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 4- 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 3: Write opinion
Grade 5: Write opinion
Grade 4: Write opinion
pieces on topics or texts,
pieces on topics or texts,
pieces on topics or texts,
supporting a point of view
supporting a point of view supporting a point of view
with reasons.
with reasons and
with reasons and
a.
Introduce the topic or information.
information.
text they are writing about,
a.
Introduce a topic or
a.
Introduce a topic
state an opinion, and create
text clearly, state an
or text clearly, state an
an organizational structure
opinion, and create an
opinion, and create an
that lists reasons.
organizational structure in
organizational structure
b.
Provide reasons that
in which related ideas are which ideas are logically
support the opinion.
grouped to support the
grouped to support the
c.
Use linking words
writer's purpose.
writer's purpose.
and phrases (e.g., because,
b.
Provide logically
b.
Provide reasons
therefore, since, for
ordered reasons that are
that are supported by
example) to connect opinion facts and details.
supported by facts and
and reasons.
details.
c.
Link opinion and
d. Provide a concluding
c.
Link opinion and
reasons using words and
statement or section.
phrases (e.g., for instance, reasons using words,
phrases, and clauses (e.g.,
in order to, in addition).
d. Provide a concluding consequently, specifically).
d. Provide a concluding
statement or section
statement or section related
related to the opinion
to the opinion presented.
presented.
KNOW
(Factual)
UNDERSTAND
(Conceptual)
DO
(Procedural, 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.


Persuasion and argument 
Difference between
relevant and irrelevant
reasons/facts/
support/examples
 Opinion/position
 Reason(s) (e.g., claims,

support)
 Evidence (e.g.,
examples, statistics, data)
 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 patterns
 Strategies for dealing
with opposing point of
view
 How to avoid
unsupported reasons
 Linking/transition
and Extended Thinking)
Good persuasive writers  Identify an issue in a
address the needs of the
topic or text
audience and build a
 Distinguish the pros and
reasoned and logical
cons
case to support a clear
 Select an opinion/
position.
position
 Develop opinion/
Good authors use
position/claim(s)
model/examples texts to  Use primary and
guide them as they
secondary sources to
compose their own
locate, sort, and select
persuasive pieces.
reasons based on facts,
examples, and/or
evidence for both sides
 acknowledging the
opposing point of
view
 differentiating
between relevant
and irrelevant
reasons/evidence
 including an
appropriate variety
of reasons/evidence
 addressing the
needs of the
audience,
 prioritizing the
reasons/evidence
 Select an
appropriate writing
format
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.


words, phrases,
clauses (e.g., for
instance, in order to,
in addition)
 How to use
linking/transition
words (e.g., on the
other hand) to show
relationship
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)









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
organizational
structure in which
related ideas are
grouped to support
the writer’s purpose
providing 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
and phrases
Using
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.
linking/transition
words that show
relationships
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 4)
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:
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.
GRADE 4- 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 3: Write
Grade 5: Write
Grade 4: Write
informative/explanatory texts informative/explanatory
informative/explanatory texts
to examine a topic and convey texts to examine a topic and to examine a topic and convey
ideas and information clearly. convey ideas and
ideas and information clearly.
a. Introduce a topic and
a. related to the information
information clearly.
group related information a. Introduce a topic
or explanation presented.
together; include
clearly and group
illustrations when useful
related information in
to aiding comprehension.
paragraphs and
b. Develop the topic with
sections; include
facts, definitions, and
formatting (e.g.,
details.
headings), illustrations,
c. Use linking words and
and multimedia when
phrases (e.g., also,
useful to aiding
another, and, more, but)
comprehension.
to connect ideas within
b. Develop the topic with
categories of
facts, definitions,
information.
concrete details,
d. Provide a concluding
quotations, or other
statement or section.
information and
examples related to the
topic.
c. Link ideas within
categories of
information using
words and phrases (e.g.,
another, for example,
also, because).
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.
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, paragraphs)
Illustrations
Multimedia
Domain-specific
vocabulary
Style (e.g., formal,
informal, specific to
audience)
Primary sources
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.
e. Provide a concluding
statement or section
related to the
information or
explanation presented.
UNDERSTAND
(Conceptual)

Good authors of
informative/ explanatory
writing develop texts that
examine a topic and
convey ideas and
information clearly.

Good authors use
informative/explanatory
writing to communicate
information related to
real-world tasks.

Good authors use
model/example texts to
guide them as they
compose
informative/expository
texts.

