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. This
document includes only standards 1-3.
GRADE 5- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard 1:
Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
Grade 4: Write opinion pieces Grade 5: Write opinion
Grade 6: Write arguments to
support claim(s) with clear
pieces
on
topics
or
texts,
on topics or texts, supporting a
reasons and relevant
supporting a point of view
point of view with reasons and
evidence.
with reasons and
information.
a. Introduce claim(s) and
information.
a. Introduce a topic or text
organize the reasons and
a. Introduce a topic or
clearly, state an
evidence clearly.
text clearly, state an
opinion, and create an
opinion, and create an b. Support claim(s) with clear
organizational structure
reasons and relevant
organizational
in which related ideas
evidence, using credible
structure in which
are grouped to support
sources and demonstrating
ideas are logically
the writer's purpose.
an understanding of the
grouped to support
b. Provide reasons that are
topic or text.
the writer's purpose.
supported by facts and
c. Use words, phrases, and
b. Provide logically
details.
clauses to clarify the
ordered reasons that
c. Link opinion and
relationships among
are supported by facts
reasons using words
claim(s) and reasons.
and details.
and phrases (e.g., for
d. Establish and maintain a
c. Link opinion and
instance, in order to, in
formal style.
reasons using words,
addition).
e. Provide a concluding
phrases, and clauses
d. Provide a concluding
statement or section that
(e.g., consequently,
statement or section
follows from the argument
specifically).
related to the opinion
presented.
d. Provide a concluding
presented.
statement or section
related to the opinion
presented.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural and Application)
Recursive Strategies:
1
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.

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








Persuasion and argument

Difference between relevant
and irrelevant evidence
Opinion/position
Reason(s) (e.g., claims,
support)
Evidence (e.g., examples,

statistics, data, credible
personal and expert
opinions, facts)
Logical argument
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction (e.g.,
one that takes a clear
position, clarifies the issue,
provides necessary
background)
Logical order of supporting
reasons (e.g., weakest to
strongest argument, strongest
to weakest argument)
Awareness of audience
Organizational pattern/
structure
Linking/transition words,
phrases, clauses (e.g., for
instance, in order to, in
addition, consequently,
specifically)
How to use linking/transition
words (e.g., on the other
hand) to show relationship
Strategies for dealing with
opposing point of view (e.g.,
 Identify an issue in a topic or
text
 Distinguish the pros and
cons
 Select an opinion/ position
 Develop an opinion/ position
/claim
Good authors use
 Use primary and secondary
model/examples texts to
sources to locate, sort, and
guide them as they compose
select reasons based on
their own persuasive pieces.
facts, examples, and/or
evidence for both sides
 acknowledge the
opposing point of view
 differentiating between
relevant and irrelevant
reasons/evidence
 using an appropriate
variety of
reasons/evidence
 addressing the needs of
the audience
 prioritizing the
reasons/evidence
 Select an appropriate writing
format
 Write opinion/position
pieces on topics or texts,
supporting a point of view
with reasons and information
by:
 introducing a topic or
text
 stating an opinion
 creating an
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.
Recursive Strategies:
2
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.
rebuttal, concession,
acknowledgement)
 How to avoid unsupported
reasons
 Format choices (e.g., letters
[business and friendly],
simple editorial,
advertisements)
 Effective conclusion (e.g.,
one that begins to move
beyond summary, call to
action, next step)


