HOW TO READ A…Delaware English Language Arts Literacy Concept Organizer
The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in
ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core
State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings,
and Dos to develop their own unit(s) of instruction.
Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built.
Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content. These are the goals of the
instruction, outcomes you expect to achieve.
Dos:
Refers to demonstration of skills. These are the skills that require explicit instruction. By the completion of a lesson/unit, students should have mastered the selected skill(s).
GRADE 1-Key Ideas and Details
Informational Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine
what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
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.
CCSS – Grade Specific Reading Standard 1 (Informational)
Grade K: With prompting and
Grade 1: Ask and answer
Grade 2: Ask and answer such
questions about key details in a
support, ask and answer questions
questions as who, what, where,
text.
about key details in a text.
when, why and how to demonstrate
understanding of key details in the
text.
KNOW
(Factual)








UNDERSTAND
(Conceptual)
DO
(Procedural, Application and
Extended Thinking)
Make reasonable predictions
as they read
Use information from the text
and background knowledge to
make inferences
Ask and answer questions
which begin with who, what,
where, when why, and how
Ask and answer questions
about key details in a text
Texts

Authors include key details in

informational texts which can
Questions
help a reader ask and answer

Answers
questions.
Key details
Predictions

Good readers know a question 
Inferences
is
different from a statement
Background knowledge
and
requires an answer.
5 W’s + H questions (who,

what, where, when, why and
how)
CCSS – Grade Specific Reading Informational Standard 10 (Grade 1)
With prompting and support, read informational texts appropriately complex for grade 1.
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.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical
texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a
range of topics
Reading Recursive Strategies:
o
Assimilating prior knowledge
o
Rereading to clarify information
o
Seeking meaning of unknown vocabulary
o
Making and revising predictions
o
Using critical and divergent thinking and assimilating prior knowledge to draw conclusions
o
Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core
State Standards for ELA
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Literary Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and
Details (1): Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
CCSS – Grade Specific Reading Standard 1 (Literary)
Grade K: With prompting and support,
Grade 1: Ask and answer questions about
ask and answer questions about key
key details in a text.
details in a text.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)
With prompting and
 Texts
 Authors include key
support…
details in literary texts
 Questions
which can help a reader
 Make reasonable
 Answers
ask and answer
predictions about text
 Key details
questions.

Use information from
 Predictions
the text and
 Inferences
 Good readers know a
background knowledge
 Background knowledge
question
is
different
from
to make inferences
 5 W’s + H questions
a statement and requires
 Ask and answer
(who, what, where,
an answer.
questions which begin
when, why and how)
with who, what, where,
when why, and how.
 Ask and answer
questions about key
details in a text
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
2
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Informational Reading Standard 1
College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details
(1):
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
CCSS – Grade Specific Reading Standard 1 (Informational)
Grade K: With prompting and support,
Grade 1: Ask and answer questions about
ask and answer questions about key
key details in a text.
details in a text.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)
With
prompting and
 Texts
 Authors include key
support…
details in informational
 Questions
texts which can help a
 Make reasonable
 Answers
reader
ask
and
answer
predictions about text
 Key details
questions.

Use information from the
 Predictions
background knowledge
 Inferences

Good
readers
know
a
and information from the
 Background knowledge
question
is
different
from
text to make inferences
 5 W’s + H questions
a
statement
and
requires

Ask and answer
(who, what, where,
an
answer.
questions which begin
when, why and how)
with who, what, where,
when why, and how
 Ask and answer
questions about key
details in a text
CCSS-Grade Specific Reading Informational Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
3
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Literary Reading Standard 2
College and Career Ready (CCR) Anchor Reading Standard (2):
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCSS – Grade Level Reading Standard 2 (Literary)
Grade K: With prompting and support,
Grade 1: Retell stories, including key
retell familiar stories, including key
details, and demonstrate understanding of
details.
their central message or lesson.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)





Literary texts
Characteristics of familiar
stories (e.g., beginning,
middle, end)
Difference between
important (key) and
unimportant details in a
story
Characteristics of an
effective retelling/
recounting.
Methods for
demonstrating
understanding of story
• Authors of literary texts
include details that help
readers make sense of
stories.
• Good readers create an
effective recounting or
retelling of literary text(s) that
includes key ideas and
details.
With prompting and support:
 Recognize key details in
a story
 Recount/retell (or
graphically represent)
key details from literary
texts
 Retell familiar stories,
including key details
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
4
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Informational Reading Standard 2
College and Career Ready (CCR) Anchor Reading Standard (2):
Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
CCSS – Grade Level Reading Standard 2 (Informational)
Grade K: With prompting and
Grade 1: Identify the main topic and retell key
support, identify the main topic and
details of a text.
retell key details of a text.
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)

Authors
of
informational
With
prompting
and support:
 Informational text
text(s)
include
key

Identify
and
retell key details
(both literary
details in order to help
in an informational text
nonfiction and
readers make meaning

Identify the main topic of an
expository/technical
of the text.
informational text
texts)

Describe or graphically
 Main topic

Good
readers
use
key
represent the relationship
 Difference between
details in an
between main topic and key
the main topic and
informational text to
details
key details
identify the main topic.

