Delaware English Language Arts KUD - Get as DOC

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					                              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. This
                                            document includes only standards 1-3.

                                        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            Grade 3: Write opinion                          Grade 4: Write opinion
       opinion pieces in which pieces on topics or texts,                        pieces
       they introduce the topic supporting a point of view                       on topics or texts,
       or book they are writing with reasons.                                    supporting a
       about, state an opinion, a.       Introduce the topic or text they        point of view with reasons
       supply reasons that       are writing about, state an opinion, and        and
       support the opinion, use create an organizational structure that          information.
       linking words (e.g.,      lists reasons.                                  a.       Introduce a topic or
       because, and, also) to    b.      Provide reasons that support the        text clearly, state an
       connect opinion and       opinion.                                        opinion, and create an
       reasons, and provide a    c.      Use linking words and phrases           organizational structure in
       concluding statement or (e.g., because, therefore, since, for             which related ideas are
       section.                  example) to connect opinion and reasons. grouped to support the
                                 d. Provide a concluding statement or            writer's purpose.
                                 section.                                        b.       Provide reasons
                                                                                 that are supported by facts
                                                                                 and details.
                                                                                 c.       Link opinion and
                                                                                 reasons using words and
                                                                                 phrases (e.g., for instance,
                                                                                 in order to, in addition).
                                                                                    d. Provide a concluding
                                                                                 statement or section
                                                                                 related to the opinion
                                                                                 presented.
       KNOW                      UNDERSTAND                                      DO
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

       (Factual)                           (Conceptual)                                   (Procedural, Application
                                                                                          and Extended Thinking)
         Persuasion and                                                  Good               Identify an issue in
          argument                                                          persuasive          a topic or text
        Difference between                                                 writers           Agree or disagree
          relevant and                                                      address the         with an issue
          irrelevant                                                        needs of the      Develop an
          reasons/facts/                                                    audience and        opinion/position
       support/examples                                                     build an          Use resources
        Opinion/position                                                   argument to         including teachers
        Reason(s)                                                          support a           selected primary
        Evidence (e.g.,                                                    clear               and secondary
          examples, facts)                                                  opinion/posit       sources to locate,
        Primary sources                                                    ion.                sort, and select
        Secondary sources                                                                      reasons based on
          (e.g.,                                Good authors use model/examples texts          facts, examples,
          UDLib/Search)                          to guide them as they compose their            and/or evidence.
        Effective                               own persuasive pieces.                       differentiating
          introduction/hook                                                                     between relevant
          (e.g., one that takes                                                                 and irrelevant
          a clear position)                                                                     reasons/evidence
        Logical order of                                                                     including an
          supporting reasons                                                                    appropriate variety
          (e.g., order of                                                                       of reasons/evidence
          importance)                                                                         addressing the
        Linking/transition                                                                     needs of the
          words and phrases                                                                     audience
        Awareness of                                                                         prioritizing the
          audience                                                                              reasons/evidence
        Organizational                                                                       Use/select an
          pattern (e.g.,                                                                        appropriate writing
          beginning, middle,                                                                    format
          end)                                                                                Organize writing
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

            Format choices                                                                                           with a beginning,
             (e.g., letters                                                                                           middle and end
             [business and                                                                                           Write opinion
             friendly],                                                                                               pieces on topics or
             advertisements)                                                                                          texts, supporting a
            Effective                                                                                                point of view with
             conclusion (e.g.,                                                                                        reasons by
             one that begins to                                                                                      introducing a topic
             move beyond                                                                                              or text
             summary and                                                                                             stating an opinion
             moves beyond The                                                                                        providing reasons
             End)                                                                                                     that support the
                                                                                                                      opinion
                                                                                                                     ordering reasons by
                                                                                                                      importance
                                                                                                                     providing a
                                                                                                                      conclusion/conclud
                                                                                                                      ing 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:                                                                                                                                   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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

