships                  sources and
                 ordered reasons that          among claim(s) and reasons.                   demonstrating an
                 are supported by facts d. Establish and maintain a                          understanding of the
                 and details.                  formal style.                                 topic or text.
             c. Link opinion and           e. Provide a concluding statement             c. Use words, phrases, and
                 reasons using words,          or section that follows from the              clauses to create
                 phrases, and clauses          argument presented.                           cohesion and clarify the
                 (e.g., consequently,                                                        relationships among
                 specifically).                                                              claim(s), reasons, and
             d. Provide a concluding                                                         evidence.
                 statement or section                                                    d. Establish and maintain a
                 related to the opinion                                                      formal style.
                 presented.                                                              e. Provide a concluding
                                                                                             statement or section that
                                                                                             follows from and
                                                                                             supports the argument
Recursive Strategies:                                                                                                                                 15
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                                                                                               presented.




                       KNOW                                     UNDERSTAND                      DO
                      (Factual)                                  (Conceptual)     (Procedural, Application and
                                                                                       Extended Thinking)
           Persuasion and argument  Good persuasive writers control             Identify a debatable issue
           Difference between               the message by addressing the        Distinguish the pros and cons
             relevant and irrelevant         needs of the audience and building
                                             a reasoned and logical case to       Select a position/claim(s)
             evidence
          Position/claim(s)                 support a clear position.            Develop a position/claim(s)
            (debatable issue as                                                   Use primary and secondary
            opposed to single-sided         Good authors use                        sources to locate, sort, and
            issue or report topic)            model/examples texts to guide          select reasons based on
          Style (e.g., formal,               them as they compose their own         facts, examples, and/or
            informal, specific to             persuasive pieces.                     evidence for both sides
            audience)                                                                 acknowledging the
          Reason(s) (e.g., claims,                                                      opposing point of view
            support)                                                                  differentiating between
          Evidence (e.g., examples,                                                     relevant and irrelevant
            statistics, data, credible                                                   reasons/evidence
            personal and expert                                                       including an appropriate
            opinions, facts)                                                             variety of
          Reasoned and logical                                                          reasons/evidence
            argument/case                                                                including primary and
          Primary sources                                                               secondary sources
          Secondary sources (e.g.,                                                   addressing the needs of
            UDLib/Search)                                                                the audience
          Effective introduction                                                Prioritize the
            (e.g., one that takes a clear                                           reasons/evidence
            position, clarifies the issue,                                       Select an appropriate writing
            offers solutions/action,                                                format
            provides background                                                  Write arguments to support
            information, commands                                                   claim(s)s with clear
            reader’s attention)                                                     reasons and relevant

Recursive Strategies:                                                                                                                                 16
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

             Awareness of audience                                                                      evidence by:
             Organizational pattern/                                                                      introducing claim(s)
              structure                                                                                    organizing the reasons
             Cohesive and transitional                                                                       and evidence clearly
              devices (e.g., words,                                                                        supporting claim(s) with
              phrases, clauses)                                                                               logical reasoning and
             Strategies for dealing with                                                                     relevant evidence, using
              opposing point of view                                                                          accurate, credible
              (e.g., rebuttal, concession,                                                                    sources and
              acknowledgement)                                                                                demonstrating an
             Effective persuasive and                                                                        understanding of the
              propaganda techniques                                                                           topic or text
              (e.g., appeal to emotion,                                                                    acknowledging alternate
              testimonial; avoiding                                                                           or opposing claim(s)
              logical fallacies such as
              name calling,                                                                                providing a concluding
              exaggeration, bandwagon)                                                                        statement or section that
             Effective rhetorical                                                                            follows from the
              devices (e.g., rhetorical                                                                       argument presented
              question, repetition, direct                                                                 using words, phrases,
              address)                                                                                        and clauses, as well as
             Format choices (e.g.,                                                                           varied syntax to link the
                                                                                                              major sections of the
              business letter, editorial,
              review, advertisements)                                                                         text, create cohesion
                                                                                                              and clarify the
             Effective conclusion (e.g.,
                                                                                                              relationships between
              one that provides call to
                                                                                                              claim(s), between
              action/next step or
                                                                                                              reasons, and evidence,
              answers the “so what”
                                                                                                              between claim(s) and
              question, moves beyond
                                                                                                              counterclaim(s)
              summary)
                                                                                                           establishing and
                                                                                                              maintaining a formal,
                                                                                                              consistent and
                                                                                                              appropriate style
         Range of Writing
         CCSS – Grade Specific Writing Standard 10 (Grade 6)
         Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
         frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Recursive Strategies:                                                                                                                                 17
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 7- Text Types and Purposes
                                             Writing Standard 1

