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HOW TO READ A…Delaware English Language Arts Literacy Concept Organizer

The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards.  These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built.

Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content.  These are the goals of the instruction, outcomes you expect to achieve.

Dos: Refers to demonstration of skills.  These are the skills that require explicit instruction.  By the completion of a lesson/unit, students should have mastered the selected skill(s).

GRADE 1-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says |

|explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn |

|from the text. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade K: With prompting and support, ask and|Grade 1: Ask and answer questions about key |Grade 2: Ask and answer such questions as |

|answer questions about key details in a text.|details in a text. |who, what, where, when, why and how to |

| | |demonstrate understanding of key details in |

| | |the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Texts |Authors include key details in informational |Make reasonable predictions as they read |

|Questions |texts which can help a reader ask and answer |Use information from the text and background|

|Answers |questions. |knowledge to make inferences |

|Key details | |Ask and answer questions which begin with |

|Predictions |Good readers know a question is different |who, what, where, when why, and how |

|Inferences |from a statement and requires an answer. |Ask and answer questions about key details in|

|Background knowledge | |a text |

|5 W’s + H questions (who, what, where, when, | | |

|why and how) | | |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 1) |

|With prompting and support, read informational texts appropriately complex for grade 1. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including |

|directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

Reading Recursive Strategies:

o Assimilating prior knowledge

o Rereading to clarify information

o Seeking meaning of unknown vocabulary

o Making and revising predictions

o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions

o Making connections and responding to text

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA

GRADE 7-Key Ideas and Details

Literary Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says |

|explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |

|drawn from the text. |

|CCSS – Grade Specific Reading Standard 1 (Literary) |

|Grade 6: Cite textual evidence to support |Grade 7: Cite several pieces of textual|Grade 8: Cite the textual evidence that most |

|analysis of what the text says explicitly as|evidence to support analysis of what |strongly supports an analysis of what the text|

|well as inferences drawn from the text. |the text says explicitly as well as |says explicitly as well as inferences drawn |

| |inferences drawn from the text. |from the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Textual evidence/text support |Authors include key details in literary|Make, test and revise predictions as they read|

|Inference |texts which can help a reader ask and |Make inferences about author’s decisions and |

|Prediction |answer questions. |literary elements in a text |

|Author’s decisions (e.g., word choice, point| |Identify/cite appropriate text support for |

|of view, literary elements, tone, style) |Good readers use textual evidence, |inferences about author’s decisions and |

|Critical/analytical judgments |connections to their own lives and |literary elements in a text |

|Generalizations |their background knowledge to make |Use the combination of explicitly stated |

|Background knowledge |inferences and to draw conclusions |information, background knowledge, and |

|Explicitly stated information |about what they read. |connections to the text to answer questions |

|Conclusion | |they have as they read |

|Theme |Good readers respond to a variety of |Make critical or analytical judgments to make |

| |text by drawing conclusions and using |generalizations |

| |textual evidence to analyze what they |Create self-motivated interpretations of text |

| |read and understand how it connects to |that are adapted during and after reading |

| |their lives. |Draw conclusions about characters and events |

| | |in a text |

| | |Identify how author’s choices affect theme |

| | |Analyze what text says explicitly as well as |

| | |inferentially and cite several pieces of |

| | |evidence to support the analysis |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity |

|band proficiently, with scaffolding as needed at the high end of the range. |

GRADE 7-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says |

|explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions |

|drawn from the text. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade 6: Cite strong and thorough textual|Grade 7: Cite several pieces of textual|Grade 8: Cite the textual evidence that most |

|evidence to support analysis of what the |evidence to support analysis of what the|strongly supports an analysis of what the text |

|text says explicitly as well as inferences|text says explicitly as well as |says explicitly as well as inferences drawn |

|drawn from the text. |inferences drawn from the text. |from the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking)|

|Characteristics of an analysis |Good readers use textual evidence, |Make, test and revise predictions as they read |

|Textual evidence/text support |connections to their own lives and their|Make inferences about content, concrete ideas |

|Inference |background knowledge to make inferences |and author’s decisions in a text |

|Prediction |and to draw conclusions about what they |Identify/cite appropriate text support for |