Identify the main topic and
 How to retell/restate
retell key details of a text
details
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and the
arts; technical texts, including directions, forms and information displayed in graphs, charts or
maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
5
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Literary Reading Standard 3
College and Career Ready (CCR) Anchor Reading Standard (3):
Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
CCSS – Grade Level Reading Standard 3 (Literary)
Grade K: With prompting and support, Grade 1: Describe characters, settings, and
identify characters, settings, and major major events in a story, using key details.
events in a story.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)

Authors
write
stories
With
prompting
and support:
 Literary texts
that have characters,

Identify the major events in
 Major events in a story
settings and major
a story or play
or play
events.

Identify the beginning,
 Beginning, middle, end
middle and end of a story or
 Story & play elements

Good
readers
write
play
o Problem/Solution
stories
that
have

Identify the characters in a
o Character
characters, settings and
story or play
o Setting (e.g., time,
major
events.

Identify the setting of a story
place)
or play

Identify characters, settings,
and major events in a story
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
6
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Key Ideas and Details
Informational Reading Standard 3
College and Career Ready (CCR) Anchor Reading Standard (3):
Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
CCSS – Grade Level Reading Standard 3 (Informational)
Grade K: Begin to identify essential
Grade 1: Describe the connection between two
information from text features (e.g.,
individuals, events, ideas, or pieces of information
author and title)
in a text.
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)
With
prompting
and support:
 Informational text (both 
Authors of
literary nonfiction and
informational texts use

Identify text features such as
expository/technical
text features that help
texts)
readers identify the
author and title in informational
purpose of the text.
texts
 How to identify

Recognize that informational
 Text features

Good
readers
begin
to
texts
have a structure
 Informational texts have
identify
text
features
in
key features such as
order to make meaning of
author and title
informational texts.
 Informational texts have
a structure
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs, charts
or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
7
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Literary Reading Standard 4
College and Career Ready (CCR) Anchor Reading Standard (4):
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
CCSS – Grade Level Reading Standard 4 (Literary)
Grade K: Ask and answer questions
Grade 1: Identify words and phrases in stories or
about unknown words in a text.
poems that suggest feelings or appeal to the
senses.
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)
 Literary Text
 Authors make
 Read and reread other words,
purposeful language
sentences, and non-linguistic
 Questions
choices to create
images (e.g., illustrations) in
 Answers
meaning in stories,
the text to identify context
 Picture clues
poems,
and
songs.
clues
 Words

Use context clues to help
 Context clues
unlock the meaning of
 Simple literary devices  Good readers actively
seek
the
meaning
of
unknown words/phrases
(e.g., alliteration,
unknown
words/phrases

Identify simple literary devices
repetition, rhythm,
by
asking
and
 Ask and answer questions
rhyme)
answering questions to
about unknown words
clarify meaning.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
8
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Informational Reading Standard 4
College and Career Ready (CCR) Anchor Reading Standard (4):
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
CCSS – Grade Level Reading Standard 4 (Informational)
Grade K: With prompting and support, Grade 1: Ask and answer questions to help
ask and answer questions about
determine or clarify the meaning of words and
unknown words in a text.
phrases in a text.
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)
 Informational text
 Authors make
 Read and reread other words,
purposeful language
sentences, and non-linguistic
 Questions
choices to create
images in the text to identify
 Answers
meaning in
context clues
 Picture/graphic clues
informational
text(s).