                                        GRADE 3- Text Types and Purposes
                                             Writing Standard 2
             College and Career Readiness (CCR) Anchor Writing Standard (2):
             Write informative/explanatory texts to examine and convey complex ideas and information clearly
             and accurately through the effective selection, organization, and analysis of content.
                          CCSS – Grade Specific Writing Standard 2: Text Types and Purposes
             Grade 2: Write informative/        Grade 3: Write informative/        Grade 4: Write informative/
             explanatory texts in which they explanatory texts to examine a        explanatory texts to examine a
             introduce and a topic, use facts    topic and convey ideas and        topic and convey ideas and
             and definitions to develop         information clearly.               information clearly.
             points, and provide, and            a. Introduce a topic and           a. Introduce a topic clearly
             provide concluding                      group related information          and group related
             statement or section                    together; include                  information in paragraphs
             .                                       illustrations when useful          and sections; include
                                                     to aiding comprehension.           formatting (e.g.,
                                                 b. Develop the topic with              headings), illustrations,
                                                     facts, definitions, and            and multimedia when
                                                     details.                           useful to aiding
                                                 c. Use linking words and               comprehension.
                                                     phrases (e.g., also,           b. Develop the topic with
                                                     another, and, more, but) to        facts, definitions, concrete
                                                     connect ideas within               details, quotations, or
                                                     categories of information.         other information and
                                                  d. Provide a concluding               examples related to the
                                                     statement or section.              topic.
                                                                                    c. Link ideas within
                                                                                        categories of information
                                                                                        using words and phrases
                                                                                        (e.g., another, for
                                                                                        example, also, because).
                                                                                    d. Use precise language and
                                                                                        domain-specific
                                                                                        vocabulary to inform
                                                                                        about or explain the topic.
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

                                                                                                Provide a concluding
                                                                                                    e.
                                                                                                statement or section
                                                                                                related to the information
                                                                                                or explanation presented.
                            KNOW                                UNDERSTAND                                DO
                           (Factual)                              (Conceptual)             (Procedural, Application and
                                                                                                Extended Thinking)
                Informative/explanatory                    Good authors of               Select an interesting, yet
                 writing                                     informative/ explanatory         manageable, subject for
                Topic                                       writing develop texts that       writing or one that meets
                Relevant information ( e.g.,                examine a topic and              the requirements of the
                 facts, definitions, details,                convey ideas and                 assignment
                 personal experiences                        information clearly.          Analyze and use primary
                 quotations, observations,                                                    and secondary sources to
                 interviews)                                Good authors use                 locate, sort (categorize,
                Organizational patterns                     informative/explanatory          classify), and select relevant
                 (e.g., definition,                          writing to communicate           facts, definitions, quotations
                 classification,                             information related to real-     or other information and
                 comparison/contrast, and                    world tasks.                     examples
                 cause/effect)                                                                  differentiating between
                Formatting devices (e.g.,                  Good authors use                       relevant and irrelevant
                 headings)                                   model/example texts to                 information
                Domain (content)-specific                   guide them as they                 addressing the needs
                 vocabulary                                  compose                                of the audience
                Primary sources                             informative/expository             generating new ideas
                Secondary sources (e.g.,                    texts.                                 and/or perspectives
                 UDLib/Search)                                                                  avoiding plagiarism
                Effective introduction/hook                Good readers and writers           selecting an
                 (e.g., one that presents the                write to make meaning of               organizational pattern
                 topic)                                      what they read.                        appropriate for the
                Awareness of audience                                                              topic and purpose
                Linking /Transition words,                                                Select an appropriate
                 phrases, clauses (e.g., also,                                                writing form
                 another, and, more, but)                                                  Write informative/
                Forms (e.g., letters to                                                      explanatory texts to
                 appropriate individuals/                                                     examine a topic and convey
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

                 organizations (editor,                                                                ideas and information
                 boards, business),                                                                    clearly by
                 summaries, reports (book,                                                               engaging the reader
                 research), essays, articles                                                                with an
                 (newspaper, magazine),                                                                     introduction/hook that
                 messages/memos, notices,                                                                   presents the topic
                 biography, autobiography,                                                               introducing the topic
                 reviews)                                                                                grouping related
                Closure/ending/conclusion/                                                                 information together
                 concluding statement or                                                                 addressing the needs of
                 section (e.g., one that moves                                                              the audience
                 beyond The End)                                                                         developing topic with
                                                                                                            facts, definitions and
                                                                                                            details
                                                                                                         using linking words
                                                                                                            and phrases to connect
                                                                                                            ideas within categories
                                                                                                            of information
                                                                                                         using illustrations to
                                                                                                            aid comprehension
                                                                                                            when appropriate
                                                                                                         providing a concluding
                                                                                                            statement or section
             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:                                                                                                                                   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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

