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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 8-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 7: Cite several pieces of textual evidence |Grade 8: Cite the textual evidence that |Grade 9-10: Cite strong and thorough textual evidence to|

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

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

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

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Characteristics of an analysis |Authors include key details in literary |Make, test and revise predictions as they read |

|Textual evidence/text support |texts which can help a reader ask and |Make inferences about author’s decisions and literary |

|Inference |answer questions. |elements in a text |

|Prediction | |Identify/cite appropriate text support for inferences |

|Author’s decisions (e.g., word choice, point of |Good readers use strong textual evidence,|about author’s decisions and literary elements in a text|

|view, literary elements, tone, style) |connections to their own lives and their |Differentiate between strong and weak textual support |

|Critical/analytical judgments |background knowledge to make inferences |Use the combination of explicitly stated information, |

|Generalizations |and to draw conclusions about what they |background knowledge, and connections to the text to |

|Background knowledge |read. |answer questions they have as they read |

|Explicitly stated information | |Make critical or analytical judgments to make |

|Conclusion |Good readers respond to a variety of text|generalizations. |

|Theme |by drawing conclusions and citing textual|Create self-motivated interpretations of text that are |

| |evidence to analyze what they read and |adapted during and after reading |

| |understand how it connects to their |Draw conclusions about characters and events in a text |

| |lives. |Identify how author’s choices affect central ideas. |

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

| |Good readers differentiate between strong|inferentially and identify the strongest textual |

| |and weak textual evidence. |evidence to support that analysis |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8-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 7: Cite several pieces of textual evidence |Grade 8: Cite the textual evidence that |Grade 9-10: Cite strong and thorough textual evidence |

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

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

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

|KNOW |UNDERSTAND |DO |

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

|Characteristics of analysis |Good readers use strong 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 and |

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

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

|Content/abstract idea |read. |about content, concrete ideas and author’s decisions in|

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

|quotations, organization of text, formatting |Good readers respond to a variety of text|Differentiate between strong and weak textual support |

|devices, mode of development used) |by drawing conclusions and using textual |Use the combination of explicitly stated information, |

|Critical/analytical judgments |evidence to analyze what they read and |background knowledge, and connections to the text to |

|Generalizations |understand how it connects to their |answer questions they have as they read |

|Background knowledge |lives. |Make critical or analytical judgments to make |

|Explicitly stated information from the text | |generalizations |

|Conclusion |Good readers differentiate between strong|Create self-motivated interpretations of text that are |

|Central idea |and weak textual evidence. |adapted during and after reading |

| | |Draw conclusions about details and events 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 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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 8- 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 7: Determine a theme or central idea of a |Grade 8: Determine a theme or central idea |Grade 9-10: Determine a theme or central idea of a text |

|text and analyze its development over the course |of a text and analyze its development over |and analyze in details its development over the course of |

|of a text; provide an objective summary of the |the course of the text, including its |the text, including how it emerges and is shaped and |

|text. |relationship to the characters, setting, and|refined by specific details; provide an objective summary |

| |plot; provide an objective summary of the |of the text. |

| |text. | |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

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

|How to summarize |about characters, setting, and plot that |central ideas and character, setting, and plot |

|How to analyze |help readers determine the theme or central |Determine a theme or central idea of a text |

|Central/main idea |idea. |Analyze how character, setting, and plot develop to reveal|

|Theme |Good readers develop effective summaries |a theme or convey the central idea |

|Difference between central ideas and supporting |that are objective and include the central |Summarize a text capturing the most important parts of the|

|details in a story |ideas. |original piece |

|Story elements (e.g., character, setting, plot) | |Create an objective summary (excluding personal opinions) |

|Characteristics of an effective summary for | |Determine a theme or central idea of a text and analyze |

|literary texts (e.g., objective vs. subjective) | |its development over the course of the text, including its|