|Content/abstract idea |read. |inferences about content, concrete ideas and |

|Author’s decisions (e.g., paragraphing, | |author’s decisions in a text |

|quotations, organization of text, |Good readers respond to a variety of |Use the combination of explicitly stated |

|formatting devices, mode of development |text by drawing conclusions and using |information, background knowledge, and |

|used) |textual evidence to analyze what they |connections from the text to answer questions |

|Critical/analytical judgments |read and understand how it connects to |they have as they read |

|Generalizations |their lives. |Make critical or analytical judgments to make |

|Background knowledge | |generalizations. |

|Explicitly stated information from the | |Create self-motivated interpretations of text |

|text | |that are adapted during and after reading |

|Conclusion | |Draw conclusions about events and details in a |

| | |text Analyze what text says explicitly as well |

| | |as inferentially and cite several pieces of |

| | |evidence to support the analysis |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with |

|scaffolding as needed at the high end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including |

|directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7- Key Ideas and Details

Literary Reading Standard 2

|College and Career Readiness (CCR) Anchor Reading Standard (2): |

|Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|CCSS – Grade Level Reading Standard 2 (Literary) |

|Grade 6: Determine a theme or central idea of a |Grade 7: Determine a theme or central |Grade 8: Determine a theme or central idea of a text|

|text and how it is conveyed through particular |idea of a text and analyze its |and analyze its development over the course of the |

|details; provide a summary of the text distinct |development over the course of a text; |text, including its relationship to the characters, |

|from personal opinions or judgments. |provide an objective summary of the |setting, and plot; provide an objective summary of |

| |text. |the text |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary texts |Authors of literary texts include |Describe or graphically represent the relationship |

|How to summarize |details that help readers determine the|between central ideas and supporting details. |

|How to analyze |theme or central idea. |Determine a theme or central idea of a text |

|Central/main idea |Good readers create effective summaries|Analyze how particular details reveal a theme or |

|Theme |that are objective and include central |convey the central idea |

|Difference between central ideas and supporting |ideas. |Summarize a text capturing the most important parts |

|details in a story | |of the original piece. |

|Characteristics of an effective summary for | |Create an objective summary (excluding personal |

|literary texts (e.g., objective vs. subjective) | |opinions) |

| | |Determine a theme or central idea of a text and |

| | |analyze its development over the course of a text; |

| | |provide an objective summary of the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band |

|proficiently, with scaffolding as needed at the high end of the range. |

GRADE 7- Key Ideas and Details

Informational Reading Standard 2

|College and Career Ready (CCR) Anchor Reading Standard (2): |

|Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|CCSS – Grade Level Reading Standard 2 (Informational) |

|Grade 6: Determine a central idea of a text and |Grade 7: Determine two or more central ideas in a |Grade 8: Determine a central idea of a text |

|how it is conveyed through particular details; |text and analyze their development over the course |and analyze its development over the course of|

|provide a summary of the text distinct from |of the text; provide an objective summary of the |the text, including its relationship to |

|personal opinions or judgments. |text. |supporting ideas; provide an objective summary|

| | |of the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text(s) follow a pattern |Determine two or more central ideas in an |

|expository/technical texts) |or plan and include key details in order to help |informational text |

|How to explain (e.g., what and why) |readers make meaning of the text. |Analyze how ideas are organized and developed |

|Central idea | |in an informational text. |

|Types of text structures (e.g. sequence/ |Good readers develop effective summaries that |Describe or graphically represent the |

|chronological order, classification, definition, |capture the main ideas of informational text(s). |relationship between central ideas and |

|simple process, description, comparison) | |supporting details |

|Different purposes for graphic organizers, based | |Explain how the central ideas are supported by|

|on structure of text | |key details |

|Difference between central ideas and key details | |Summarize the main ideas objectively in an |

|in an informational text | |informational text, capturing the most |

|Characteristics of an effective summary (e.g., | |important parts of the piece |

|objective vs. subjective) for informational texts| |Determine two or more central ideas in a text |

|How to summarize | |and analyze their development over the course |

|How to analyze | |of the text; provide an objective summary of |

| | |the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at |

|the high end of the range. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7-Key Ideas and Details