Use context clues to help
 Words
unlock the meaning of
 Context clues
 Good readers actively
unknown words/phrases
seek the meaning of
 Ask and answer questions
unknown words/phrases
about unknown words in a text
by asking and
answering questions to
clarify meaning.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
9
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Literary Reading Standard 5
College and Career Ready (CCR) Anchor Literary Reading Standard (5):
Analyze the structure of text, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
CCSS – Grade Level Reading Standard 5 (Literary)
Grade K: Recognize common types of
Grade 1: Explain major differences between
texts (e.g. storybooks, poems).
books that tell stories and books that give
information, drawing on a wide reading of a range
of text types.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)
 Literary text
 Authors write different
 Recognize a storybook
types of texts.
 Types of text (e.g.,
 Recognize a poem
storybooks, poems)
 Good readers
 General features of a
understand that
storybook (e.g.,
storybooks and poems
characters, setting,
have different features.
events)
 General features of a
poem (e.g., rhyme,
shorter text)
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
10
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Informational Reading Standard 5
College and Career Ready (CCR) Anchor Literary Reading Standard (5):
Analyze the structure of text, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
CCSS – Grade Level Reading Standard 5 (Informational)
Kindergarten: Identify the front cover, Grade 1: Know and use various text features (e.g.
back cover, and title page of a book.
headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or
information in a text.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)
 Informational text
 Authors create books
 Identify the front cover of a book
(both literary
that have front covers,
 Identify the back cover of a
nonfiction and
back covers and title
book
expository/technical
pages.
 Identify the title page of a book
texts)
 Identify the front cover, back
 How to identify
 Good readers can
cover, and title page of a book
identify the front cover,
 Text features (e.g.,
back cover and title page
front cover, back
of a book.
cover, title page)
 Books are read from
front to back
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
11
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Literary Reading Standard 6
College and Career Ready (CCR) Anchor Reading Standard (6):
Assess how point of view or purpose shapes the content and style of a text.
CCSS – Grade Level Reading Standard 6 (Literary)
Grade K: With prompting and support, Grade 1: Identify who is telling the story at
name the author and illustrator of a
various points in a text.
story and define the role of each in
telling the story.
DO
KNOW
UNDERSTAND
(Procedural, Application
(Factual)
(Conceptual)
and Extended Thinking)
 Literary text(s)
 Authors of stories
With prompting and support...
 How to define
decide how the story is
 Identify the author of a story
 Author
told to the reader.
 Identify the illustrator of a
 Illustrator
story
 Roles of authors and
 Illustrators of stories
 Explain how the author tells a
illustrators
help the reader “see”
story
the story.
 Explain how the illustrator
helps the reader see a story
 Good readers know that  Name the author and
authors and illustrators
illustrator of a story and define
have different roles in
the role of each in telling the
creating a story.
story
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
12
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Craft and Structure
Informational Reading Standard 6
College and Career Ready (CCR) Anchor Reading Standard (6):
Assess how point of view or purpose shapes the content and style of a text.
CCSS – Grade Level Reading Standard 6 (Informational)
Grade K: Name the author and
Grade 1: Distinguish between information
illustrator of a text and define the role provided by pictures or other illustrations and
of each in presenting the ideas or
information provided by the words in a text.
information in a text.
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
DO
KNOW
UNDERSTAND
(Procedural, Application, and
(Factual)
(Conceptual)
Extended thinking)

Authors
and
illustrators

Identify
the author of an
 Informational text (both
have different roles in
informational text
literary nonfiction and
creating a text.
 Identify the illustrator of an
expository/technical
 The author of an
informational text
texts)
informational text
 Identify the ideas and
 How to define
decides what ideas or
information learned from the
 Author
information
is
presented
author
 Illustrator
to the reader.
 Identify the ideas and
 Role of an author

The
illustrator
of
an
information learned from the
 Role of an illustrator
informational text helps
illustrator
the reader “see” the
text.
 Good readers recognize
that authors and
illustrators have
different roles.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
13
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Integration of Knowledge and Ideas
Literary Reading Standard 7
College and Career Ready (CCR) Anchor Reading Standard (7):
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as
well as in words.
CCSS – Grade Level Reading Standard 7 (Literary)
Grade K: With prompting and support, Grade 1: Use illustrations and details in a story to
describe the relationship between
describe its characters, setting, or events.
illustrations and the story in which
they appear (e.g., what moment in a
story an illustration depicts).
DO
KNOW
UNDERSTAND
(Procedural, Application, and
(Factual)
(Conceptual)
Extended thinking)
 Authors • use
With prompting and support :
 How to describe
illustrations and details
 Identify story details
 Illustrations (e.g.,
in a text to tell a story.
 Describe information
photos, pictures,
obtained from illustrations
drawings)

Good
readers
use

Describe the relationship
 Story details (e.g.,
illustrations/pictures
to
between illustrations and the
character, setting,
enhance their
story in which they appear
events)
understanding of a
story.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
14
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K- Integration of Knowledge and Ideas
Informational Reading Standard 7
College and Career Ready (CCR) Anchor Reading Standard (7):
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCSS – Grade Level Reading Standard 7 (Informational)
Grade K: With prompting and support,
Grade 1: Use the illustrations and details in
describe the relationship between
a text to describe its key ideas.
illustrations and the text in which they
appear (e.g., what person, place, thing, or
idea in the text an illustration depicts).
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)