          College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
          Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning
          and relevant and sufficient evidence.
                          CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
          Grade 6: Write arguments to        Grade 7: Write arguments to         Grade 8: Write arguments to
          support claim(s) with clear        support claim(s) with clear         support claim(s) with clear reasons
          reasons and relevant evidence.     reasons and relevant evidence. and relevant evidence.
          a. Introduce claim(s) and          a. Introduce claim(s),              a. Introduce claim(s),
              organize the reasons and           acknowledge alternate or             acknowledge and distinguish
              evidence clearly.                  opposing claim(s), and               the claim(s) from alternate or
          b. Support claim(s) with clear         organize the reasons and             opposing claim(s), and
              reasons and relevant               evidence logically.                  organize the reasons and
              evidence, using credible       b. Support claim(s) with                 evidence logically.
              sources and demonstrating          logical reasoning and           b. Support claim(s) with logical
              an understanding of the            relevant evidence, using             reasoning and relevant
              topic or text.                     accurate, credible sources           evidence, using accurate,
          c. Use words, phrases, and             and demonstrating an                 credible sources and
              clauses to clarify the             understanding of the topic           demonstrating an
              relationships among                or text.                             understanding of the topic or
              claim(s) and reasons.          c. Use words, phrases, and               text.
          d. Establish and maintain a            clauses to create cohesion      c. Use words, phrases, and
              formal style.                      and clarify the                      clauses to create cohesion and
          e. Provide a concluding                relationships among                  clarify the relationships among
              statement or section that          claim(s), reasons, and               claim(s), counterclaim(s),
              follows from the argument          evidence.                            reasons, and evidence.
              presented.                     d. Establish and maintain a         d. Establish and maintain a
                                                 formal style.                        formal style.
                                             e. Provide a concluding             e. Provide a concluding
                                                 statement or section that            statement or section that
                                                 follows from and supports            follows from and supports the
                                                 the argument presented.              argument presented.
                       KNOW                          UNDERSTAND                                    DO
                      (Factual)                        (Conceptual)                (Procedural, Application and
Recursive Strategies:                                                                                                                                 18
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                                                                                         Extended Thinking)
           Persuasion and argument                     Good persuasive writers                    Identify a debatable issue
          Difference between relevant                   control the message by                     Distinguish the pros and cons
            and irrelevant evidence                      addressing the needs of the
                                                                                                    Select a position/claim
          Reason(s) (e.g., position,                    audience and building a
            claims, support, debatable                   reasoned and logical case to               Develop a position/claim
            issue as opposed to single-                  support a clear position.                  Use primary and secondary
            sided issue or report topic)                                                              sources to locate, sort, and
          Evidence (e.g., examples,                     Good authors use                            select reasons based on facts,
            statistics, data, credible                    model/examples texts to                     examples, and/or evidence for
            personal and expert                           guide them as they compose                  both sides
            opinions, facts)                              their own persuasive pieces.                 acknowledging the
          Style (e.g., formal, informal,                                                                 opposing point of view
            specific to audience)                                                                      differentiating between
           Clear reasons and relevant                                                                    relevant and irrelevant
             evidence (e.g., relevant                                                                     reasons/evidence
             facts, statistics, credible                                                               including an appropriate
             personal and expert                                                                          variety of
             opinions and/or examples)                                                                    reasons/evidence including
           Reasoned and logical                                                                          primary and secondary
             argument/case                                                                                sources
           Primary sources                                                                            addressing the needs of the
           Secondary sources (e.g.,                                                                      audience
             UDLib/Search)                                                                             prioritizing the
           Effective introduction (e.g.,                                                                 reasons/evidence
             one that takes a clear                                                                 Select an appropriate writing
             position, clarifies the issue,                                                          format
             offers solutions/action,                                                               Write arguments to support
             provides background                                                                     claim(s) with clear
             information, commands                                                                   reasons and relevant evidence
             reader’s attention)                                                                     by:
           Awareness of audience                                                                      introducing claim(s)
           Organizational pattern/                                                                    organizing the reasons and
             structure                                                                                    evidence logically
           Cohesive and transitional                                                                  supporting claim(s) with
             devices (e.g., words,                                                                        logical reasoning and
             phrases, clauses)                                                                            relevant evidence, using
Recursive Strategies:                                                                                                                                 19
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