Literary Reading Standard 3

|College and Career Readiness (CCR) Anchor Reading Standard (3): |

|Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|CCSS – Grade Level Reading Standard 3 (Literary) |

|Grade 6: Describe how a particular story's or drama's |Grade 7: Analyze how particular |Grade 8: Analyze how particular lines of dialogue or |

|plot unfolds in a series of episodes as well as how the|elements of a story or drama interact |incidents in a story or drama propel the action, reveal |

|characters respond or change as the plot moves toward a|(e.g., how setting shapes the |aspects of a character, or provoke a decision. |

|resolution. |characters or plot). | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary texts |Authors make choices about how elements|Identify and describe the story elements in a literary |

|How to analyze |of a story or drama interact. |work |

|Story Elements |Good readers understand how characters,|Identify and describe elements of drama in a literary |

|Plot (e.g., rising action, falling action, flashback, |settings and events in literary texts |work |

|foreshadowing, climax/ turning point, resolution) |are related. |Explain character types and roles |

|Episodes | |Explain how the characters interact to develop the |

|Conflicts (e.g., man vs. man, man vs. nature, etc.) | |story/drama |

|Characters types (e.g., flat/round, static/ dynamic) | |Explain changes in setting. |

|and character roles (e.g., major/ minor, protagonist/ | |Identify various types of conflict (man vs. man, man vs. |

|antagonist, hero/villain) | |nature, man vs. self, man vs. society) |

|Setting (time, place) | |Explain (tell, write, or graphically represent) how |

|Mood | |characters, events, setting, and plot elements interact |

|Drama Elements | |and create mood |

|Acts | |Analyze the relationships between and among characters, |

|Scenes | |their conflicts, events, setting, and plot elements |

|Dialogue | | |

|Character actions, feelings, words, and implied | | |

|motivations | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with |

|scaffolding as needed at the high end of the range. |

GRADE 7-Key Ideas and Details

Informational Reading Standard 3

|College and Career Ready (CCR) Anchor Reading Standard (3): |

|Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

| CCSS – Grade Level Reading Standard 3 (Informational) |

|Grade 6: Analyze in detail how a key individual,|Grade 7: Analyze the interactions between |Grade 8: Analyze how a text makes connections |

|event, or idea is introduced, illustrated, and |individuals, events, and ideas in a text (e.g., |among and distinctions between individuals, |

|elaborated in a text (e.g., through examples or |how ideas influence individuals or events, or how|ideas, or events (e.g., through comparisons, |

|anecdotes). |individuals influence ideas or events). |analogies, or categories). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors make purposeful decisions about |Describe the events, key ideas/concepts, |

|expository/technical texts) |connections and distinctions between and among |procedures, etc. in a variety of |

|How to analyze (e.g., explanation of what, why |events, individuals, and ideas in informational |informational/technical texts |

|and how) |text. |Describe or graphically represent the interaction|

|Key ideas/concepts, individuals, events, | |of individuals, events, ideas/concepts or |

|steps/procedures in informational texts. |Good readers analyze the relationships (e.g., |step/procedures |

|Specific details that explain key ideas, |connections and distinctions) among events, |Identify words/phrases that signal interactions |

|individuals, events, steps/procedures, etc. |individuals, ideas/concepts and use that |between and among ideas, events, procedures, |

|Development strategies for informational texts |information to comprehend the what, why and how |individuals (because, then, as a consequence, |

|(e.g., introduction/presentation of ideas, |of the information. |etc.) |

|illustration, elaboration through example, | |Explain how interactions between ideas/concepts, |

|anecdote, etc.) | |individuals, and events support and reveal |

|Interactions (e.g., one piece of text “explains” | |author’s message in informational text |

|another or influences another) | |Use text details to analyze the interactions |

|Transition/linking words that facilitate analysis| |between and among individuals, events, |

|(e.g., because, then, as a consequence, in | |ideas/concepts or step/procedures |

|contrast) for informational texts. | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at |

|the high end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7-Craft and Structure