| | |relationship to the characters, setting, and plot; provide|

| | |an objective summary of the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8- 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 7: Determine two or more central ideas in a text|Grade 8: Determine a central idea of a text |Grade 9-10: Determine a central idea of a text |

|and analyze their development over the course of the |and analyze its development over the course |and analyze its development over the course of |

|text; provide an objective summary of the text. |of the text, including its relationship to |the text, including how it emerges and is shaped |

| |supporting ideas; provide an objective |and refined by specific details; provide an |

| |summary of the text. |objective summary of the text. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary nonfiction and |Authors of informational texts develop texts |Identify the text structure in an informational |

|expository/technical texts) |that have a central idea is developed over |text |

|Central idea |the course of a text through its relationship|Determine a central idea in an informational text|

|Types of text structures (e.g. sequence/chronological |to supporting elements/ideas/details. |Describe or graphically represent the |

|order, classification, definition, process, | |relationship between a central idea and |

|description, comparison, problem/ solution, |Good readers develop effective summaries that|supporting ideas |

|cause/effect) |are objective and capture the central idea of|Explain the relationship of the central idea to |

|Difference between central and supporting ideas in an |informational text(s). |the supporting ideas in an informational text |

|informational text. | |Analyze the development of the central idea over |

|Characteristics of an effective summary for | |the course of an informational text, including |

|informational texts (e.g., objective vs. subjective) | |its relationship to supporting ideas |

|How to summarize | |Summarize the main ideas objectively in an |

| | |informational text, capturing the most important |

| | |parts of the piece |

| | |Determine a central idea of a text and analyze |

| | |its development over the course of the text, |

| | |including its relationship to supporting ideas; |

| | |provide an objective summary of the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

|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 8-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 7: Analyze how particular elements of a story |Grade 8: Analyze how particular lines of |Grade 9-10: Analyze how complex characters (e.g., those |

|or drama interact (e.g., how setting shapes the |dialogue or incidents in a story or drama|with multiple or conflicting motivations) develop over the|

|characters or plot). |propel the action, reveal aspects of a |course of a text, interact with other characters, and |

| |character, or provoke a decision. |advance the plot or develop the theme. |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Literary texts |Authors choose dialogue and incidents for|Explain the story elements in a literary work |

|Story Elements |stories and dramas to develop rich |Explain elements of drama in a literary work |

|Plot (e.g., rising action, falling action, |literary texts. |Identify various types of conflict (man vs. man, man vs. |

|flashback, foreshadowing, climax/ turning point, |Good readers understand how characters, |nature, man vs. self, man vs. society) |

|resolution) |settings and events in literary texts are|Differentiate among character types and roles within a |

|Episodes |related. |story or drama |

|Conflicts (man vs. man, man vs. nature, etc.) | |Identify kinds of dialogue |

|Character types (e.g., flat/round, static/ dynamic) | |Explain what specific lines of dialogue reveal about |

|and character roles (e.g., major/ minor, | |characters |

|protagonist/ antagonist, hero/villain) | |Explain (tell, write, or graphically represent) how |

|Setting (time, place, context) | |characters, events, setting, and plot elements interact to|

|Dialogue (e.g., direct, indirect) | |create/ show mood and tone |

|Mood and tone | |Analyze how particular lines of dialogue or incidents in a|

|Drama Elements | |story or drama propel the action, reveal aspects of a |

|Acts | |character, or provoke a decision |

|Scenes | | |

|Dialogue (e.g., aside, monologue, dialogue) | | |

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

|motivations | | |

|How to analyze | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8-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 7: Analyze the interactions between |Grade 8: Analyze how a text makes connections|Grade 9-10: Analyze how the author unfolds an |

|individuals, events, and ideas in a text (e.g., how |among and distinctions between individuals, |analysis or series of ideas or events, including |

|ideas influence individuals or events, or how |ideas, or events (e.g., through comparisons, |the order in which the points are made, how they |

