Www.ode.state.or.us



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 K-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 K: With prompting and support, ask and answer questions about|Grade 1: Ask and answer questions about key details in a text. |

|key details in a text. | |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Texts |Authors include key details in literary texts|With prompting and support… |

|Questions |which can help a reader ask and answer |Make reasonable predictions about text |

|Answers |questions. |Use information from the text and background |

|Key details | |knowledge to make inferences |

|Predictions |Good readers know a question is different |Ask and answer questions which begin with |

|Inferences |from a statement and requires an answer. |who, what, where, when why, and how. |

|Background knowledge | |Ask and answer questions about key details in|

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

|when, why and how) | | |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): |

|Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when |

|writing or speaking to support conclusions drawn from the text. |

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

|Grade K: With prompting and support, ask and answer questions about|Grade 1: Ask and answer questions about key details in a text. |

|key details in a text. | |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Texts |Authors include key details in informational |With prompting and support… |

|Questions |texts which can help a reader ask and answer |Make reasonable predictions about text |

|Answers |questions. |Use information from the background |

|Key details | |knowledge and information from the text to |

|Predictions |Good readers know a question is different |make inferences |

|Inferences |from a statement and requires an answer. |Ask and answer questions which begin with |

|Background knowledge | |who, what, where, when why, and how |

|5 W’s + H questions (who, what, where, when, | |Ask and answer questions about key details in|

|why and how) | |a text |

|CCSS-Grade Specific Reading Informational Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-Key Ideas and Details

Literary 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 (Literary) |

|Grade K: With prompting and support, retell familiar stories, |Grade 1: Retell stories, including key details, and demonstrate |

|including key details. |understanding of their central message or lesson. |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

| | | |

|Literary texts |• Authors of literary texts include details |With prompting and support: |

|Characteristics of familiar stories (e.g., |that help readers make sense of stories. |Recognize key details in a story |

|beginning, middle, end) | |Recount/retell (or graphically represent) key|

|Difference between important (key) and | |details from literary texts |

|unimportant details in a story |• Good readers create an effective recounting|Retell familiar stories, including key |

|Characteristics of an effective retelling/ |or retelling of literary text(s) that |details |

|recounting. |includes key ideas and details. | |

|Methods for demonstrating understanding of | | |

|story | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-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 K: With prompting and support, identify the main topic |Grade 1: Identify the main topic and retell key details of a text. |

|and retell key details of a text. | |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary |Authors of informational text(s) include |With prompting and support: |

|nonfiction and expository/technical |key details in order to help readers make |Identify and retell key details in an informational |

|texts) |meaning of the text. |text |

|Main topic | |Identify the main topic of an informational text |

|Difference between the main topic and |Good readers use key details in an |Describe or graphically represent the relationship |

|key details |informational text to identify the main |between main topic and key details |

|How to retell/restate details |topic. |Identify the main topic and retell key details of a |

| | |text |

| | | |

| | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-Key Ideas and Details

Literary 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 (Literary) |

|Grade K: With prompting and support, identify characters, |Grade 1: Describe characters, settings, and major events in a story, using|

|settings, and major events in a story. |key details. |

|KNOW |UNDERSTAND |DO |

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

|Literary texts |Authors write stories that have |With prompting and support: |

|Major events in a story or play |characters, settings and major events. |Identify the major events in a story or play |

|Beginning, middle, end | |Identify the beginning, middle and end of a story |

|Story & play elements |Good readers write stories that have |or play |

|Problem/Solution |characters, settings and major events. |Identify the characters in a story or play |

|Character | |Identify the setting of a story or play |

|Setting (e.g., time, place) | |Identify characters, settings, and major events in |

| | |a story |

| | | |

|Range of Reading and Level of Text Complexity |

| |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-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 K: Begin to identify essential information from text |Grade 1: Describe the connection between two individuals, events, ideas, or|

|features (e.g., author and title) |pieces of information in a text. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary |Authors of informational texts use text |With prompting and support: |

|nonfiction and expository/technical texts) |features that help readers identify the | |

|How to identify |purpose of the text. |Identify text features such as author and title in |

|Text features | |informational texts |

|Informational texts have key features such |Good readers begin to identify text |Recognize that informational texts have a structure |