              Strategies for dealing with                                                                 accurate, credible sources
               opposing point of view                                                                      and demonstrating an
               (e.g., rebuttal, concession,                                                                understanding of the topic
               acknowledgement)                                                                            or text
              Effective persuasive and                                                                   acknowledging alternate or
               propaganda techniques                                                                       opposing claim(s),
               (e.g., appeal to emotion,                                                                  providing a concluding
               testimonial; avoiding                                                                       statement or section that
               logical fallacies such as                                                                   follows from and supports
               name calling, exaggeration,                                                                 the argument presented.
               bandwagon)                                                                                 using words, phrases, and
              Effective rhetorical devices                                                                clauses, as well as varied
               (e.g., rhetorical question,                                                                 syntax to link the major
               repetition, direct address)                                                                 sections of the text, create
              Format choices (e.g.,                                                                       cohesion and clarify the
               business letter, editorial,                                                                 relationships between
               review, advertisements)                                                                     claim(s), between reasons,
              Effective conclusion (e.g.,                                                                 and evidence, between
               one that provides call to                                                                   claim(s) and
               action/next step or answers                                                                 counterclaim(s)
               the “so what” question,                                                                    establishing and
               moves beyond summary)                                                                       maintaining a formal,
                                                                                                           consistent and appropriate
                                                                                                           style
          Range of Writing
          CCSS – Grade Specific Writing Standard 10 (Grade 7)
          Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
          frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Recursive Strategies:                                                                                                                                 20
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                        GRADE 8- Text Types and Purposes
                                             Writing Standard 1

