Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
GRADE 6-Craft and Structure
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 5: Determine two or
Grade 7: Determine two or more
Grade 6: Determine a central
more main ideas of a text and
central ideas in a text and analyze their
idea of a text and how it is
explain how they are supported conveyed through particular
development over the course of the
by key details; summarize the
text; provide an objective summary of
details; provide a summary of
text.
the text.
the text distinct from personal
opinions or judgments.
Know
Understand
Do
(Factual)
(Conceptual)
(Procedural, Application and Extended
Thinking)

Authors of informational

Determine central/main idea of an
 Characteristics of an
text(s) follow a pattern or
informational text
explanation (e.g., what and
plan and include key

Recognize how ideas are organized
why)
details
in
order
to
help
in an informational text
 Central/main idea
readers
make
meaning
of

Describe or graphically represent the
 Types of text structures (e.g.
the text.
relationship between central/main
sequence/ chronological order,
ideas and details
classification, definition,

Good readers use key
simple process, description,

Explain how the main ideas are
details in an
comparison)
supported by key details
informational text to
 Different purposes for graphic

Summarize the main ideas in an
identify the main topic.
organizers, based on structure
informational text, capturing the
of text
most important parts of the piece
 Good readers develop
 Difference between central/
distinct from personal opinions or
effective summaries that
main ideas and key details in
judgments
capture the main ideas of
an informational text

Determine a central idea of a text
informational text and
 Characteristics of an effective
and how it is conveyed through
excludes personal
summary (e.g., objective vs.
particular details; provide a summary
opinions or judgments
subjective) for informational
of the text distinct from personal
texts
opinions or judgments
 How to explain
 How to summarize
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 6)
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical
1
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a
range of topics
2
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
GRADE 7-Craft and Structure
Informational Reading Standard 2
College and Career Ready (CCR) Anchor Reading Standard (2):
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS – Grade Level Reading Standard 2 (Informational)
Grade 6: Determine a central idea Grade 7: Determine two or more
Grade 8: Determine a central
of a text and how it is conveyed
idea of a text and analyze its
central ideas in a text and analyze
through particular details; provide their development over the course development over the course of
a summary of the text distinct from of the text; provide an objective
the text, including its
personal opinions or judgments.
relationship to supporting ideas;
summary of the text.
provide an objective summary of
the text.
Know
Understand
Do
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)

Determine two or more
 Characteristics of an explanation  Authors of informational
text(s) follow a pattern or
central ideas in an
(e.g., what and why)
plan
and
include
key
details
informational text
 Central idea
in
order
to
help
readers
make

Analyze how ideas are
 Types of text structures (e.g.
meaning of the text.
organized and developed in
sequence/ chronological order,
an informational text.
classification, definition, simple

Good
readers
develop

Describe or graphically
process, description, comparison)
effective
summaries
that
represent the relationship
 Different purposes for graphic
capture
the
main
ideas
of
between central ideas and
organizers, based on structure of
informational
text(s).
text
supporting details
 Difference between central ideas

Explain how the central ideas
are supported by key details
and key details in an

Summarize the main ideas
informational text
objectively in an
 Characteristics of an effective
informational text, capturing
summary (e.g., objective vs.
the most important parts of
subjective) for informational texts
the piece
 How to summarize

Determine two or more
 How to analyze
central ideas in a text and
analyze their development
over the course of the text;
provide an objective
summary of the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 7)
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
3
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
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
4
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
GRADE 8-Craft and Structure
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
Grade 8: Determine a central idea Grade 9-10: Determine a
central ideas in a text and analyze
central idea of a text and
of a text and analyze its
their development over the course of development over the course of the analyze its development over
the text; provide an objective
the course of the text, including
text, including its relationship to
summary of the text.
how it emerges and is shaped
supporting ideas; provide an
and refined by specific details;
objective summary of the text.
provide an objective summary
of the text.
Know
Understand
Do
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)

Central idea

Authors of informational  Identify the text structure in an
texts develop texts that
informational text

Types of text structures (e.g.
have
a
central
idea
is

Determine a central idea in an
sequence/chronological order,
developed over the course
informational text
classification, definition, process,
of a text through its

Describe or graphically
description, comparison, problem/
relationship to supporting
solution, cause/effect)
represent the relationship
elements/ideas/details.