|as author and title |features in order to make meaning of | |

|Informational texts have a structure |informational texts. | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-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 K: Ask and answer questions about unknown words in a |Grade 1: Identify words and phrases in stories or poems that suggest |

|text. |feelings or appeal to the senses. |

|KNOW |UNDERSTAND |DO |

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

|Literary Text |Authors make purposeful language choices to|Read and reread other words, sentences, and |

|Questions |create meaning in stories, poems, and |non-linguistic images (e.g., illustrations) in the |

|Answers |songs. |text to identify context clues |

|Picture clues | |Use context clues to help unlock the meaning of |

|Words |Good readers actively seek the meaning of |unknown words/phrases |

|Context clues |unknown words/phrases by asking and |Identify simple literary devices |

|Simple literary devices (e.g., |answering questions to clarify meaning. |Ask and answer questions about unknown words |

|alliteration, repetition, rhythm, rhyme) | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-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 (Informational) |

|Grade K: With prompting and support, ask and answer questions |Grade 1: Ask and answer questions to help determine or clarify the meaning|

|about unknown words in a text. |of words and phrases in a text. |

|KNOW |UNDERSTAND |DO |

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

|Informational text |Authors make purposeful language choices to|Read and reread other words, sentences, and |

|Questions |create meaning in informational text(s). |non-linguistic images in the text to identify |

|Answers | |context clues |

|Picture/graphic clues |Good readers actively seek the meaning of |Use context clues to help unlock the meaning of |

|Words |unknown words/phrases by asking and |unknown words/phrases |

|Context clues |answering questions to clarify meaning. |Ask and answer questions about unknown words in a |

| | |text |

| | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-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 K: Recognize common types of texts (e.g. storybooks, |Grade 1: Explain major differences between books that tell stories and |

|poems). |books that give information, drawing on a wide reading of a range of text |

| |types. |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Literary text |Authors write different types of texts. |Recognize a storybook |

|Types of text (e.g., storybooks, poems) | |Recognize a poem |

|General features of a storybook (e.g., |Good readers understand that storybooks and| |

|characters, setting, events) |poems have different features. | |

|General features of a poem (e.g., rhyme, | | |

|shorter text) | | |

| | | |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

| |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-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) |

|Kindergarten: Identify the front cover, back cover, and title |Grade 1: Know and use various text features (e.g. headings, tables of |

|page of a book. |contents, glossaries, electronic menus, icons) to locate key facts or |

| |information in a text. |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Informational text (both literary |Authors create books that have front |Identify the front cover of a book |

|nonfiction and expository/technical |covers, back covers and title pages. |Identify the back cover of a book |

|texts) | |Identify the title page of a book |

|How to identify |Good readers can identify the front cover, |Identify the front cover, back cover, and title page |

|Text features (e.g., front cover, back |back cover and title page of a book. |of a book |

|cover, title page) | | |

|Books are read from front to back | | |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-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 K: With prompting and support, name the author and |Grade 1: Identify who is telling the story at various points in a text. |

|illustrator of a story and define the role of each in telling | |

|the story. | |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Literary text(s) |Authors of stories decide how the story is |With prompting and support... |

|How to define |told to the reader. |Identify the author of a story |

|Author | |Identify the illustrator of a story |

|Illustrator |Illustrators of stories help the reader |Explain how the author tells a story |

|Roles of authors and illustrators |“see” the story. |Explain how the illustrator helps the reader see a |

| | |story |

| |Good readers know that |Name the author and illustrator of a story and |

| |authors and illustrators have different |define the role of each in telling the story |

| |roles in creating a story. | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K-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 K: Name the author and illustrator of a text and define |Grade 1: Distinguish between information provided by pictures or other |

|the role of each in presenting the ideas or information in a |illustrations and information provided by the words in a text. |

|text. | |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

|KNOW |UNDERSTAND |DO |

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

| | |Extended thinking) |

|Informational text (both literary |Authors and illustrators have different |Identify the author of an informational text |

|nonfiction and expository/technical |roles in creating a text. |Identify the illustrator of an informational text |

|texts) |The author of an informational text decides|Identify the ideas and information learned from the |

|How to define |what ideas or information is presented to |author |

|Author |the reader. |Identify the ideas and information learned from the |

|Illustrator |The illustrator of an informational text |illustrator |

|Role of an author |helps the reader “see” the text. | |

|Role of an illustrator |Good readers recognize that authors and | |

| |illustrators have different roles. | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-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 K: With prompting and support, describe the relationship|Grade 1: Use illustrations and details in a story to describe its |