      College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
      Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and
      relevant and sufficient evidence.
                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
      Grade 7: Write arguments to        Grade 8: Write arguments to          Grade 9-10: Write arguments to
          support claim(s) with clear       support claim(s) with clear          support claim(s) in an analysis of
          reasons and relevant              reasons and relevant                 substantive topics or texts, using
          evidence.                         evidence.                            valid reasoning and relevant and
           a. Introduce claim(s),            a. Introduce claim(s),              sufficient evidence.
               acknowledge alternate or           acknowledge and                  a. Introduce precise claim(s),
               opposing claim(s), and             distinguish the claim(s)             distinguish the claim(s) from
               organize the reasons and           from alternate or                    alternate or opposing claim(s),
               evidence logically.                opposing claim(s), and               and create an organization that
           b. Support claim(s)with                organize the reasons                 establishes clear relationships
               logical reasoning and              and evidence logically.              among claim(s),
               relevant evidence, using      b. Support claim(s) with                  counterclaim(s), reasons, and
               accurate, credible                 logical reasoning and                evidence.
               sources and                        relevant evidence,               b. Develop claim(s) and
               demonstrating an                   using accurate,                      counterclaim(s) fairly,
               understanding of the               credible sources and                 supplying evidence for each
               topic or text.                     demonstrating an                     while pointing out the strengths
           c. Use words, phrases, and             understanding of the                 and limitations of both in a
               clauses to create                  topic or text.                       manner that anticipates the
               cohesion and clarify the      c. Use words, phrases,                    audience's knowledge level and
               relationships among                and clauses to create                concerns.
               claim(s), reasons, and             cohesion and clarify             c. Use words, phrases, and clauses
               evidence.                          the relationships                    to link the major sections of the
           d. Establish and maintain a            among claim(s),                      text, create cohesion, and clarify
               formal style.                      counterclaim(s),,                    the relationships between
           e. Provide a concluding                reasons, and evidence.               claim(s) and reasons, between
               statement or section that     d. Establish and maintain                 reasons and evidence, and
               follows from and                   a formal style.                      between claim(s) and
               supports the argument         e. Provide a concluding                   counterclaim(s).
Recursive Strategies:                                                                                                                                 21
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                presented.                                   statement or section                   d. Establish and maintain a formal
                                                             that follows from and                       style and objective tone while
                                                            supports the argument                        attending to the norms and
                                                            presented.                                   conventions of the discipline in
                                                                                                         which they are writing.
                                                                                                    e. Provide a concluding statement
                                                                                                         or section that follows from and
                                                                                                         supports the argument
                                                                                                         presented.
                     KNOW                                   UNDERSTAND                                               DO
                    (Factual)                                (Conceptual)                            (Procedural, Application and
                                                                                                           Extended Thinking)
       Persuasion and argument                      Good persuasive writers                     Identify a debatable issue
       Difference between relevant                   control the message by                      Distinguish the pros and cons
        and irrelevant evidence                       addressing the needs of the
                                                                                                  Select a position/claim
      Reason(s) (e.g., position,                     audience and building a
        claims/counterclaims,                         reasoned and logical case to                Develop a position/claim
        support, debatable issue as                   support a clear position.                   Use primary and secondary sources
        opposed to single-sided issue                                                               to locate, sort, and select reasons
        or report topic)                              Good authors use                             based on facts, examples, and/or
      Evidence (e.g., examples,                       model/examples texts to                      evidence for both sides
        statistics, data, credible                     guide them as they compose                    acknowledging the opposing
        personal and expert opinions,                  their own persuasive pieces.                      point of view
        facts)                                                                                       differentiating between relevant
      Style (e.g., formal, informal,                                                                    and irrelevant reasons/evidence
        specific to audience)                                                                        including an appropriate variety
      Clear reasons and relevant                                                                        of reasons/evidence including
        evidence (e.g., relevant facts,                                                                  primary and secondary sources
        statistics, credible personal                                                                addressing the needs of the
        and expert opinions and/or                                                                       audience
        examples)                                                                                    prioritizing the reasons/evidence
      Reasoned and logical                                                                       Select an appropriate writing format
        argument/case                                                                             Write arguments to support claim(s)
      Primary sources                                                                             with clear reasons and relevant
      Secondary sources (e.g.,                                                                    evidence by:
        UDLib/Search)                                                                                introducing claim(s)
       Effective introduction (e.g.,                                                                organizing the reasons and
Recursive Strategies:                                                                                                                                 22
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

         one that takes a clear                                                                          evidence logically
         position, clarifies the issue,                                                                 supporting claim(s) with logical
         offers solutions/action,                                                                        reasoning and relevant evidence,
         provides background                                                                             using accurate, credible sources
         information, commands                                                                           and demonstrating an
         reader’s attention)                                                                             understanding of the topic or
       Awareness of audience                                                                            text
       Organizational pattern/                                                                         acknowledging and
         structure                                                                                       distinguishing between alternate
       Cohesive and transitional                                                                        or opposing claim(s)
         devices (e.g., words,                                                                          providing a concluding
         phrases, clauses)                                                                               statement or section that follows
       Strategies for dealing with                                                                      from and supports the argument
         opposing point of view (e.g.,                                                                   presented.
         rebuttal, concession,                                                                          using words, phrases, and
         acknowledgement)                                                                                clauses, as well as varied syntax
       Effective persuasive and                                                                         to link the major sections of the
         propaganda techniques (e.g.,                                                                    text, create cohesion and clarify
         appeal to emotion,                                                                              the relationships between
         testimonial; avoiding logical                                                                   claim(s), between reasons, and
         fallacies such as name                                                                          evidence, between claim(s) and
         calling, exaggeration,                                                                          counterclaim(s)
         bandwagon, faulty                                                                              establishing and maintaining a
         cause/effect statments)                                                                         formal, consistent and
       Effective rhetorical devices                                                                     appropriate style
         (e.g., rhetorical question,
         repetition, direct address)
       Format choices (e.g., letter-
         business, personnel,
         editorial, review)
       Effective conclusion (e.g.,
         one that provides call to
         action/next step or answers
         the “so what” question,
         moves beyond summary)
      Range of Writing
      CCSS – Grade Specific Writing Standard 10 (Grade 8)
Recursive Strategies:                                                                                                                                 23
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
      (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Recursive Strategies:                                                                                                                                 24
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                    GRADES 9-10- Text Types and Purposes
                                           Writing Standard 1