Topic
With
prompting and support  Authors use

Text details
illustrations and details  Identify the topic of a text

Graphics/images/illustrations

Identify details (e.g.,
in a text to present
(e.g., photographs,
person, place, thing, idea)
information.
diagrams, simple charts,
in a text
graphs, maps)

Describe information
 Good readers use
contained in illustrations
illustrations to enhance
contribute to the text
their understanding of

Describe the relationship
text.
between illustrations and
the text in which they
appear
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
15
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K- Integration of Knowledge and Ideas
Literary Reading Standard 8
There is no Standard 8 for Literature.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
16
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K- Integration of Knowledge and Ideas
Informational Reading Standard 8
College and Career Ready (CCR) Anchor Reading Standard (8):
Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
CCSS – Grade Level Reading Standard (Informational)
Grade K: With prompting and support, Grade 1: Identify the reasons an author gives to
identify the reasons an author gives to support points in a text.
support points in a text.
Do
Know
Understand
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)

Informational text (both  Authors provide
With prompting and support literary nonfiction and

Identify the author’s key
reasons/examples in
expository/technical
ideas/points
informational text to
texts)

Identify reasons/details that
support their points and

Author
support the author’s key
ideas.

Main/key ideas/points
ideas/points

Supporting details

Differentiate between
 Good readers identify

Relevant/important vs.
relevant and irrelevant
the reasons/examples an
irrelevant/unimportant
reasons/details
author uses to support
details

Identify the reasons an
points and ideas to
Reasons/examples
author gives to support
enhance their
points in a text
understanding of an
informational text.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs, charts
or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
17
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K-Integration of Knowledge and Ideas
Literary Reading Standard 9
College and Career Ready (CCR) Anchor Reading Standard (9):
Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
CCSS – Grade Level Reading Standard (9) (Literary)
Grade K: With prompting and support, Grade 1: Compare and contrast the adventures
compare and contrast the adventures and experiences of characters in stories.
and experiences of characters in
familiar stories.
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)

Compare
With prompting and support  Authors develop their

Contrast

Identify the characters within
stories with the

Characters
and between texts
adventures and

Plot (e.g., main events,

Identify the plots (including
experiences of
main problem/solution)
adventures and experiences)
characters.

Adventures and
within and between texts
experiences

Compare and contrast the
 Good readers
Familiar stories
adventures and experiences
understand familiar
of characters in familiar
stories by learning about
stories
characters’ adventures
and experiences.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
18
Delaware English Language Arts Literacy Concept Organizer
These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are
deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a
resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop
their own unit(s) of instruction.
GRADE K- Integration of Knowledge and Ideas
Informational Reading Standard 9
College and Career Ready (CCR) Anchor Reading Standard (9):
Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
CCSS – Grade Level Reading Standard 9 (Informational)
Grade K: With prompting and
Grade 1: Identify basic similarities in and
support, identify basic similarities in differences between two texts on the same topic
and differences between two texts on (e.g., in illustrations, descriptions, or procedures).
the same topic (e.g., in illustrations,
descriptions, or procedures).
DO
KNOW
UNDERSTAND
(Procedural, Application and
(Factual)
(Conceptual)
Extended Thinking)

Authors of informational With prompting and support…
 Informational text
text provide information
(both literary
 Identify basic similarities
on topics using features
nonfiction and
between two texts on the
such as illustrations,
expository/technical
same topic
descriptions, and
texts)
 Identify basic differences
procedures.
 Similarities/compare
between two texts on the
same topic
 Differences/contrast

Good
readers
make

Illustrations/pictures
 Identify or graphically
meaning of

Descriptions/details
represent basic similarities
informational text by

Procedures/steps
in and differences
identifying similarities
(e.g., experiments,
between two texts on the
and differences
directions, recipes)
same topic
between two texts.
Range of Reading and Level of Text Complexity
CCSS-Grade Specific Standard 10 (Grade K/Kindergarten)
Actively engage in group reading activities with purpose and understanding.
Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes biographies and autobiographies; books about history, social studies, science, and
the arts; technical texts, including directions, forms and information displayed in graphs,
charts or maps; and digital sources on a range of topics
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. Many of the
strategies are not explicitly stated in the Common Core State Standards for ELA.
Adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).
Reformatted by the Oregon Department of Education, January 2012.
19