HOW TO READ A…Delaware Literacy Concept Organizer
The Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in Literacy. These 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 6-8 Integration of Knowledge and Ideas
Reading Standard 9
For Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
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.
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 6: Analyze the relationship
between a primary and secondary
source on the same topic.
Grade 9-10: Compare and contrast
treatments of the same topic in several
primary and secondary sources.
Grade 11-12: Integrate information from
diverse sources, both primary and secondary, into
a coherent understanding of an idea or event,
nothing discrepancies among sources.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural & Application)

Informational text (both literary

Authors of informational texts
 Develop research studies
nonfiction and expository/technical
make choices about what to
 Identify the relationship between a
texts)
include and how to present
primary and secondary source on the
information and key details on

How to analyze
same topic
topics depending on their purpose.  Identify the corroborating or conflicting

Primary source

Good readers make meaning of

Secondary source
information, facts, interpretations
informational texts by analyzing

Strengths and limitations of primary
 Identify the authors’ positions in the text
how different authors shape their
and secondary sources
 Describe how the authors’ choices reflect
presentation of key information

Compare/contrast
their viewpoints, foci, attitudes, positions or
by emphasizing different evidence
 Author’s viewpoint/ focus/
biases
or
advancing
different
attitude/bias

Analyze the strengths and limitations of
interpretations of facts.
 Author’s perspective (background)
primary and secondary sources

Good readers consult a variety of

Author’s strategies for shaping
sources when investigating a topic  Analyze the relationship between a primary
presentations (e.g., author’s
and secondary source on the same topic
or an event.
choices to emphasize some
information or advance different
interpretations of facts)
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade 6-8)
By the end of grade 8, read and comprehend history/social studies texts in 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 above the
grade level you
are working.
This allows you
to see the
progression of
from grade to
grade.
The Know,
Understand and
Do columns align
to the shaded
grade level.
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..
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Key Ideas and Details
Reading Standard 1
Reading Standard for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 Level Reading Standard 1 (Literacy in History/Social Studies)
Grade 6-8: Cite specific textual Grade 9-10: Cite specific textual Grade 11-12: Cite specific textual
evidence to support analysis of
evidence to support analysis of
evidence to support analysis of
primary and secondary sources. primary and secondary sources,
primary and secondary sources,
attending to such features as the
connecting insights gained from
date and origin of the
specific details to an understanding of
information.
the text as a whole.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors of informational
 Recognize features that impact
 Informational text (historical,
text(s) make specific
the reliability of a source (e.g.,
expository/technical texts)
choices
about
the
selection
date, origin of information )
 How to cite specific textual
of sources and use of
 Describe the connection between
evidence (e.g., offer proof from
evidence.
the audience and the text
primary and secondary sources)
 Describe the connection between
 Features that reflect the reliability
 Good readers/researchers
the author’s purpose and the text
of a source (e.g., date, origin of
synthesize
information

Identify/cite and explain
information)
from
an
analysis
of
information from primary and
 How to analyze (e.g., bias,
sources to gain insights or
secondary sources
credibility, point of view,
draw conclusions about
 Identify/cite appropriate text
perspective)
text(s) as a whole.
support for inferences
 Audience

Analyze primary and secondary
 Purpose
sources for bias, credibility, point
 Primary sources (including
of view, perspective, purpose,
strengths and limitations)
date, and origin of information
 Secondary sources (including
 Synthesize the insights gained
strengths and limitations)
from the text to make
connections (e.g., text-to-world,
event- to- event)
 Cite specific textual evidence to
support analysis of primary and
secondary sources, connecting
insights gained from specific
Reading Recursive Strategies:
2
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

details to an understanding of the
text as a whole
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 Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
3
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Key Ideas and Details
Reading Standard 2
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
Grade 6-8: Determine the central Grade 9-10: Determine the central Grade 11-12: Determine the
ideas or information of a primary ideas or information of a primary or central ideas or information of a
or secondary source; provide an
secondary source; provide an
primary or secondary source;
accurate summary of the source
accurate summary that makes clear provide an accurate summary
distinct from prior knowledge or
the relationships among the key
that makes clear the relationships
opinions.
details and ideas.
among the key details and ideas.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)

Authors select

Determine the central idea of an
 Informational text (historical,
organizational patterns and
informational text
expository/technical texts)
support
to
convey
their

Recognize how ideas are
 Primary source(s)
central idea(s).
organized in an informational
 Secondary source(s)
text
 Central/main idea

Good
readers/researchers

Identify primary sources
 Key events/details
use
information
from

Identify secondary sources
 Prior/background knowledge
primary
and
secondary

Describe or graphically
 Difference between central/main
sources
in
informational
represent the relationship
ideas and key details/events in an
text(s)
to
identify
the
between central ideas and
informational text
central idea(s).
details/events
 Patterns of organization(e.g.
sequence/ chronological order,