                                        GRADE 3- Text Types and Purposes
                                             Writing Standard 3
             College and Career Readiness (CCR) Anchor Writing Standard (3):
             Write narratives to develop real or imagined experiences or events using effective technique, well-
             chosen details, and well-structured event sequences.
                           CCSS – Grade Specific Writing Standard 3: Text Types and Purposes
             Grade 2: Write narratives in       Grade 3: Write narratives to Grade 4: Write narratives to
             which they recount a well-         develop real or imagined         develop real or imagined
             elaborated event or short          experiences or events using      experiences or events using
             sequence of events, include        effective technique,             effective technique, descriptive
             details to describe actions,       descriptive details, and clear   details, and clear event
             thoughts, and feelings, use        event sequences.                 sequences.
             temporal words to signal event a. Establish a situation and         a. Orient the reader by
             order, and provide a sense of         introduce a narrator              establishing a situation and
             closure.                              and/or characters;                introducing a narrator
                                                   organize an event                 and/or characters; organize
                                                   sequence that unfolds             an event sequence that
                                                   naturally.                        unfolds naturally.
                                               b. Use dialogue and               b. Use dialogue and
                                                   descriptions of actions,          description to develop
                                                   thoughts, and feelings to         experiences and events or
                                                   develop experiences and           show the responses of
                                                   events or show the                characters to situations.
                                                   response of characters to     c. Use a variety of transitional
                                                   situations.                       words and phrases to
                                               c. Use temporal words and             manage the sequence of
                                                   phrases to signal event           events.
                                                   order.                        d. Use concrete words and
                                               d. Provide a sense of closure.        phrases and sensory details
                                                                                     to convey experiences and
                                                                                     events precisely.
                                                                                 e. Provide a conclusion that
                                                                                     follows from the narrated
                                                                                     experiences or events.
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.


                            KNOW                                 UNDERSTAND                                       DO
                           (Factual)                              (Conceptual)                     (Procedural, Application and
                                                                                                        Extended Thinking)
                 Narrative writing                         Good authors use narrative            Select/identify real or
                 Topic                                      elements (e.g., sensory                  imagined experienced
                 Event(s) (topic and                        images) to tell about events             experiences or event(s) to
                  situation-what happened.                   and reflect upon those                   tell about
                  For example, “my dog” is a                 events.                               Select/identify specific
                  topic; “my dog ate my                                                               details to elaborate about an
                  homework” is an event)                    Good authors use                         event(s) and characters
                 Characters                                 model/example texts to                     addressing the needs
                 Narrator                                   guide them as they                             of the audience
                 Character responses to                     compose their own                          selecting an
                  situations                                 narrative pieces.                              organizational pattern
                 Dialogue                                                                                  appropriate for the
                 Elaboration                               Good authors use narrative                     topic and purpose
                 Awareness of audience                      elements to develop other             Select an appropriate
                 Relevant details/examples                  kinds of writing such as                 writing form
                  (e.g., actions, thoughts,
                                                             argumentative and                     Write narratives to develop
                                                             informational texts.                     real OR imagined
                  feelings)
                 Difference between                                                                  experiences or events using
                                                            Good authors use sensory                  effective technique,
                  relevant and irrelevant
                  details                                    images to describe feelings,              descriptive details, and
                                                             events, and/or characters.                clear event sequences by
                 Sensory images (e.g.,
                  figurative language:                                                                  establishing a situation
                  descriptions of how things                                                                and introducing a
                  look, feel, smell, taste,                                                                 narrator and/or
                  sound)                                                                                    characters;
                 Reaction/response (e.g.,                                                              organizing an event
                  Why was the event                                                                         sequence that unfolds
                  important? How did the                                                                    naturally
                  event make you feel?)                                                                 using dialogue and
                 Organizational pattern(s)                                                                 descriptions of actions,
                  (e.g., chronological,                                                                     thoughts, and feelings
                  reflective, flashback)                                                                    to develop experiences
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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.
                              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. This
                                            document includes only standards 1-3.

                Temporal/time order words                                                   and events or show the
                 (e.g., first, next, then)                                                   response of characters
              Order of events (e.g.,                                                        to situations
                 beginning, middle, end)                                                  using temporal words
              Closure/ending/conclusion                                                     and phrases to signal
              Forms (e.g., fictional                                                        event order
                 stories, journals, poems,                                                providing a sense of
                 memoirs)                                                                    closure
             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:                                                                                                                                   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.
6/14/12     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. Reformatted by the Oregon Department of Education, January 2012.

				
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