organizational structure
in which related ideas
are grouped to support
the writer’s purpose
 providing logically
ordered reasons that are
supported by facts and
details
 acknowledging alternate
or opposing claim(s)
 providing a concluding
statement or section
related to the
opinion/position
presented
Linking opinion/position and
reasons using words,
phrases, and clauses
Using linking/transition
words that show
relationships
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 5)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Recursive Strategies:
3
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.
GRADE 5- Text Types and Purposes
Writing Standard 2
College and Career Readiness (CCR) Anchor Writing Standard 2:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCSS – Grade Specific Writing Standard 2: Text Types and Purposes
Grade 4: Write
Grade 6: Write informative/
Grade 5: Write informative/
informative/explanatory
explanatory texts to examine a explanatory texts to examine a
texts to examine a topic and
topic and convey ideas,
topic and convey ideas and
convey ideas and
concepts, and information
information clearly.
a. Introduce a topic clearly, through the selection,
information clearly.
provide a general
a. Introduce a topic clearly
organization, and analysis of
observation and focus,
and group related
relevant content.
and group related
information in paragraphs
a. Introduce a topic; organize
information logically;
and sections; include
ideas, concepts, and
include formatting (e.g.,
formatting (e.g., headings),
information, using
headings), illustrations,
illustrations, and
strategies such as
and multimedia when
multimedia when useful to
definition, classification,
useful to aiding
aiding comprehension.
comparison/contrast, and
comprehension.
b. Develop the topic with
cause/effect; include
b. Develop the topic with
facts, definitions, concrete
formatting (e.g., headings),
facts, definitions, concrete
details, quotations, or other
graphics (e.g., charts,
details, quotations, or
information and examples
tables), and multimedia
other information and
related to the topic.
when useful to aiding
examples related to the
c. Link ideas within
comprehension.
topic.
categories of information
b. Develop the topic with
c. Link ideas within and
using words and phrases
relevant facts, definitions,
across categories of
(e.g., another, for example,
concrete details,
information using words,
also, because).
quotations, or other
phrases, and clauses (e.g.,
d. Use precise language and
information and examples.
in contrast, especially).
domain-specific
c. Use appropriate transitions
d. Use precise language and
vocabulary to inform about
to clarify the relationships
Recursive Strategies:
4
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.
e.
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


or explain the topic.
Provide a concluding
statement or section related
to the information or
explanation presented.
KNOW
(Factual)
Informative/explanatory
writing
Topic
Relevant information(e.g.,
facts, definitions, concrete
details, personal experiences,
quotations, observations,
interviews)
Organizational patterns (e.g.,
definition, classification,
comparison/contrast, and
cause/effect)
Formatting devices (e.g.,
headings, bold print, italics,
captions, bullets)
Graphics (e.g., charts, tables,
drawings)
Multimedia
Domain-specific vocabulary
Style (e.g., formal, informal,
specific to audience)
Primary sources
among ideas and concepts.
d. Use precise language and
domain-specific
vocabulary to inform about
or explain the topic.
e. Establish and maintain a
formal style.
f. Provide a concluding
statement or section that
follows from the
information or explanation
presented.
UNDERSTAND
DO
(Conceptual)
(Procedural and Application)
 Good authors of informative/  Select an interesting, yet
explanatory writing develop
manageable, subject for
texts that examine a topic
writing or one that meets the
and convey ideas and
requirements of the
information clearly.
assignment
 Analyze and use primary and
 Good authors use
secondary sources to locate,
informative/explanatory
sort (categorize, classify)
writing to communicate
and select relevant facts,
information related to realdefinitions, concrete details,
world tasks.
quotations or other
information and examples
 Good authors use
 differentiating between
model/example texts to
relevant and irrelevant
guide them as they compose
information
informative/expository
 addressing the needs of
texts.
the audience
 generating new ideas
 Good readers and writers
and/or perspectives
write to make meaning of
 avoiding plagiarism
what they read.
 selecting an
organizational pattern
domain-specific
vocabulary to inform
about or explain the
topic.
e. Provide a concluding
statement or section
related to the information
or explanation presented.
Recursive Strategies:
5
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.






Secondary sources (e.g.,
UDLib/Search)
Effective introduction/ hook
(e.g., one that is separate
from the body and presents a
simple thesis)
Awareness of audience
Linking /Transition words,
phrases, clauses (e.g., in
contrast, especially)
Forms (e.g., letters to
appropriate
individuals/organizations
(editor, boards, business),
summaries, reports (book,
research), essays, articles
(newspaper, magazine),
messages/memos, notices,
biography, autobiography,
reviews)
Effective conclusion/hook
that moves beyond summary
(e.g., answer the “so what?”
question about the
significance of the issue)


appropriate for the topic
and purpose
Select an appropriate writing
form
Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly by
 engaging the reader
with an introduction/
hook that presents the
topic
 introducing the topic
clearly providing a
general observation and
focus
 grouping related
information logically
 addressing the needs of
the audience
 developing topic with
facts, definitions,
concrete details,
quotations or other
information and
examples related to the
topic
 linking ideas within and
across categories and
information using
words, phrases, and
clauses
 using formatting
devices to aid
comprehension when
appropriate
Recursive Strategies:
6
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.