      College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
      Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and
      relevant and sufficient evidence.
                          CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
      Grade 8: Write arguments to       Grade 9-10: Write arguments           Grades 11-12: Write arguments to
          support claim(s) with clear      to support claim(s) in an              support claim(s) in an analysis of
          reasons and relevant             analysis of substantive topics         substantive topics or texts, using
          evidence.                        or texts, using valid                  valid reasoning and relevant and
           a. Introduce claim(s),          reasoning and relevant and             sufficient evidence.
               acknowledge and             sufficient evidence.                    a. Introduce precise,
               distinguish the claim(s)     a. Introduce precise                       knowledgeable claim(s),
               from alternate or                claim(s), distinguish the              establish the significance of the
               opposing claim(s) and            claim(s) from alternate                claim(s), distinguish the
               organize the reasons             or opposing claim(s),                  claim(s) from alternate or
               and evidence logically.          and create an                          opposing claim(s) and create an
           b. Support claim(s) with             organization that                      organization that logically
               logical reasoning and            establishes clear                      sequences claim(s),
               relevant evidence,               relationships among                    counterclaim(s), reasons, and
               using accurate, credible         claim(s),                              evidence.
               sources and                      counterclaim(s), reasons,          b. Develop claim(s) and
               demonstrating an                 and evidence.                          counterclaim(s) fairly and
               understanding of the         b. Develop claim(s) and                    thoroughly, supplying the most
               topic or text.                   counterclaim(s) fairly,                relevant evidence for each
           c. Use words, phrases,               supplying evidence for                 while pointing out the strengths
               and clauses to create            each while pointing out                and limitations of both in a
               cohesion and clarify the         the strengths and                      manner that anticipates the
               relationships among              limitations of both in a               audience's knowledge level,
               claim(s),                        manner that anticipates                concerns, values, and possible
               counterclaim(s),                 the audience's                         biases.
               reasons, and evidence.           knowledge level and                c. Use words, phrases, and clauses
           d. Establish and maintain            concerns.                              as well as varied syntax to link
               a formal style.              c. Use words, phrases, and                 the major sections of the text,
           e. Provide a concluding              clauses to link the major              create cohesion, and clarify the
Recursive Strategies:                                                                                                                                 25
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                statement or section                     sections of the text,                         relationships between claim(s)
                that follows from and                    create cohesion, and                          and reasons, between reasons
                supports the argument                    clarify the relationships                     and evidence, and between
                presented.                               between claim(s) and                          claim(s)and counterclaim(s).
                                                         reasons, between                           d. Establish and maintain a formal
                                                         reasons and evidence,                         style and objective tone while
                                                         and between claim(s)                          attending to the norms and
                                                         and counterclaim(s).                          conventions of the discipline in
                                                      d. Establish and maintain a                      which they are writing.
                                                         formal style and                           e. Provide a concluding statement
                                                         objective tone while                          or section that follows from and
                                                         attending to the norms                        supports the argument
                                                         and conventions of the                        presented.
                                                         discipline in which they
                                                         are writing.
                                                      e. Provide a concluding
                                                         statement or section that
                                                         follows from and
                                                         supports the argument
                                                         presented.
                    KNOW                                  UNDERSTAND                                                DO
                   (Factual)                               (Conceptual)                              (Procedural, Application and
                                                                                                          Extended Thinking)
         Persuasion and argument                   Good persuasive writers                      Identify a debatable, substantive
         Difference between relevant                control the message by                         issue
          and irrelevant evidence                    addressing the needs of the                  Distinguish between the pros and
         Reason(s) (e.g., position,                 audience and building a                        cons and identify their strengths and
          claims/counterclaims,                      reasoned and logical case to                   limitations
          support, debatable issue as                support a clear position.
                                                                                                  Select a position/claim
          opposed to single-sided
          issue or report topic)                     Good authors use                            Develop a position/claim
         Evidence (e.g., examples,                   model/examples texts to guide               Use primary and secondary sources
          statistics, data, credible                  them as they compose their                    to locate, sort, and select reasons
          personal and expert                         own persuasive pieces.                        based on facts, examples, and/or
          opinions, facts)                                                                          evidence for both sides
         Style (e.g., formal, informal,                                                             acknowledging the opposing
          specific to audience)                                                                          point of view