Literary Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (4): |

|Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how |

|specific word choices shape meaning or tone. |

|CCSS – Grade Level Reading Standard 4 (Literary) |

|Grade 6: Determine the meaning of words and |Grade 7: Determine the meaning of words and |Grade 8: Determine the meaning of words and |

|phrases as they are used in a text, including |phrases as they are used in a text, including |phrases as they are used in a text, including |

|figurative and connotative meanings; analyze the |figurative and connotative meanings; analyze the |figurative and connotative meanings; analyze |

|impact of a specific word choice on meaning and |impact of rhymes and other repetitions of sounds |the impact of specific word choices on meaning|

|tone. |(e.g., alliteration) on a specific verse or stanza |and tone, including analogies or allusions to |

| |of a poem or section of a story or drama. |other texts. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Literary text |Authors make purposeful choices to achieve an |Read and reread other sentences, paragraphs, |

|Word/language choices |intended effect within text(s). |and non-linguistic images (e.g., |

|Context clues | |illustrations) in the text to identify context|

|Literal/ Denotative meaning |Good readers actively seek the meaning of unknown |clues |

|Connotative meaning |words/phrases to deepen their understanding of |Use context clues to help unlock the meaning |

|Genre-specific terms (e.g., line, verse, stanza, |literary text(s). |of unknown words/phrases |

|refrain, scene, act, chapter, section) | |Determine the appropriate definition of words |

|Figurative or non-literal meaning (e.g., simile, | |that have more than one meaning |

|metaphor, personification, hyperbole, idiom) | |Differentiate between literal and non-literal |

|Literary devices (e.g., alliteration, repetition,| |meaning |

|rhythm, rhyme, dialogue) | |Identify and use genre-specific terms to |

|Mood | |explain author’s language choices |

|Tone | |Identify and interpret figurative language and|

| | |literary devices |

| | |Explain how figurative language and literary |

| | |devices enhance and extend meaning |

| | |Explain the impact of specific language |

| | |choices by the author |

| | |Explain how authors use language choices to |

| | |create an effect (e.g., mood and tone) |

| | |Analyze how specific language choices impact |

| | |meaning and tone |

| | |Analyze the impact of rhymes and other |

| | |repetitions of sounds on a specific verse or |

| | |stanza or a poem or section of a story or |

| | |drama |

| | |Determine the meaning of words and phrases as |

| | |they are used in a text, including figurative |

| | |and connotative meanings; analyze the impact |

| | |of rhymes and other repetitions of sounds on a|

| | |specific verse or stanza of a poem or section |

| | |of a story or drama |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 7-Craft and Structure

Informational Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (4): Interpret words and phrases as |

|they are used in a text, including determining technical, connotative, and figurative meanings, and |

|analyze how specific word choices shape meaning or tone. |

|CCSS – Grade Level Reading Standard 4 (Literary) |

|Grade 6: Determine the meaning of words and |Grade 7: Determine the meaning of words and |Grade 8: Determine the meaning of words and |

|phrases as they are used in a text, including |phrases as they are used in a text, including |phrases as they are used in a text, including |

|figurative, connotative, and technical meanings. |figurative, connotative, and technical |figurative, connotative, and technical meanings; |

| |meanings; analyze the impact of a specific |analyze the impact of specific word choices on |

| |word choice on meaning and tone. |meaning and tone, including analogies or |

| | |allusions to other texts. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text |Authors make purposeful choices to achieve an |Read and reread other sentences, paragraphs, and |

|How to analyze |intended effect within informational text(s). |non-linguistic images in the text to identify |

|Word/language choices | |context clues |

|Context clues |Good readers actively seek the meaning of |Use context clues to help unlock the meaning of |

|Literal/ Denotative meaning |unknown words/phrases to deepen their |unknown words/phrases |

|Connotative meaning |understanding of informational text(s). |Determine the appropriate definition of words |

|Technical meanings | |that have more than one meaning |

|Figurative or non-literal meaning (e.g., simile, | |Differentiate between literal and non-literal |

|metaphor, personification, hyperbole) | |meaning |

|Tone | |Identify and interpret figurative language |

| | |Explain how figurative language enhances and |

| | |extends meaning |

| | |Explain the impact of specific language choices |

| | |by the author |

| | |Explain how authors use language choices to |

| | |create an effect |

| | |Analyze how specific language choices impact |

| | |meaning and tone |

| | |Determine the meaning of words and phrases as |

| | |they are used in a text, including figurative, |

| | |connotative, and technical meanings; analyze the |

| | |impact of a specific word choice on meaning and |

| | |tone |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at |

|the high end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7-Craft and Structure

