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 8- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
Write arguments to support claim(s)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 7: Write arguments to
Grade 9-10: Write arguments to
Grade 8: Write arguments to
support claim(s) with clear
support claim(s) in an analysis of
support claim(s) with clear
reasons and relevant
substantive topics or texts, using
reasons and relevant
evidence.
valid reasoning and relevant and
evidence.
a. Introduce claim(s),
sufficient evidence.
a. Introduce claim(s),
acknowledge alternate or
a. Introduce precise claim(s),
acknowledge and
opposing claim(s), and
distinguish the claim(s) from
distinguish the claim(s)
organize the reasons and
alternate or opposing claim(s),
from alternate or
evidence logically.
and create an organization that
opposing claim(s), and
b. Support claim(s)with
establishes clear relationships
organize the reasons
logical reasoning and
among claim(s),
and evidence logically.
relevant evidence, using
counterclaim(s), reasons, and
b. Support claim(s) with
accurate, credible
evidence.
logical reasoning and
sources and
b. Develop claim(s) and
relevant evidence,
demonstrating an
counterclaim(s) fairly,
using accurate,
understanding of the
supplying evidence for each
credible sources and
topic or text.
while pointing out the strengths
demonstrating an
c. Use words, phrases, and
and limitations of both in a
understanding of the
clauses to create
manner that anticipates the
topic or text.
cohesion and clarify the
audience's knowledge level and
c. Use words, phrases,
relationships among
concerns.
and clauses to create
claim(s), reasons, and
c. Use words, phrases, and clauses
cohesion and clarify
evidence.
to link the major sections of the
the relationships
d. Establish and maintain a
text, create cohesion, and clarify
among claim(s),
formal style.
the relationships between
counterclaim(s),,
e. Provide a concluding
claim(s) and reasons, between
reasons, and evidence.
statement or section that
reasons and evidence, and
d. Establish and maintain
follows from and
between claim(s) and
a formal style.
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.
supports the argument
presented.
KNOW
(Factual)









Persuasion and argument

Difference between relevant
and irrelevant evidence
Reason(s) (e.g., position,
claims/counterclaims,
support, debatable issue as
opposed to single-sided issue

or report topic)
Evidence (e.g., examples,
statistics, data, credible
personal and expert opinions,
facts)
Style (e.g., formal, informal,
specific to audience)
Clear reasons and relevant
evidence (e.g., relevant facts,
statistics, credible personal
and expert opinions and/or
examples)
Reasoned and logical
argument/case
Primary sources
Secondary sources (e.g.,
e. Provide a concluding
statement or section
that follows from and
supports the argument
presented.
UNDERSTAND
(Conceptual)
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.





Good authors use
model/examples texts to
guide them as they compose
their own persuasive pieces.


counterclaim(s).
d. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
e. Provide a concluding statement
or section that follows from and
supports the argument
presented.
DO
(Procedural, Application and
Extended Thinking)
Identify a debatable issue
Distinguish the pros and cons
Select a position/claim
Develop a position/claim
Use primary and secondary sources
to locate, sort, and select 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 including
primary and secondary sources
 addressing the needs of the
audience
 prioritizing the reasons/evidence
Select an appropriate writing format
Write arguments to support claim(s)
with clear reasons and relevant
evidence by:
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.









UDLib/Search)
Effective introduction (e.g.,
one that takes a clear
position, clarifies the issue,
offers solutions/action,
provides background
information, commands
reader’s attention)
Awareness of audience
Organizational pattern/
structure
Cohesive and transitional
devices (e.g., words,
phrases, clauses)
Strategies for dealing with
opposing point of view (e.g.,
rebuttal, concession,
acknowledgement)
Effective persuasive and
propaganda techniques (e.g.,
appeal to emotion,
testimonial; avoiding logical
fallacies such as name
calling, exaggeration,
bandwagon, faulty
cause/effect statments)
Effective rhetorical devices
(e.g., rhetorical question,
repetition, direct address)
Format choices (e.g., letterbusiness, personnel,
editorial, review)
Effective conclusion (e.g.,
one that provides call to
action/next step or answers
the “so what” question,