Recursive Strategies:                                                                                                                                 26
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

          Reasoned and logical                                                                        differentiating between relevant
           argument/case                                                                                and irrelevant reasons/evidence
          Primary sources                                                                           including an appropriate variety
          Secondary sources (e.g.,                                                                     of reasons/evidence including
           UDLib/Search)                                                                                primary and secondary sources
          Effective introduction (e.g.,                                                             addressing the needs of the
           one that takes a clear                                                                       audience
           position, clarifies the issue,                                                            prioritizing the
           offers solutions/action,                                                                     reasons/evidence
           provides background                                                                    Select an appropriate writing format
           information, commands                                                                  Write arguments to support claim(s)
           reader’s attention)                                                                     in an analysis of substantive topics
          Awareness of audience                                                                   or texts, using valid reasoning and
          Organizational pattern/                                                                 relevant and sufficient evidence by
           structure                                                                                 introducing precise claim(s)
          Cohesive and transitional
                                                                                                     organizing the reasons and
           devices (e.g., words,
                                                                                                        evidence logically
           phrases, clauses)
                                                                                                     supporting claim(s)(s) with
          Strategies for dealing with
                                                                                                        logical reasoning and relevant
           opposing point of view
                                                                                                        evidence, using accurate,
           (e.g., rebuttal, concession,
                                                                                                        credible sources and
           acknowledgement)
                                                                                                        demonstrating an understanding
          Effective persuasive and
                                                                                                        of the topic or text
           propaganda techniques
           (e.g., appeal to emotion,                                                                 acknowledging alternate or
           testimonial; avoiding                                                                        opposing claim(s),
           logical fallacies such as                                                                 providing a concluding
           name calling, exaggeration,                                                                  statement or section that
           bandwagon)                                                                                   follows from and supports the
          Effective rhetorical devices                                                                 argument presented.
           (e.g., rhetorical question,                                                               using words, phrases, and
           repetition, direct address)                                                                  clauses, as well as varied syntax
          Format choices (e.g., letter-                                                                to link the major sections of the
           business, personnel,                                                                         text, create cohesion and clarify
           editorial, review, debate                                                                    the relationships between
           brief, persuasive essays,                                                                    claim(s), between reasons, and
           proposals, advertisements,                                                                   evidence, between claim(s) and