Explain how the central ideas

Good readers/researchers
classification, definition, simple
are supported by key details
develop accurate
process, description, comparison)

Summarize the central ideas in
summaries that capture the
 Different purposes for graphic
an informational text, capturing
central ideas of
organizers, based on structure of
the most important parts of the
informational text and
text
exclude personal opinions
piece distinct from personal
 Difference between central/ main
or judgments.
opinions or judgments
ideas and key details in an

Determine the central ideas or
informational text
information of a primary or

Characteristics of an effective
secondary source; provide an
summary (e.g., objective vs.
accurate summary that makes
subjective) for informational
clear the relationships among
Reading Recursive Strategies:
4
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
texts


the key details and ideas.
Analyze the development of
central ideas in a text
Determine central ideas or
themes of a text and analyze
their development; summarize
the key supporting
details and ideas.
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
5
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Key Ideas and Details
Reading Standard 3
Reading Standard for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social
Studies (3):
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCSS – Grade Level Reading Standard 3 (Literacy in History/Social Studies)
Grade 6-8: Identify key steps in Grade 9-10: Analyze in
Grade 11-12: Evaluate
a text's description of a process
detail a series of events
various explanations for
related to history/social studies
described in a text;
actions or events and
(e.g., how a bill becomes law,
determine whether earlier
determine which
how interest rates are raised or
events caused later ones or
explanation best accords
lowered).
simply preceded them.
with textual evidence,
acknowledging where the
text leaves matters
uncertain.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors select sources
 Differentiate between
 Informational text
and evidence to support
fact and interpretation
(historical,
their explanations for
 Identify the author’s
expository/technical texts)
actions or events.
perspective and beliefs
 How to evaluate effectively

Connect the author’s
 Author’s perspective and
purpose and what is
 Authors control
beliefs
included/excluded from
information and their
 Textual evidence
the text
message
through
their
 The connection between the

Identify which actions
choices
of
how
author’s purpose and what is
and events can be
information
is
presented
included in the text
explained given the
and
develops.
 How to evaluate competing
limitations of available
interpretations
source material
 Good readers/researchers
 Differences between factual
 Evaluate various
recognize and evaluate
information and
interpretations for
various
interpretations
of
interpretation
actions or events
the
same
event.
 Words that assist analysis
 Analyze how and why
and explanation (e.g.,
individuals, events, or
because, then, as a
ideas develop and
consequence, in contrast) of
interact over the course
informational text(s)
of a text
Reading Recursive Strategies:
6
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

Evaluate various
explanations for actions
or events and determine
which explanation best
accords with textual
evidence,
acknowledging where
the text leaves matters
uncertain
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
7
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Craft and Structure
Reading Standard 4
Reading Standard for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
Grade 6-8: Determine the meaning
Grade 9-10: Determine the
Grade 11-12: Determine the
of words and phrases as they are used meaning of words and phrases meaning of words and phrases as
in a text, including vocabulary
as they are used in a text,
they are used in a text, including
specific to domains related to
including vocabulary
analyzing how an author uses and
history/social studies.
describing political, social, or
refines the meaning of a key term
economic aspects of
over the course of a text (e.g., how
history/social studies.
Madison defines faction in
Federalist No. 10).
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors make purposeful
 Read and reread other sentences,
 Informational text (historical,
word choices to achieve an
paragraphs, and non-linguistic
expository/technical texts)
intended effect within
images in an informational text
 Context clues
informational text(s).
to identify context clues that can
 How to analyze
be used to determine the meaning
 Word/language choices

Authors
of
informational
of unknown words
 Literal/Denotative meaning
text(s)
use
domain
Use context clues to unlock the
 Connotative meaning
specific vocabulary to
meaning of unknown
 Technical meaning
clarify concepts.
words/phrases
 Domain-specific words
 Identify, determine the meaning
 Good readers/researchers
of, and use domain-specific
actively seek the meaning
terms
of unknown words/phrases  Determine the appropriate
to deepen their
definition of words that have
understanding of
more than one meaning
informational text(s).
 Trace how an author uses and
refines the meaning of key words
and concepts over the course of a
text
 Determine the meaning of words
and phrases as they are used in a
text, including analyzing how an
Reading Recursive Strategies:
8
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
author uses and refines the
meaning of a key term over the
course of a text
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
9
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Craft and Structure
Reading Standard 5
Reading Standard for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (5):
Analyze the structure of texts, 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 (Literacy in History/Social Studies)
Grade 6-8: Describe how a text
Grade 9-10: Analyze how a
Grade 11-12: Analyze in detail how
presents information (e.g.,
text uses structure to
a complex primary source is
sequentially, comparatively,
emphasize key points or
structured, including how key
causally).
advance an explanation or
sentences, paragraphs, and larger
analysis.
portions of the text contribute to
the whole.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors select specific
 Informational text (historical,
 Identify complex primary
patterns of organization to
expository/technical texts)
sources
convey
information.
 How to analyze
 Identify how a complex primary
source is structured
 Difference between explain and
 Authors’ choices of
 Analyze patterns of organization
analyze
structures, features, etc.
in informative/technical texts to
 Primary source(s)
control
the
central
idea
and
make meaning of text
 Various text features(e.g.,
the readers’ perceptions.
 Analyze the unique features of
captions, maps, information from
various informative texts to
charts and graphs, illustrations)