|individuals influence ideas or events). |analogies, or categories). |are introduced and developed, and the connections|

| | |that are drawn between them. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary nonfiction and |Authors make purposeful decisions about |Differentiate between specific details and key |

|expository/technical texts) |connections and distinctions between and among|ideas, individuals, events, etc. |

|How to analyze (e.g., explanation of what, why and |events, individuals, and ideas in |Identify and describe (or graphically represent) |

|how) |informational text. |connections among/distinctions between |

|Development strategies for informational texts (e.g.,| |individuals, ideas, events |

|introduction/presentation of ideas, illustration, |Good readers analyze the relationships (e.g., |Identify linking words/phrases that signal |

|elaboration through example, anecdote, etc.) |connections and distinctions) among events, |connections among/distinction between |

|Connections and interactions (e.g., one piece of text|individuals, ideas/concepts and use that |individuals, ideas, events/ |

|“explains” another or influences another) |information to comprehend the what, why and |Use text details to analyze how authors connect |

|Patterns of organization (e.g., comparison, analogy,|how of the information. |and distinguish between and among individuals, |

|classification, chronological order, definition, | |ideas, and events in informational text |

|process, problem/ solution, cause/effect) | |Analyze how a text (author) makes connections |

|Signal/linking words/phrases that facilitate analysis| |among and distinctions between individuals, |

|(e.g., connections/distinctions between and among | |ideas, or events (e.g., through comparisons, |

|ideas/ concepts/event) | |analogies, or categories) |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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 8-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 7: Determine the meaning of words and phrases|Grade 8: Determine the meaning of words and |Grade 9-10: Determine the meaning of words and |

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

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

|rhymes and other repetitions of sounds (e.g., |the impact of specific word choices on meaning|cumulative impact of specific word choices on |

|alliteration) on a specific verse or stanza of a |and tone, including analogies or allusions to |meaning and tone (e.g., how the language evokes a |

|poem or section of a story or drama. |other texts. |sense of time and place; how it sets a formal or |

| | |informal tone). |

|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, and |

|Word/language choices |intended effect within text(s). |non-linguistic images in the text to identify |

|Context clues | |context clues |

|Literal/ Denotative meaning |Good readers actively seek the meaning of |Use context clues to help unlock the meaning of |

|Connotative meaning |unknown words/phrases to deepen their |unknown words/phrases |

|Genre-specific terms (e.g., line, verse, stanza, |understanding of literary text(s). |Determine the appropriate definition of words that|

|refrain, scene, act, chapter, section) | |have more than one meaning |

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

|metaphor, personification, hyperbole, analogies, | |meaning |

|idiom) | |Identify and use genre-specific terms to explain |

|Literary devices (e.g., alliteration, repetition, | |author’s language choices |

|rhythm, rhyme, dialogue, allusions) | |Identify and interpret figurative language and |

|Mood | |literary devices |

|Tone | |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 the impact of specific word choice on |

| | |meaning and tone, including analogies or allusions|

| | |to other texts |

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

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

| | |connotative meanings; analyze the impact of |

| | |specific word choices on meaning and tone, |

| | |including analogies or allusions to other texts |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8-Craft and Structure

Informational Reading Standard 4

|College and Career Ready (CCR) Anchor Literary 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 7: Determine the meaning of words and phrases|Grade 8: Determine the meaning of words and phrases|Grade 9-10: Determine the meaning of words |