Recursive Strategies:                                                                                                                                 27
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

           position papers)                                                               counterclaim(s)
          Effective conclusion (e.g.,                                                  establishing and maintaining a
           one that provides call to                                                      formal, consistent and
           action/next step or answers                                                    appropriate style
           the “so what” question,
           moves beyond summary)
       Objective tone (e.g.,
           academic, formal, fact-
           based, reasoned)
       Norms and conventions of
           the discipline in which they
           are writing (e.g., language
           for legislative proposals,
           persuasive speech, debate)
      Range of Writing
      CCSS – Grade Specific Writing Standard 10 (Grade 9-10)
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
      (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Recursive Strategies:                                                                                                                                 28
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                   GRADES 11-12-Text Types and Purposes
                                           Writing Standard 1
          College and Career Readiness (CCR) Anchor Writing Standard Text Types and Purposes (1):
          Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning
          and relevant and sufficient evidence.
                           CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
          Grade 9-10: Write arguments to support claim(s)       Grades 11-12: Write arguments to support
             in an analysis of substantive topics or texts,        claim(s) in an analysis of substantive topics
             using valid reasoning and relevant and                or texts, using valid reasoning and relevant
             sufficient evidence.                                  and sufficient evidence.
              a. Introduce precise claim(s), distinguish the        a. Introduce precise, knowledgeable
                  claim(s) from alternate or opposing                   claim(s), establish the significance of the
                  claim(s), and create an organization that             claim(s), distinguish the claim(s) from
                  establishes clear relationships among                 alternate or opposing claim(s), and
                  claim(s), counterclaim(s), reasons, and               create an organization that logically
                  evidence.                                             sequences claim(s), counterclaim(s),
              b. Develop claim(s) and counterclaim(s)                   reasons, and evidence.
                  fairly, supplying evidence for each while         b. Develop claim(s) and counterclaim(s)
                  pointing out the strengths and limitations            fairly and thoroughly, supplying the
                  of both in a manner that anticipates the              most relevant evidence for each while
                  audience's knowledge level and concerns.              pointing out the strengths and
              c. Use words, phrases, and clauses to link the            limitations of both in a manner that
                  major sections of the text, create cohesion,          anticipates the audience's knowledge
                  and clarify the relationships between                 level, concerns, values, and possible
                  claim(s) and reasons, between reasons and             biases.
                  evidence, and between claim(s) and                c. Use words, phrases, and clauses as well
                  counterclaim(s).                                      as varied syntax to link the major
              d. Establish and maintain a formal style and              sections of the text, create cohesion, and
                  objective tone while attending to the norms           clarify the relationships between
                  and conventions of the discipline in which            claim(s)and reasons, between reasons
                  they are writing.                                     and evidence, and between claim(s) and
              e. Provide a concluding statement or section              counterclaim(s).
                  that follows from and supports the                d. Establish and maintain a formal style
                  argument presented.                                   and objective tone while attending to the
                                                                        norms and conventions of the discipline
                                                                        in which they are writing.
Recursive Strategies:                                                                                                                                 29
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                                                                  e. Provide a concluding statement or
                                                                                     section that follows from and supports
                                                                                     the argument presented.

                          KNOW                                   UNDERSTAND                                       DO
                         (Factual)                                (Conceptual)                      (Procedural, Application and
                                                                                                         Extended Thinking)
           Persuasion and argument                       Good persuasive writers                  Identify a debatable,
           Difference between relevant                    control the message by                      substantive issue
            and irrelevant evidence                        addressing the needs of the              Distinguish between the pros
          Reason(s) (e.g., position,                      audience and building a                     and cons and identify their
            claims/counterclaims,                          reasoned and logical case to                strengths and limitations
            support, debatable issue as                    support a clear position.
                                                                                                    Select a position/claim(s)
            opposed to single-sided issue
            or report topic)                               Good authors use                        Develop a position/claim(s)
          Evidence (e.g., examples,                        model/examples texts to                 Use primary and secondary
            statistics, data, credible                      guide them as they compose                 sources to locate, sort, and
            personal and expert opinions,                   their own persuasive pieces.               select reasons based on facts,
            facts)                                                                                     examples, and/or evidence
          Style (e.g., formal, informal,                                                              for both sides
            specific to audience)                                                                       acknowledging the
          Reasoned and logical                                                                            opposing point of view
            argument/case                                                                               differentiating between
          Primary sources                                                                                 relevant and irrelevant
          Secondary sources (e.g.,                                                                        reasons/evidence
            UDLib/Search)                                                                               including an appropriate
          Effective introduction (e.g.,                                                                   variety of
            one that takes a clear position,                                                               reasons/evidence
            clarifies the issue, offers                                                                    including primary and
            solutions/action, provides                                                                     secondary sources
            background information,                                                                     addressing the needs of
            commands reader’s attention)                                                                   the audience
           Awareness of audience                                                                       prioritizing the
           Organizational pattern/                                                                        reasons/evidence
             structure                                                                             Select an appropriate writing
           Cohesive and transitional                                                                 format
             devices (e.g., words, phrases,                                                        Write arguments to support
Recursive Strategies:                                                                                                                                 30
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