Good
readers/researchers
enhance understanding of the text
 Various text structures (e.g.,
use
their
knowledge
of
 Analyze the structure an author
sentences, paragraphs, sections,
organizational patterns in
uses to organize a text, including
chapters)
informational text(s) in
how the major sections
 Relationships between parts of
order
to
make
meaning.
contribute to the whole and to the
text (e.g., key sentences,
development of the ideas
paragraphs and whole text)
 Analyze in detail how a complex
 Various patterns of organization
primary source is structured,
(e.g., sequence/chronological
including how key sentences,
order, classification, definition,
paragraphs, and larger portions
process, description, comparison,
of the text contribute to the
problem/ solution, simple
whole
cause/effect, conflict/resolution)
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity
Reading Recursive Strategies:
10
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
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
Reading Recursive Strategies:
11
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12-Craft and Structure
Reading Standard 6
Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (6):
Assess how point of view or purpose shapes the content and style of a text.
CCSS – Grade Level Reading Standard 6 (Literacy in History/Social Studies)
Grade 6-8: Identify aspects of a text Grade 9-10: Compare the
Grade 11-12: Evaluate authors'
that reveal an author's point of view
point of view of two or more
differing points of view on the
or purpose (e.g., loaded language,
authors for how they treat the
same historical event or issue by
inclusion or avoidance of particular
same or similar topics,
assessing the authors' claims,
facts).
including which details they
reasoning, and evidence.
include and emphasize in their
respective accounts.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors use distinctive
 Informational text (both literary
 Analyze the author’s overall
language (e.g., rhetorical
nonfiction and
purpose (to inform, to persuade,
devices)
to
influence
the
expository/technical texts)
to explain how) for writing a text
audience and/or create an
 How to evaluate
 Analyze how the author’s choices
effect that will enhance
reflect his/her viewpoint, focus,
 Author’s claims, reasoning,
purpose.
attitude, position or bias
evidence
 Analyze how point of view,
 Characteristics of an analysis
 Authors achieve their
viewpoint, purpose and
 Author’s purposes (to inform, to
purpose by controlling
perspective affect and
persuade, to explain how) for
what the reader knows
informational text (controls the
writing a text
through
the
choices
they
message/information)
 Point of view (e.g., first person,
make
(e.g.,
content,
point

Assess how the viewpoint or
third person, limited, omniscient)
of
view,
style,
word
choice)
purpose shapes the content and
 Author’s
style of a text
viewpoint/focus/attitude/bias

Good
readers/researchers

Assess the author’s claims,
 Author’s perspective
analyze
informational
reasons, and evidence
(background)
text(s)
to
better
understand

Evaluate authors' differing points
 Author’s strategies for developing
and
evaluate
the
author’s
of view on the same historical
viewpoint and purpose (e.g.,
viewpoint/attitude
and
event or issue by assessing the
author’s choices about when and
purpose.
authors' claims, reasoning, and
how to develop information; what
evidence
information to include or exclude)
 Conflicting evidence or
viewpoints
 Responses to opposing viewpoints
Reading Recursive Strategies:
12
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
(e.g., acknowledge, concede,
rebut)
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
13
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12- Integration of Knowledge and Ideas
Reading Standard 7
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
Grade 6-8: Integrate visual
Grade 9-10: Integrate
Grade 11-12: Integrate and evaluate
information (e.g., in charts, graphs,
quantitative or technical
multiple sources of information
photographs, videos, or maps) with
analysis (e.g., charts,
presented in diverse formats and
other information in print and digital
research data) with
media (e.g., visually, quantitatively,
texts.
qualitative analysis in print
as well as in words) in order to
or digital text.
address a question or solve a
problem.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Develop research strategies
 Informational text (both literary
 Good readers’ and
 Distinguish between relevant and
nonfiction and
viewers’ make choices
irrelevant information
expository/technical texts)
about the most efficient

Identify sources of information
way to integrate and
 How to integrate
that are reliable and relevant to
evaluate information.
 How to evaluate
address a question or solve a
 How to address a question
problem
 Good readers’ and
 How to solve a problem