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

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

|impact of a specific word choice on meaning and |impact of specific word choices on meaning and tone,|technical meanings; analyze the cumulative |

|tone. |including analogies or allusions to other texts. |impact of specific word choices on meaning |

| | |and tone (e.g., how the language of a court |

| | |opinion differs from that of a newspaper). |

|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, |

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

|Word/language choices | |identify context clues |

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

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

|Connotative meaning |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, analogies, | |meaning |

|allusions) | |Identify and use domain-specific terms |

|Tone | |Identify and interpret figurative language |

| | |and literary devices |

| | |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, including analogies or |

| | |allusions to other texts |

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

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

| | |figurative, connotative, and technical |

| | |meanings; analyze the impact of specific word|

| | |choices on meaning and tone, including |

| | |analogies or allusions to other texts |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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 8-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 7: Analyze how a drama’s or a poem’s |Grade 8: Compare and contrast the structure of two|Grade 9-10: Analyze how an author’s choices concerning how to |

|form or structure (e.g., soliloquy, sonnet) |or more texts and analyze how the differing |structure a text, order events within it (e.g., parallel |

|contributes to its meaning. |structure of each text contributes to its meaning |plots), and manipulate time (e.g., pacing, flashbacks) create |

| |and style. |such effects as mystery, tension, or surprise |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Literary text |Authors |Compare the structures of two or more genres |

|Compare | |Analyze connections between text structure and the text’s |

|Contrast |As readers compare the structure of several texts,|purpose/theme |

|How to analyze |they can understand how the differing structure of|Analyze connections between author’s choice of text structure |

|Elements of style (e.g., tone, word choice, |each text contributes to the meaning and style of |and the text’s purpose/theme |

|sentence structure) |each. |Analyze how text structure enhances text’s purpose/theme/style |

|Various text structures (e.g., sentence, | |Explain how the purpose/theme can vary when the author chooses |

|chapter, scene, stanza) | |different text structures |

|Various patterns of organization (e.g., | |Analyze the relationship between text structure and development|

|sequence/chronological order, comparison, | |of ideas |

|problem/ solution, simple cause/effect, | |Compare the relationship between form/structure and meaning in |

|conflict/resolution) | |two or more texts |

| | |Analyze how the differing structure of texts contribute to |

| | |their meaning and style |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|and proficiently. |

GRADE 8-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 7: Analyze the structure an author uses to |Grade 8: Analyze in detail the structure of a |Grade 9-10: Analyze in detail how an author’s ideas |

|organize a text, including how the major sections |specific paragraph in a text, including the role of |or claims are developed and refined by particular |

|contribute to the whole and to the development of |particular sentences in developing and refining a key|sentences, paragraphs, or larger portions of a text |

|the ideas. |concept. |(e.g., a section or chapter). |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors use text structures and features to chunk and|Analyze connections between text features and the |

|expository/technical texts) |organize the information so readers can deconstruct |text’s purpose/central idea |

|How to analyze |the text. |Analyze connections between author’s choice of text |

|Various text structures (e.g., sentences, | |structure and the text’s purpose/central idea |

|paragraph, chapter, section) |Authors’ choices of structures, features, etc. |Analyze how structure and/or features enhance text’s |

|Various patterns of organization (e.g., |control the central idea and the readers’ perceptions|purpose/central idea |

|sequence/chronological order, classification, | |Analyze the relationship between text organization |

|definition, process, description, comparison, |Good readers know that recognizing how a text is |and development of ideas |

|problem/ solution, simple cause/effect, |structured is one key to making meaning from text. |Analyze in detail the structure of a specific |

|conflict/resolution) | |paragraph in a text, including the role of particular|

|Various text features (e.g., title, author, cover,|Good readers understand the structures and features |sentences in developing and refining a key concept |

|pictures, captions, maps, chapter headings, |of a text, and use them to make sense of what they | |

|information from charts and graphs, illustrations, |read. | |

|glossaries, indices) | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. |

| |

|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 8-Craft and Structure

Literary Reading Standard 6

|College and Career Ready (CCR) Anchor Literary 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 7: Analyze how an author develops and |Grade 8: Analyze how differences in the points of |Grade 9-10: Analyze a particular point of |

|contrasts the points of view of different |view of the characters and the audience or reader |view or cultural experience reflected in a |