Good readers and writers
write to make meaning of
what they read.
DO
(Procedural, Application
and Extended Thinking)
 Select an interesting, yet
manageable, subject for
writing or one that meets
the requirements of the
assignment
 Analyze and use primary
and secondary sources to
locate, sort (categorize,
classify) and select
relevant facts, definitions,
concrete details, quotations
or other information and
examples
 differentiating
between relevant and
irrelevant information
 addressing the needs
of the audience
 generating new ideas
and/or perspectives
 avoiding plagiarism
 selecting an
organizational pattern
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.






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.,
another, for example, also,
because)
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/concluding
statement or section (e.g.,
one that moves beyond
The End)


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
 grouping related
information in
paragraphs and
sections
 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
categories and
information using
words, phrases, and
clauses
 using formatting
devices to aid
comprehension when
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.


appropriate
using precise
language and domainspecific 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 4)
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:
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.
GRADE 4- 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,
well-chosen details, and well-structured event sequences.
CCSS – Grade Specific Writing Standard 3: Text Types and Purposes
Grade 3: Write narratives to
Grade 5: Write narratives to
Grade 4: Write narratives
develop real or imagined
develop real or imagined
to develop real or imagined
experiences or events using
experiences or events using
experiences or events using
effective technique,
effective technique,
effective technique,
descriptive details, and clear
descriptive details, and clear descriptive details, and clear
event sequences.
event sequences.
event sequences.
a. Establish a situation and
a. Orient the reader by
a. Orient the reader by
introduce a narrator and/or
establishing a situation and
establishing a situation
characters; organize an
introducing a narrator
and introducing a
event sequence that
and/or characters; organize
narrator and/or
unfolds naturally.
an event sequence that
characters; organize an
b. Use dialogue and
unfolds naturally.
event sequence that
descriptions of actions,
b. Use narrative techniques,
unfolds naturally.
thoughts, and feelings to
such as dialogue,
b. Use dialogue and
develop experiences and
description, and pacing, to
description to develop
events or show the
develop experiences and
experiences and events or
response of characters to
events or show the
show the responses of
situations.
responses of characters to
characters to situations.
c. Use temporal words and
situations.
c. Use a variety of
phrases to signal event
c. Use a variety of
transitional words and
order.
transitional words, phrases,
phrases to manage the
d. Provide a sense of closure.
and clauses to manage the
sequence of events.
sequence of events.
d. Use concrete words and
d. Use concrete words and
phrases and sensory
phrases and sensory details
details to convey
to convey experiences and
experiences and events
events precisely.
precisely.
e. Provide a conclusion that e. Provide a conclusion that
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.
follows from the narrated
experiences or events.
UNDERSTAND
(Conceptual)
KNOW
(Factual)






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Narrative writing
Topic
Event(s) (topic and
situation-what happened.
For example, “my dog” is
a topic; “my dog ate my
homework” is an event)
Characters
Characters responses to
situations
Narrator
Dialogue
Elaboration
Awareness of audience
Description
Reaction/response (e.g.,
Why was the event
important? How did the
event make you feel?)
Organizational pattern(s)
(e.g., chronological,
reflective, flashback)
Relevant, concrete
details/examples
Difference between
relevant and irrelevant
detaills
Sensory images (e.g.,
figurative language:
descriptions of how things
look, feel, smell, taste,

Good authors of narrative 
writing effectively develop
real or imagined
experiences or events to

tell a story that engages the
reader.

Good authors use
model/example texts to
guide them as they
compose their own
narrative pieces.

Good authors use narrative
elements to develop other
kinds of writing such as

argumentative and
informational texts.


Good authors use sensory
images to describe
feelings, events, and/or
characters.
follows from the narrated
experiences or events.
DO
(Procedural, Application
and Extended Thinking)
Select/identify real or
imagined experiences or
event(s) to tell about
Select/identify details
about an event(s) and
people
 differentiating
between relevant and
irrelevant details
 addressing the needs
of the audience
 selecting an
organizational pattern
appropriate for the
topic and purpose
Select an appropriate
writing form
Write narratives to
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences by
 Orienting the reader
by establishing a
situation and
introducing a narrator
and/or characters;
 organizing an event
sequence that unfolds
naturally
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.
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.
sound)
Transitional words and
phrases
 Sequence of events
 Closure/ending/conclusion
 Forms (e.g., short stories,
journals, poems, personal
essays)
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using dialogue and
description to develop
experiences and
events or show the
response of characters
to situations
using a variety of
transitional words and
phrases 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 4)
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:
11
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.