using precise language
and domain-specific
vocabulary to inform
about or explain the
topic
providing a concluding
statement or section that
follows from the
information or
explanation presented
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 5)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Recursive Strategies:
7
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.
GRADE 5- Text Types and Purposes
Writing Standard 3
College and Career Readiness (CCR) Anchor Writing Standard 3:
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
CCSS – Grade Specific Writing Standard 3: Text Types and Purposes
Grade 4: Write narratives to
Grade 6: Write narratives to
Grade 5: Write narratives to
develop real or imagined
develop real or imagined
develop real or imagined
experiences or events using
experiences or events using
experiences or events using
effective technique, descriptive
effective technique, relevant
effective technique,
details, and clear event
descriptive details, and welldescriptive details, and clear
sequences.
structured event sequences.
event sequences.
a. Orient the reader by
a. Engage and orient the reader
a. Orient the reader by
establishing a situation and
by establishing a context and
establishing a situation and
introducing a narrator and/or
introducing a narrator and/or
introducing a narrator
characters; organize an event
characters; organize an event
and/or characters;
sequence that unfolds
sequence that unfolds
organize an event sequence
naturally.
naturally and logically.
that unfolds naturally.
b. Use dialogue and description b. Use narrative techniques,
b. Use narrative techniques,
to develop experiences and
such as dialogue, pacing, and
such as dialogue,
events or show the responses
description, to develop
description, and pacing, to
of characters to situations.
experiences, events, and/or
develop experiences and
c. Use a variety of transitional
characters.
events or show the
words and phrases to
responses of characters to c. Use a variety of transition
manage the sequence of
words, phrases, and clauses
situations.
events.
to convey sequence and
c. Use a variety of
d. Use concrete words and
signal shifts from one time
transitional words,
phrases and sensory details
frame or setting to another.
phrases, and clauses to
to convey experiences and
d. Use precise words and
manage the sequence of
events precisely.
phrases, relevant descriptive
events.
e. Provide a conclusion that
details, and sensory language
d. Use concrete words and
follows from the narrated
to convey experiences and
phrases and sensory details
experiences or events.
events.
to convey experiences and
e. Provide a conclusion that
events precisely.
Recursive Strategies:
8
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.















follows from the narrated
e. Provide a conclusion that
experiences or events.
follows from the narrated
experiences or events.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural and Application)
Narrative writing
 Good authors of narrative
 Select/identify real or
writing effectively develop
imagined experiences or
Topic
real or imagined experiences
event(s) to tell about
Event(s) (topic and situationor events to tell a story that
 Select/identify details about
what happened. For
engages the reader.
an event(s) and people
example, “my dog” is a
topic; “my dog ate my
 differentiating between
 Good authors use
homework” is an event)
relevant and irrelevant
model/example texts to
details
Characters
guide
them
as
they
compose

addressing the needs of
Characters responses to
their
own
narrative
pieces.
the audience
situations
 selecting an
Narrator
 Good authors use narrative
organizational pattern
Dialogue
elements
to
develop
other
appropriate for the topic
Elaboration
kinds
of
writing
such
as
and purpose
Awareness of audience
argumentative
and
 Select an appropriate writing
Description
informational texts.
form
Reaction/response (e.g.,

Write narratives to
Why was the event
develop real or imagined
important? How did the
experiences or events using
event make you feel?)
effective technique,
Organizational pattern(s)
descriptive details, and clear
(e.g., chronological,
event sequences by
reflective, flashback)
 orienting the reader by
Relevant, concrete
establishing a situation
details/examples
and introducing a
Difference between relevant
narrator and/or
and irrelevant details
characters;
Sensory images (e.g.,

organizing an event
figurative language:
sequence that unfolds
descriptions of how things
naturally
look, feel, smell, taste,

using narrative
sound)
Recursive Strategies:
9
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.
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. This
document includes only standards 1-3.




Transitional words and
phrases
Sequence of events
Closure/ending/conclusion
Forms (e.g., short stories,
journals, poems, personal
essays)



techniques, such as
dialogue, description,
and pacing, to develop
experiences and events
or show the responses
of characters to
situations
using a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events
using concrete words
and phrases and sensory
details to convey
experiences and events
precisely
providing a conclusion
that follows from the
narrated experiences or
events
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 5)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Recursive Strategies:
10
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
2/17/16
Delaware Department of Education: B. Albertson, D. Allen, T. Bennett, P. Bunting, S. Clark, K. Casey, C. Evans, J. Harper, T.
Hudson, A. Lewis, D. O’Brien, A. Thompson. Reformatted by the Oregon Department of Education, January 2012.