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

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

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Literary text(s) |An author’s purpose for writing a piece of text |Identify the author’s overall purpose for |

|How to analyze |impacts the reader in a specific way. |writing a text |

|Author’s purpose (e.g., to inform, to persuade, to | |Describe how the author’s purposes shape the |

|entertain, to describe, to explain how) for writing|Authors use strategies (controlling what the reader |content |

|a text |knows, and when and how the reader gets information)|Determine points of view of characters |

|Point of view (omniscient, first-person, |to create effects such as suspense or humor. |Describe how point of view affects a literary|

|third-person limited) | |text |

|Author’s view point/perspective |Good readers recognize that the author controls what|Describe how point of view impacts the reader|

|Perspective |the reader knows through the choices he/she makes |Identify differences in the points of view of|

|Author’s purpose |about characters or narrators. |the characters and the audience or reader |

|Speaker/Narrator | |Analyze how differences in the points of view|

|Audience | |of the characters and the audience or reader |

|Word choice | |create such effects as suspense or humor |

|Tone | | |

|Irony | | |

|Subjectivity/Objectivity | | |

|Text Evidence | | |

|Characters’ points of view | | |

|Literary devices such as dramatic irony | | |

|Text effects such as suspense or humor | | |

|Strategies for developing narrative texts(e.g., | | |

|point of view, character development, dialogue, | | |

|what information to include and exclude) | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8-Craft and Structure

Informational Reading Standard 6

|College and Career Ready (CCR) Anchor Literary 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 7: Determine an author's point of view or purpose|Grade 8: Determine an author's point of view |Grade 9-10: Determine an author's point of view |

|in a text and analyze how the author distinguishes his |or purpose in a text and analyze how the author|or purpose in a text and analyze how an author |

|or her position from that of others. |acknowledges and responds to conflicting |uses rhetoric to advance that point of view or |

| |evidence or viewpoints. |purpose. |

|KNOW |UNDERSTAND |DO |

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

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

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

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

|Author’s roles/purposes (to inform, to persuade, to |responding to conflicting viewpoints). |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, |Good readers analyze the text to better |Explain how the author controls what the reader |

|limited, omniscient) |understand the difference between the author’s |knows in a text |

|Author’s viewpoint/focus/attitude/bias |position, viewpoint or attitude and that of |Identify if and how conflicting evidence or |

|Author’s perspective (background) |others. |viewpoints are addressed in a text |

|Author’s strategies for developing viewpoint and | |Analyze how the author acknowledges and responds |

|purpose (e.g., author’s choices about when and how to | |to/ignores conflicting evidence or viewpoints |

|develop information; what information to include or | |Determine an author's point of view or purpose in |

|exclude) | |a text and analyze how the author acknowledges and|

|Conflicting evidence or viewpoints | |responds to conflicting evidence or viewpoints |

|Responses to opposing viewpoints (e.g., acknowledge, | | |

|concede, rebut) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. |

| |

|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 8- Integration of Knowledge and Ideas

Literary Reading Standard 7

|College and Career Ready (CCR) Anchor Literary 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 7: Compare and contrast a written story, |Grade 8: Analyze the extent to which a filmed or |Grade 9-10: Analyze the representation of a |

|drama, or poem to its audio, filmed, staged, or |live production of a story or drama stays faithful |subject or a key scene in two different artistic |

|multimedia version, analyzing the effects of |to or departs from the text or script, evaluating |mediums, including what is emphasized or absent in|

|techniques unique to each medium (e.g., lighting, |the choices made by the director or actors. |each treatment (e.g., Auden's "Musée des Beaux |

|sound, color, or camera focus and angles in a | |Arts" and Breughel's Landscape with the Fall of |

|film). | |Icarus). |

|Know |Understand |DO |

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

|How to analyze |Authors’/directors’/actors’ choices impact the |Identify the director’s /actor’s choices that stay|

|How to evaluate |readers’, listeners’, and viewers’ understanding of |faithful to or depart from the text or script |