Literary Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): Analyze the structure of text, including how specific sentences, paragraphs, and larger |

|portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |

|CCSS – Grade Level Reading Standard 5 (Literary) |

|Grade 6: Analyze how a particular sentence, |Grade 7: Analyze how a drama’s or a poem’s form or |Grade 8: Compare and contrast the structure of two |

|chapter, scene, or stanza fits into the overall |structure (e.g., soliloquy, sonnet) contributes to its |or more texts and analyze how the differing |

|structure of a text and contributes to the |meaning. |structure of each text contributes to its meaning |

|development of the theme, setting, or plot. | |and style. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text |Authors’ choices of form/structure control the theme |Identify genre |

|How to analyze |and the readers’ perceptions. |Identify text structures |

|Various forms/structures of a drama (e.g., | |Identify text’s purpose and theme |

|sentence, chapter, scene, act, soliloquy, stanza)|Recognizing how a text is structured is one key to |Make predictions about text based on text |

|Various forms/structures of a poem (e.g., line, |making meaning from text. |structures |

|stanza, couplet, ballad, free verse, blank verse,| |Explain how structure enhances the text’s purpose |

|haiku, sonnet) |Text structures help the writer chunk and organize the |and theme |

|Various patterns of organization (e.g., |information so readers can deconstruct the text. |Describe the relationship between text structure |

|sequence/chronological order, description, | |and development of ideas |

|comparison, problem/ solution, simple |When readers understand the structure of a text, they |Describe the relationship between form/structure |

|cause/effect, conflict/resolution) |can more easily make sense of what they read. |and meaning in text |

|Various aspects of dramatic work (e.g., stage | |Analyze/make connections between author’s choice of|

|directions, dialogue) | |text structure and the text’s purpose and theme |

|Relationships between parts of text and whole | |Analyze how a drama’s or a poem’s form or structure|

|text (as indicated by text structures) | |(e.g., soliloquy, sonnet) contributes to its |

|Genre characteristics | |meaning |

|Literary elements (e.g., setting, plot, theme, | | |

|conflict, resolution) | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with |

|scaffolding as needed at the high end of the range. |

GRADE 7-Craft and Structure

Informational Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): |

|Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) |

|relate to each other and the whole. |

|CCSS – Grade Level Reading Standard 5 (Informational) |

|Grade 6: Analyze how a particular sentence, |Grade 7: Analyze the structure an author uses to |Grade 8: Analyze in detail the structure of a specific |

|paragraph, chapter, or section fits into the |organize a text, including how the major sections|paragraph in a text, including the role of particular |

|overall structure of a text and contributes to the |contribute to the whole and to the development of|sentences in developing and refining a key concept. |

|development of the ideas. |the ideas. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors use organizational patterns and features |Identify text features |

|expository/technical texts) |to chunk and arrange the information so readers |Identify text structures |

|How to analyze |can deconstruct the text. |Make predictions about text based on text features and |

|Various text structures (e.g., sentences, | |text structures |

|paragraph, chapter, section) |Authors’ choices of patterns of organization, |Analyze/make connections between author’s choice of text |

|Various patterns of organization (e.g., |features, etc. control the central idea and the |structure and the text’s purpose/central idea |

|sequence/chronological order, classification, |readers’ perceptions of informational text(s). |Explain how structure and/or features enhance text’s |

|definition, process, description, comparison, | |purpose/central idea |

|problem/ solution, simple cause/effect, |Good readers know that recognizing how a text is |Describe the relationship between text organization and |

|conflict/resolution) |structured is one key to making meaning from |development of ideas |

|Various text features (e.g., title, author, cover,|text. |Analyze the pattern and structure an author uses to |

|pictures, captions, maps, chapter headings, | |organize a text, including how the major sections |

|information from charts and graphs, illustrations, |Good readers understand the structures and |contribute to the whole and to the development of the |

|glossaries, indices) |features of a text, and use them to make sense of|ideas |

|Difference between text structure and text feature |what they read. | |

|Relationships between parts of text and whole text | | |

|(as indicated by text features and structures) | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end|

|of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7-Craft and Structure

Literary Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

|Assess how point of view or purpose shapes the content and style of a text. |

|CCSS – Grade Level Reading Standard 6 (Literary) |

|Grade 6: Explain how an author develops the point of |Grade 7: Analyze how an author develops |Grade 8: Analyze how differences in the points of |