Evaluate which details/information
viewers’ access and
 Difference between relevant and
from different sources can be used
evaluate information
irrelevant information
effectively to address questions or
from
a
variety
of
 Resources relevant for solving
solve problems
text/media
sources
to
specific problems/questions

Integrate multiple sources of
answer
questions
and
 Media formats (e.g., visual, oral,
information
presented in diverse
solve problems.
quantitative)
formats and media in order to
 Media types (e.g., print and digital
address a question or solve a
 Creators and presenters
sources, audio, video, live,
problem
of written and visual text
multimedia, documentary,
 Integrate and evaluate multiple
choose
media
forms
and
podcast)
sources of information presented in
formats to convey a
diverse formats and media in order
specific message to
to address a question or solve a
audiences.
problem
Range of Reading and Level of Text Complexity
Reading Recursive Strategies:
14
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
15
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12- Integration of Knowledge and Ideas
Reading Standard 8
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
Grade 6-8: Distinguish among fact,
Grade 9-10: Assess the extent Grade 11-12: Evaluate an author's
opinion, and reasoned judgment in a
to which the reasoning and
premises, claims, and evidence by
text.
evidence in a text support the
corroborating or challenging them
author's claims.
with other information.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors sometimes use

Identify the author’s argument
 Informational text (both literary
fallacious or invalid
and specific claims
nonfiction and
reasoning, irrelevant

Identify (e.g., by telling,
expository/technical texts)
and/or
insufficient
writing, graphically
 How to trace/delineate an
evidence,
and/or
false
representing)
author’s reasoning
statements to support
reasons/examples/evidence that
 How to evaluate/assess an
their arguments and
support the author’s argument
author’s argument and specific
claims in order to
and specific claims
claims
promote
their
ideas
or

Differentiate between claims
 Relevant vs. irrelevant details
agenda.
which are supported by
 Relevant reasons/evidence
reasons/evidence and those
 Sound/logical/justified reasoning
 Good readers recognize
which are not
 Relevant, sufficient evidence
when and why authors

Differentiate between valid and
 Legal reasoning
use fallacious reasoning
invalid claims
 Rhetorical strategies for
and
false
statements
in

Identify sound reasoning
persuasion (e.g., logos, ethos,
their
arguments.

Explain how an author uses
pathos)
reasons and evidence to support
 Valid vs. invalid claims
particular arguments and
 False statements
specific claims in a text,
 Persuasive techniques/fallacious
identifying which reasons and
reasoning (e.g., bandwagon, red
evidence support which point(s)
herring, propaganda, appeal to

Identify false statements and
authority)
fallacious reasoning in an
argument

Recognize when irrelevant
evidence is introduced
Reading Recursive Strategies:
16
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.


Research other sources to
challenge information presented
by an author
Evaluate an author's premises,
claims, and evidence by
corroborating or challenging
them with other information
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 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
Reading Recursive Strategies:
17
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
GRADE 11-12- Integration of Knowledge and Ideas
Reading Standard 9
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (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 (Literacy in History/Social Studies)
Grade 6-8: Analyze the relationship
Grade 9-10: Compare and
Grade 11-12: Integrate information
between a primary and secondary source on contrast treatments of the same from diverse sources, both primary
the same topic.
topic in several primary and
and secondary, into a coherent
secondary sources.
understanding of an idea or event,
noting discrepancies among sources.
Know
Understand
Do
(factual)
(conceptual)
(procedural & application)
 Authors of informational
 Develop research strategies
 Informational text (both literary
texts make choices about  Identify the relationship between a
nonfiction and expository/technical texts)
what to include and how
primary and secondary source on the
 How to integrate information from
to
present
information
and
same topic
diverse sources (e.g., primary sources,
key details on topics
 Identify the corroborating or
secondary sources)
depending on their
conflicting information, facts,
 Primary source
purpose.
interpretations
 Secondary source

Identify the authors’ positions in the
 Strengths and limitations of primary and

Good
readers
make
text
secondary sources
meaning
of
informational

Describe how the authors’ choices
 Compare/contrast
texts by analyzing how
reflect their viewpoints, foci,
 Author’s viewpoint/ focus/ attitude/bias
different
authors
shape
attitudes, positions or biases
 Author’s perspective (background)
their
presentation
of
key

Analyze the strengths and limitations
 Author’s strategies for shaping
information
by
of primary and secondary sources
presentations (e.g., author’s choices to
emphasizing
different

Integrate information from diverse
emphasize some information or advance
evidence
or
advancing
sources, both primary and secondary,
different interpretations of facts)
different interpretations of
into a coherent
facts..
understanding/conclusion/
explanation of an idea or event,
noting discrepancies among sources
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade 11-12)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently
and proficiently.
Reading Recursive Strategies:
18
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.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. They are a resource from which teachers can
select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
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:
19
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.