|Genre (e.g., story, drama) |a text. |Compare and contrast a filmed or live production |

|Versions/media of text (e.g., written/script, live,|Good readers’ and viewers’ understanding of a text |with its text or script |

|filmed) |is influenced by the unique choices the authors, |Analyze the extent to which a filmed or live |

|Media techniques/tools-Visual (e.g.,. color, |directors, and actors make. |production of a story or drama stays faithful to |

|lighting, props, costumes, focus, angles in a film)| |or departs from the text or script |

|Media techniques/tools-Oral (e.g., sound effects, | |Evaluate the choices made by the director or |

|music, voice) | |actors |

|Director’s choices | | |

|Actor’s choices | | |

|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 8) |

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

|independently and proficiently. |

GRADE 8- 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 formats and media, including visually and quantitatively, as well as in words. |

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

|Grade 7: Compare and contrast a text to an audio, |Grade 8: Evaluate the advantages and |Grade 9-10: Analyze various accounts of a |

|video, or multimedia version of the text, analyzing|disadvantages of using different mediums (e.g., |subject told in different mediums (e.g., a |

|each medium's portrayal of the subject (e.g., how |print or digital text, video, multimedia) to |person's life story in both print and |

|the delivery of a speech affects the impact of the |present a particular topic or idea. |multimedia), determining which details are |

|words). | |emphasized in each account. |

|Know |Understand |Do |

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

|Characteristics of an evaluation |Creators and presenters of written and visual |Identify how text/media present information |

|Compare |text choose media forms and formats to present a |Identify aspects of text/media that reveal an |

|Contrast |particular topic or idea for specific audiences. |author’s purpose/intention |

|Text and media topic/message | |Analyze the advantages and disadvantages of |

|Author’s purpose/intention |Good readers’ and viewers’ understandings and |different media |

|Audiences’ needs |perceptions of a topic or idea are affected by |Evaluate the advantages and disadvantages of |

|Media formats (e.g., visual, oral, quantitative) |the ways in which information or details are |using different mediums (e.g., print or digital|

|Media types (e.g., print and digital sources, |presented. |text, video, multimedia) to present a |

|audio, video, live, multimedia, documentary, | |particular topic or idea |

|podcast) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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 8- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE 8- 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 7: Trace and evaluate the argument and |Grade 8: Delineate and evaluate the argument and |Grade 9-10: Delineate and evaluate the |

|specific claims in a text, assessing whether the |specific claims in a text, assessing whether the |argument and specific claims in a text, |

|reasoning is sound and the evidence is relevant and|reasoning is sound and the evidence is relevant |assessing whether the reasoning is valid and |

|sufficient to support the claims. |and sufficient; recognize when irrelevant |the evidence is relevant and sufficient; |

| |evidence is introduced. |identify false statements and fallacious |

| | |reasoning. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary nonfiction and |Authors sometimes use unsound reasoning, |Identify the author’s argument and specific |

|expository/technical texts) |irrelevant, and/or insufficient evidence to |claims |

|How to trace/delineate an author’s argument and |support their arguments and claims (promote their|Identify (e.g., by telling, writing, |

|specific claims |ideas or agenda). |graphically representing) |

|How to evaluate/assess an author’s argument and |Good readers evaluate the reasons and evidence |reasons/examples/evidence that support the |

|specific claims |that authors use to support their arguments and |author’s argument and specific claims |

|Relevant vs. irrelevant details |specific claims in informational text(s). |Differentiate between claims which are |

|Relevant reasons/evidence | |supported by reasons/evidence and those which |

|Sound/logical/justified reasoning | |are not |

|Relevant, sufficient evidence | |Differentiate between valid and invalid claims |

|Arguments | |Identify sound reasoning |

|Valid vs. invalid claims | |Explain how an author uses reasons and evidence|

|Persuasive techniques/fallacious reasoning (e.g., | |to support particular arguments and specific |

|loaded language/emotional words, testimonial, snob | |claims in a text, identifying which reasons and|

|appeal, repetition, name calling bandwagon, red | |evidence support which point(s) |

|herring, propaganda, appeal to authority) | |Delineate and evaluate the argument and |

| | |specific claims in a text, assessing whether |

| | |the reasoning is sound and the evidence is |

| | |relevant and sufficient; recognize when |

| | |irrelevant evidence is introduced |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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 8- Integration of Knowledge and Ideas