               clauses)                                                                                claim(s) in an analysis of
              Strategies for dealing with                                                             substantive topics or texts,
               opposing point of view (e.g.,                                                           using valid reasoning and
               rebuttal, concession,                                                                   relevant and sufficient
               acknowledgement)                                                                        evidence by
              Effective persuasive and                                                                  introducing substantive
               propaganda techniques (e.g.,                                                                 claim(s)
               appeal to emotion,                                                                        organizing the reasons
               testimonial; avoiding logical                                                                and evidence logically
               fallacies such as name
                                                                                                         supporting claim(s) with
               calling, exaggeration,
                                                                                                            logical reasoning and
               bandwagon)
                                                                                                            relevant evidence, using
              Effective rhetorical devices
                                                                                                            accurate, credible
               (e.g., rhetorical question,
                                                                                                            sources and
               repetition, direct address)
                                                                                                            demonstrating an
              Format choices (e.g., letter-                                                                understanding of the
               business, personnel,                                                                         topic or text and
               editorial, review, debate                                                                    anticipating the
               brief, persuasive essays,                                                                    audience’s knowledge
               proposals, advertisements,                                                                   level, concerns, values,
               position papers)                                                                             and possible biases
              Effective conclusion (e.g.,
               one that provides call to                                                                 acknowledging alternate
               action/next step or answers                                                                  or opposing claim(s)
               the “so what” question,                                                                      anticipating the
               moves beyond summary)                                                                        audience’s knowledge
                                                                                                            level, concerns, values,
              Objective tone (e.g.,
                                                                                                            and possible biases
               academic, formal, reasoned,
               fact-based)                                                                               providing a concluding
                                                                                                            statement or section that
              Norms and conventions of
                                                                                                            follows from and
               the discipline in which they
                                                                                                            supports the argument
               are writing (e.g., language
                                                                                                            presented.
               for legislative proposals,
               persuasive speech, debate)                                                                using words, phrases,
                                                                                                            and clauses, as well as
                                                                                                            varied syntax to link the
                                                                                                            major sections of the
                                                                                                            text, create cohesion and
Recursive Strategies:                                                                                                                                 31
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson
                             Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather, they are deconstructions of
    the concepts inherent in each of the Common Core State Standards. These are a resource from which teachers should select
    appropriate Knowledge, Understandings, and Dos (skills) to develop their own unit KUDs to guide planning for instruction.

                                                                                                              clarify the relationships
                                                                                                              between claim(s),
                                                                                                              between reasons, and
                                                                                                              evidence, between
                                                                                                              claim(s) and
                                                                                                              counterclaim(s)
                                                                                                             establishing and
                                                                                                              maintaining a formal,
                                                                                                              consistent and
                                                                                                              appropriate style
          Range of Writing
          CCSS – Grade Specific Writing Standard 10 (Grade 11-12)
          Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
          frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Recursive Strategies:                                                                                                                                 32
    o     Use written and oral English appropriate for various purposes and audiences.
    o     Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
          organization, style, and word choice.
                           o    Development: The topic, theme , stand/perspective, argument or character is fully developed
                           o    Organization: The text exhibits a discernible progression of ideas.
                           o    Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
                           o    Word Choice: The words are precise, vivid, and economical.
    o     Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
                           o    Sentence Formation: Sentences are complete and varied in length and structure.
                           o    Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
                                English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
3/2/12    Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
           Hudson, A. Lewis, D. O’Brien, A. Thompson

								
To top