|between illustrations and the story in which they appear |characters, setting, or events. |

|(e.g., what moment in a story an illustration depicts). | |

|KNOW |UNDERSTAND |DO |

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

| | |Extended thinking) |

|How to describe |Authors • use illustrations and details in |With prompting and support : |

|Illustrations (e.g., photos, pictures, |a text to tell a story. |Identify story details |

|drawings) | |Describe information obtained from illustrations |

|Story details (e.g., character, setting, |Good readers use illustrations/pictures to |Describe the relationship between illustrations and |

|events) |enhance their understanding of a story. |the story in which they appear |

| | | |

| | | |

| | | |

| | | |

|Range of Reading and Level of Text Complexity |

| |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K- 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 K: With prompting and support, describe the relationship |Grade 1: Use the illustrations and details in a text to describe its|

|between illustrations and the text in which they appear (e.g., what |key ideas. |

|person, place, thing, or idea in the text an illustration depicts). | |

|KNOW |UNDERSTAND |DO |

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

|Topic |Authors use illustrations and details in|With prompting and support - |

|Text details |a text to present information. |Identify the topic of a text |

|Graphics/images/illustrations (e.g., photographs, | |Identify details (e.g., person, place, thing, |

|diagrams, simple charts, graphs, maps) |Good readers use illustrations to |idea) in a text |

| |enhance their understanding of text. |Describe information contained in illustrations|

| | |contribute to the text |

| | |Describe the relationship between |

| | |illustrations and the text in which they appear|

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE K- 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 (Informational) |

|Grade K: With prompting and support, identify the reasons an |Grade 1: Identify the reasons an author gives to support points in a text.|

|author gives to support points in a text. | |

|Know |Understand |Do |

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

|Informational text (both literary |Authors provide reasons/examples in |With prompting and support - |

|nonfiction and expository/technical texts) |informational text to support their points |Identify the author’s key ideas/points |

|Author |and ideas. |Identify reasons/details that support the author’s |

|Main/key ideas/points | |key ideas/points |

|Supporting details |Good readers identify the reasons/examples |Differentiate between relevant and irrelevant |

|Relevant/important vs. |an author uses to support points and ideas |reasons/details |

|irrelevant/unimportant details |to enhance their understanding of an |Identify the reasons an author gives to support |

|Reasons/examples |informational text. |points in a text |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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 K-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) (Literary) |

|Grade K: With prompting and support, compare and contrast the |Grade 1: Compare and contrast the adventures and experiences of characters|

|adventures and experiences of characters in familiar stories. |in stories. |

|KNOW |UNDERSTAND |DO |

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

|Compare |Authors develop their stories with the |With prompting and support - |

|Contrast |adventures and experiences of characters. |Identify the characters within and between texts |

|Characters | |Identify the plots (including adventures and |

|Plot (e.g., main events, main |Good readers understand familiar stories by|experiences) within and between texts |

|problem/solution) |learning about characters’ adventures and |Compare and contrast the adventures and experiences |

|Adventures and experiences |experiences. |of characters in familiar stories |

|Familiar stories | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

GRADE K- 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 K: With prompting and support, identify basic |Grade 1: Identify basic similarities in and differences between two texts |

|similarities in and differences between two texts on the same|on the same topic (e.g., in illustrations, descriptions, or procedures). |

|topic (e.g., in illustrations, descriptions, or procedures). | |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary |Authors of informational text provide |With prompting and support… |

|nonfiction and expository/technical |information on topics using features such |Identify basic similarities between two texts on the|

|texts) |as illustrations, descriptions, and |same topic |

|Similarities/compare |procedures. |Identify basic differences between two texts on the |

|Differences/contrast | |same topic |

|Illustrations/pictures |Good readers make meaning of informational |Identify or graphically represent basic similarities|

|Descriptions/details |text by identifying similarities and |in and differences between two texts on the same |

|Procedures/steps (e.g., experiments, |differences between two texts. |topic |

|directions, recipes) | | |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade K/Kindergarten) |

|Actively engage in group reading activities with purpose and understanding. |

| |

|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.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download