Literary Reading Standard 9

|College and Career Ready (CCR) Anchor Literary 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 7: Compare and contrast a fictional portrayal|Grade 8: Analyze how a modern work of fiction |Grade 9-10: Analyze how an author draws on and|

|of a time, place, or character and a historical |draws on themes, patterns of events, or character|transforms source material in a specific work |

|account of the same period as a means of |types from myths, traditional stories, or |(e.g., how Shakespeare treats a theme or topic |

|understanding how authors of fiction use or alter |religious works such as the Bible, including |from Ovid or the Bible or how a later author |

|history. |describing how the material is rendered new. |draws on a play by Shakespeare). |

|KNOW |UNDERSTAND |DO |

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

|How to analyze |Authors often draw from classical texts to write |Recognize common classical allusions |

|How to describe |contemporary stories. |Recognize classical themes, patterns of events,|

|Theme(s) |Good readers better understand modern works of |and character types in modern works of fiction |

|Allusions |fiction when they recognize or make connections |Compare classical and modern use of patterns of|

|Character types (e.g., dynamic, flat, round, |to themes, patterns of events, and character |events and character types |

|static) |types found in classical texts. |Compare classical and modern treatments of |

|Characteristics of various genres (e.g., fiction, | |themes |

|historical fiction, non-fiction) | |Analyze how a modern work of fiction draws on |

|Classical texts (e.g., traditional stories, | |themes, patterns of events, or character types |

|religious works, myths) | |from myths, traditional stories, or religious |

|Story patterns (e.g., good vs. evil, quests, | |works such as the Bible and explain how the |

|repetition) | |material is rendered new |

|Archetypes/prototypes | | |

|Text-to-text connections | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 8) |

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

|independently and proficiently. |

GRADE 8- 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 7: Analyze how two or more authors writing |Grade 8: Analyze a case in which two or more |Grade 9-10: Analyze seminal U.S. documents of |

|about the same topic shape their presentations of key|texts provide conflicting information on the |historical and literary significance (e.g., |

|information by emphasizing different evidence or |same topic and identify where the texts |Washington's Farewell Address, the Gettysburg |

|advancing different interpretations of facts. |disagree on matters of fact or |Address, Roosevelt's Four Freedoms speech, King's |

| |interpretation. |"Letter from Birmingham Jail"), including how they|

| | |address related themes and concepts. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary nonfiction and |Authors of informational texts make choices |Differentiate between fact and interpretation |

|expository/technical texts) |about what to include and how to present |Identify the conflicting information, facts, |

|Compare/contrast |information and key details on topics |interpretations |

|Fact vs. interpretation |depending on their purpose. |Describe the authors’ overall purposes for writing|

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

|Author’s perspective (background) |Good readers make meaning of informational |Identify the authors’ positions in texts |

|Author’s strategies for shaping presentations (e.g., |texts by analyzing how different authors |Describe how the authors’ choices reflect their |

|author’s choices to emphasize some information or |shape their presentation of key information |viewpoints, foci, attitudes, positions or biases |

|advance different interpretations of facts) |by emphasizing difference evidence or |Describe how the author’s choices shape the |

|How to analyze |advancing different interpretations of facts.|content and presentation |

| | |Compare and contrast one author's presentation of |

| | |events with that of another and formulate |

| | |conclusions |

| | |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 8) |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|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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