|view of the narrator or speaker in a text. |and contrasts the points of view of |view of the characters and the audience or reader |

| |different characters or narrators in a |(e.g., created through the use of dramatic irony) |

| |text. |create such effects as suspense or humor. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text(s) |An author develops texts by making |Describe the author’s overall purpose for writing a|

|How to analyze |choices (e.g., how an author develops and|text |

|Compare |contrasts the points of view of different|Describe the differences between various points of |

|Contrast |characters or narrators in a text) to |view |

|Author’s purpose (e.g., to inform, to persuade, to |achieve his/her purpose. |Identify the different characters’ or narrators’ |

|entertain, to describe, to explain how) for writing a | |view points |

|text |Good readers recognize that an author |Describe how point of view affects a literary text |

|Point of view (e.g., first person, third person, |controls what the reader knows through |Explain how chosen point of view helps the narrator|

|limited, omniscient ) |the choices he/she makes about characters|or speaker develop the story to achieve the |

|Author’s view point |or narrators. |author’s purpose |

|Similarities and differences between narrator(s) and | |Analyze how an author develops different |

|character(s) | |characters’ or narrators’ view points. |

|Strategies for developing narrative texts(e.g., point | |Analyze how an author contrasts the points of view |

|of view, character development, dialogue, what | |of different characters or narrators |

|information to include and exclude) | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 7-Craft and Structure

Informational Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

|Assess how point of view or purpose shapes the content and style of a text. |

|CCSS – Grade Level Reading Standard 6 (Informational) |

|Grade 6: Determine an author's point of view or |Grade 7: Determine an author's point of |Grade 8: Determine an author's point of view or |

|purpose in a text and explain how it is conveyed in |view or purpose in a text and analyze how|purpose in a text and analyze how the author |

|the text. |the author distinguishes his or her |acknowledges and responds to conflicting evidence |

| |position from that of others. |or viewpoints. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural and Application |

| | |Extended thinking) |

|Informational text (both literary nonfiction and |Authors achieve their purpose by |Describe the author’s overall purpose for writing a|

|expository/technical texts) |controlling what the reader knows through|text |

|How to analyze |the choices they make (e.g., content, |Describe how the author’s choices reflect his/her |

|Author’s roles/purposes (to inform, to persuade, to |point of view, style, word choice). |viewpoint, focus, attitude, position or bias |

|explain how, to entertain) for writing a text | |Identify the author’s position in a text |

|Point of view (e.g., first person, third person, |Author’s choices distinguish their |Describe how the author’s choices shape the content|

|limited, omniscient) |position, viewpoint, or attitude from |Identify alternate positions |

|Author’s viewpoint/focus/attitude/bias |that of others. |Determine an author’s point of view or purpose in a|

|Author’s perspective (background) | |text and analyze how the author distinguishes his |

|Author’s strategies for developing viewpoint and |Good readers analyze the text in order to|or her position from that of others |

|purpose (e.g., author’s choices about when and how to |identify the difference between the | |

|develop information; what information to include or |author’s viewpoint, focus, attitude and | |

|exclude) |position from that of others. | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at |

|the high end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7- Integration of Knowledge and Ideas

Literary Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): |

|Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|CCSS – Grade Level Reading Standard 7 (Literary) |

|Grade 6: Compare and contrast the experience of |Grade 7: Compare and contrast a written |Grade 8: Analyze the extent to which a filmed or live|

|reading a story, drama, or poem to listening to or |story, drama, or poem to its audio, filmed, |production of a story or drama stays faithful to or |

|viewing an audio, video, or live version of the |staged, or multimedia version, analyzing the |departs from the text or script, evaluating the |

|text, including contrasting what they "see" and |effects of techniques unique to each medium |choices made by the director or actors. |

|"hear" when reading the text to what they perceive |(e.g., lighting, sound, color, or camera focus| |

|when they listen or watch.. |and angles in a film). | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|How to analyze |Authors’/directors’ choices impact the |Identify and explain the visual and multimedia |

|Compare |readers’, listeners’, and viewers’ |elements in a literary text |

|Contrast |understanding of a text. |Identify and explain the unique choices the |

|Genre (e.g., story, drama, poem) |Good readers’ and viewers’ understanding of a |author/director makes in relationship to the media |