Difference between central and
between a central idea and
supporting ideas in an
supporting ideas

Good readers develop
informational text.

Explain the relationship of the
effective summaries that

Characteristics of an effective
central idea to the supporting
are objective and capture
ideas in an informational text
summary for informational texts
the central idea of

Analyze the development of the
(e.g., objective vs. subjective)
informational text(s).
central idea over the course of

How to summarize
an informational text, including
its relationship to supporting
ideas
 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
5
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
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
6
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
GRADE 9-10-Craft and Structure
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 8: Determine a central
Grade 11-12: Determine two or
Grade 9-10: Determine a central
idea of a text and analyze its
more central ideas of a text and
idea of a text and analyze its
development over the course of
analyze their development over the
development over the course of
the text, including its relationship the text, including how it emerges course of the text, including how
to supporting ideas; provide an
they interact and build on one
and is shaped and refined by
objective summary of the text.
another to provide a complex
specific details; provide an
analysis; provide an objective
objective summary of the text.
summary of the text.
Know
Understand
Do
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)

Authors of informational texts  Describe or graphically represent
 Central idea
develop texts that have a central
the relationship between central
 Key details
idea that is developed over the
ideas and specific details
 Types of text structures (e.g.
course of a text.
sequence/chronological order,
 Determine a central idea of an
classification, definition,
informational text

Good readers develop
process, description,
 Describe or graphically represent
effective summaries that are
comparison, problem/
the relationship between central
objective and capture the
solution, cause/effect)
ideas and specific details
central idea of informational
 Relationship between central
 Analyze how authors reveal,
text(s).
and specific ideas in an
shape, and refine a central idea,
informational text.
utilizing specific details
 Characteristics of an effective  Good readers analyze how the
central idea of an informational  Create an objective summary of
summary for informational
an informational text
text develops, emerges, and is
texts (e.g., objective vs.
 Determine a central idea of a text
shaped and refined by specific
subjective)
and analyze its development over
details.
 How to summarize
the course of the text, including
 How to analyze
how it emerges and is shaped and
refined by specific details;
provide an objective summary of
the text
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 9)
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
CCSS- Grade Specific Reading Standard 10 (Grade 10)
7
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 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
8
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
GRADE 11-12--Craft and Structure
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 9-10: Determine a central idea of a text and Grade 11-12: Determine two or more central ideas
analyze its development over the course of the text,
of a text and analyze their development over the
including how it emerges and is shaped and refined
course of the text, including how they interact and
by specific details; provide an objective summary of build on one another to provide a complex analysis;
the text.
provide an objective summary of the text.
Know
Understand
Do
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)

Authors of informational  Describe or graphically represent
 Characteristics of an
texts develop texts that
explanation (e.g., what and
the relationship between central
have a central idea that is
why)
ideas and specific details in
developed over the course

Central idea
informational texts
of a text.

Types of text structures (e.g.

Determine multiple central ideas in
sequence/chronological order,
informational texts

Good readers develop
classification, definition,

Analyze the development of two or
effective summaries that
process, description,
more central ideas over the course
are objective and capture
comparison, problem/
of an informational text, including
the
central
idea
of
solution, cause/effect)
how they interact and build on one
informational
text(s).

Relationship between central
another to provide a complex
and specific ideas in an
analysis
 Good readers analyze how
informational text.

Create an objective summary of an
the central idea of an

Characteristics of an
informational text
informational text
effective summary for

Determine two or more central
develops, emerges, and is
ideas of a text and analyze their
informational texts
shaped and refined by
development over the course of the

How to analyze
specific details.
text, including how they interact

How to summarize
and build on one another to provide
a complex analysis; provide an

Multiple central ideas
objective summary of the text
interact with and build on
one another to create a
complex informational
text that requires
sophisticated analysis.
Range of Reading and Level of Text Complexity
CCSS- Grade Specific Reading Standard 10 (Grade 11)
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
9
Delaware English Language Arts KUD Concept Organizer
These ELA KUD Concept Organizers are not replacements for teachers’ individual unit KUDs. Rather,
they are deconstructions of the concepts inherent in each of the Common Core State Standards. These are a
resource from which teachers should select appropriate Knowledge, Understandings, and Dos (skills) to
develop their own unit KUDs to guide planning for instruction.
CCSS- Grade Specific Reading Standard 10 (Grade 12)
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR 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
10