|Versions of text (e.g., written, audio, filmed, |text is influenced by the unique choices the |Compare and contrast author’s choices in written text |

|staged, multimedia, print, digital) |authors and directors make through different |to the audio, video or live version of the text |

|Media tools/techniques-Visual (e.g., color, |media. |Compare and contrast a written story, drama, or poem |

|lighting, props, costumes, camera focus, angles in | |to its audio, filmed, staged, or multimedia version, |

|a film) | |analyzing the effects of techniques unique to each |

|Media tools/techniques-Oral (e.g., sound effects, | |medium camera |

|music, voice) | | |

|Narrative elements (e.g., character, setting, plot,| | |

|tone, mood, theme/central idea) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with |

|scaffolding as needed at the high end of the range. |

GRADE 7- Integration of Knowledge and Ideas

Informational Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): Integrate and evaluate content |

|presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|CCSS – Grade Level Reading Standard 7 (Informational) |

|Grade 6: Integrate information presented in |Grade 7: Compare and contrast a text to an audio, |Grade 8: Evaluate the advantages and |

|different media or formats (e.g., visually, |video, or multimedia version of the text, analyzing |disadvantages of using different mediums (e.g.,|

|quantitatively) as well as in words to develop |each medium's portrayal of the subject (e.g., how the |print or digital text, video, multimedia) to |

|a coherent understanding of a topic or issue. |delivery of a speech affects the impact of the words). |present a particular topic or idea. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking)|

|Compare |Creators and presenters of written, visual, and audio |Describe how text/media present information |

|Contrast |texts influence their audiences through the choices |Identify aspects of text/media that reveal an |

|Text and media topic/message |they make. |author’s purpose/intention |

|Media formats (e.g., visual, oral, | |Compare and contrast a text to an audio, video,|

|quantitative) |Good readers’ and viewers’ understandings and |or multimedia version of the text |

|Author’s purpose/intention |perceptions of a topic or idea are affected by the ways|Analyze each medium's portrayal of the subject |

|Delivery of information (e.g., speech, digital,|in which information or details are presented. |(e.g., how the delivery of a speech affects the|

|documentary, podcast) | |impact of the words) |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the |

|high end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE 7- Integration of Knowledge and Ideas

Informational Reading Standard 8

|College and Career Ready (CCR) Anchor Reading Standard (8): Delineate and evaluate the argument and specific claims in a text, including the validity of |

|the reasoning as well as the relevance and sufficiency of the evidence. |

|CCSS – Grade Level Reading Standard 8 (Informational) |

|Grade 6: Trace and evaluate the argument and |Grade 7: Trace and evaluate the argument and specific |Grade 8: Delineate and evaluate the argument and |

|specific claims in a text, distinguishing |claims in a text, assessing whether the reasoning is |specific claims in a text, assessing whether the |

|claims that are supported by reasons and |sound and the evidence is relevant and sufficient to |reasoning is sound and the evidence is relevant and|

|evidence from claims that are not. |support the claims. |sufficient; recognize when irrelevant evidence is |

| | |introduced. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction |Authors should provide relevant and sufficient |Identify the author’s argument and specific claims |

|and expository/technical texts) |reasons/evidence in informational text to support their|Identify (e.g., by telling, writing, graphically |

|How to trace an author’s argument and specific |arguments and specific claims. |representing) reasons/examples/evidence that |

|claims |Good readers evaluate the reasons and evidence that |support the author’s argument and specific claims |

|How to evaluate/assess an author’s argument and|authors use to support their arguments and specific |Differentiate between claims which are supported by|

|specific claims |claims in informational text(s). |reasons/evidence and those which are not |

|Main/key ideas | |Differentiate between valid and invalid claims |

|Supporting details | |Identify sound reasoning |

|Relevant vs. irrelevant details | |Explain how an author uses reasons and evidence to |

|Relevant reasons/evidence | |support particular arguments and specific claims in|

|Sound/logical/justified reasoning | |a text, identifying which reasons and evidence |

|Relevant, sufficient evidence | |support which point(s) |

|Arguments | |Trace and evaluate the argument and specific claims|

|Valid vs. invalid claims | |in a text, assessing whether the reasoning is sound|

|Persuasive techniques (e.g., loaded | |and the evidence is relevant and sufficient to |

|language/emotional words, testimonial, | |support the claims |

|repetition, name calling, bandwagon) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high |

|end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 7- Integration of Knowledge and Ideas

Literary Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (9): Analyze how two or more texts address similar themes or topics in order to build knowledge |

|or to compare the approaches the authors take. |

|CCSS – Grade Level Reading Standard 9 (Informational) |

|Grade 6: Compare and contrast texts in |Grade 7: Compare and contrast a fictional portrayal of|Grade 8: Analyze how a modern work of fiction |

|different forms or genres (e.g., stories and |a time, place, or character and a historical account of|draws on themes, patterns of events, or |

|poems; historical novels and fantasy stories) |the same period as a means of understanding how authors|character types from myths, traditional |

|in terms of their approaches to similar themes |of fiction use or alter history. |stories, or religious works such as the Bible, |

|and topics. | |including describing how the material is |

| | |rendered new. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking)|

|Compare |Authors of historical fiction reveal their perspective |Identify how historical fiction differs from |

|Contrast |and/or engage the reader through their selection of |fiction and non-fiction |

|Characteristics of various genres (e.g., |places, people and events from history. |Identify and explain author’s intention/purpose|

|fiction, historical fiction, non-fiction) |Good readers understand that authors use and/or alter |Explain how two different texts portray the |

|Theme |historical events to tell a story. |same time, place, character or events |

|Topic | |Identify and explain author’s perspective/view |

|Author’s choices (e.g., information included, | |point |

|excluded, altered, enhanced) | |Identify, cite, and explain textual evidence |

|Author’s intention/purpose (e.g., to reveal a | |(examples of author’s choices) which reveal the|

|dilemma, to promote self reflection, to draw | |author’s intentions/purposes |

|attention to an issue or event, to understand | |Compare and contrast a fictional portrayal of a|

|the past, to promote a perspective) | |time, place, or character and a historical |

|Author’s perspective/view point | |account of the same period as a means of |

|Text-to-text, text-to-world connections | |understanding how authors of fiction use or |

|Textual evidence (e.g., author’s choices) | |alter history |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the |

|high end of the range. |

GRADE 7- Integration of Knowledge and Ideas

Informational Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (9): |

|Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|CCSS – Grade Level Reading Standard 9 (Informational) |

|Grade 6: Compare and contrast one author's |Grade 7: Analyze how two or more authors writing |Grade 8: Analyze a case in which two or more texts |

|presentation of events with that of another |about the same topic shape their presentations of |provide conflicting information on the same topic and|

|(e.g., a memoir written by and a biography on the|key information by emphasizing different evidence |identify where the texts disagree on matters of fact |

|same person). |or advancing different interpretations of facts. |or interpretation. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational texts make choices about |Identify the most important information and events |

|expository/technical texts) |what to include and how to present information and |from texts used for a given purpose |

|Compare/contrast |key details on topics depending on their purpose. |Describe the author’s overall purpose for writing a |

|Author’s viewpoint/focus/attitude/bias | |text |

|Author’s perspective (background) |Good readers make meaning of informational texts by|Describe how the author’s choices reflect his/her |

|Author’s strategies for shaping presentations |analyzing how different authors shape their |viewpoint, focus, attitude, position or bias |

|(e.g., author’s choices to emphasize some |presentation of key information by emphasizing |Identify the author’s position in a text |

|information or advance different interpretations |difference evidence or advancing different |Describe how the author’s choices shape the content |

|of facts) |interpretations of facts. |and presentation |

|How to analyze | |Compare and contrast one author's presentation of |

| | |events with that of another |

| | |Analyze how two or more authors writing about the |

| | |same topic shape their presentations of key |

| | |information by emphasizing different evidence or |

| | |advancing different interpretations of facts |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 7) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high|

|end of the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

-----------------------

The shaded areas highlight both the College and Career Readiness Anchor Reading Standard Key Ideas and Details and the CCSS for the grade level indicated.

This arrow indicates the CCSS of grade level prior to the grade level you are working. This allows you to see the progression of from grade to grade.

This arrow indicates the CCSS of grade level above the grade level you are working. This allows you to see the progression of from grade to grade.

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.

The Know, Understand and Do columns align to the shaded grade level.

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