introducing claim(s)
organizing the reasons and
evidence logically
supporting claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or
text
acknowledging and
distinguishing between alternate
or opposing claim(s)
providing a concluding
statement or section that follows
from and supports the argument
presented.
using words, phrases, and
clauses, as well as varied syntax
to link the major sections of the
text, create cohesion and clarify
the relationships between
claim(s), between reasons, and
evidence, between claim(s) and
counterclaim(s)
establishing and maintaining a
formal, consistent and
appropriate style
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.
moves beyond summary)
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 8)
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 8- Text Types and Purposes
Writing Standard 2
College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (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 7: Write informative/
Grade 9-10: Write informative/
Grade 8: Write informative/
explanatory texts to examine a
explanatory texts to examine a explanatory texts to examine and convey
topic and convey ideas,
complex ideas, concepts, and
topic and convey ideas,
concepts, and information
information clearly and accurately
concepts, and information
through the selection,
through the effective selection,
through the selection,
organization, and analysis of
organization, and analysis of content.
organization, and analysis of
a. Introduce a topic; organize
relevant content.
relevant content.
complex ideas, concepts, and
a. Introduce a topic clearly,
a. Introduce a topic clearly,
information to make important
previewing what is to
previewing what is to
connections and distinctions;
follow; organize ideas,
follow; organize ideas,
include formatting (e.g., headings),
concepts, and information,
concepts, and information
graphics (e.g., figures, tables), and
using strategies such as
into broader categories;
multimedia when useful to aiding
definition, classification,
include formatting (e.g.,
comprehension.
comparison/contrast, and
headings), graphics (e.g.,
b. Develop the topic with wellcause/effect; include
charts, tables), and
chosen, relevant, and sufficient
formatting (e.g., headings),
multimedia when useful to
facts, extended definitions, concrete
graphics (e.g., charts,
aiding comprehension.
details, quotations, or other
tables), and multimedia
b. Develop the topic with
information and examples
when useful to aiding
relevant, well-chosen
appropriate to the audience's
comprehension.
facts, definitions, concrete
knowledge of the topic.
b. Develop the topic with
details, quotations, or
c. Use appropriate and varied
relevant facts, definitions,
other information and
transitions to link the major
concrete details, quotations,
examples.
sections of the text, create
or other information and
c. Use appropriate and
cohesion, and clarify the
examples.
varied transitions to
relationships among complex ideas
c. Use appropriate transitions
create cohesion and
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.
to create cohesion and
clarify the relationships
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 and supports
the information or
explanation presented.
KNOW
(Factual)







Informative/explanatory
writing (to include expository
and literary non-fiction)
Topic
Relevant information(e.g.,
facts, definitions, concrete
details, personal experiences,
quotations, observations,
interviews)
Organizational patterns (e.g.,
concept definition,
classification,
comparison/contrast, and
cause/effect)
Formatting devices (e.g.,
headings)
Graphics (e.g., charts, tables)
Multimedia
and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f. Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
UNDERSTAND
DO
(Conceptual)
(Procedural, Application and
Extended Thinking)
Good authors of informative/  Select an interesting, yet
explanatory writing develop
manageable, subject for writing or
texts that examine a topic
one that meets the requirements of
and convey ideas and
the assignment
information clearly and
 Analyze and use primary and
effectively.
secondary sources to locate, sort
(categorize, classify) and select
Good authors use
relevant facts, definitions, concrete
informative/explanatory
details, quotations or other
writing to communicate
information and examples
information related to real differentiating between relevant
world tasks.
and irrelevant information
 addressing the needs of the
Good authors use
audience
model/example texts to
 generating new ideas and/or
guide them as they compose
perspectives
informative/expository texts.
 avoiding plagiarism
 selecting an organizational
clarify the relationships
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 and
supports the
information or
explanation presented.



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.










Domain-specific vocabulary
Use non-literal language
(e.g., idioms, slang, figurative
language)
Style (e.g., formal, informal,
specific to audience)
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction/hook
(e.g., one that presents a
thesis that goes beyond the
obvious and provides
necessary background
information)
Awareness of audience
Transition words, phrases,
clauses
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 that
moves beyond summary
(e.g., reinforcing the
importance of the
information, raising related
issues)

Good readers and writers
write to make meaning of
what they read.


pattern appropriate for the topic
and purpose
Select an appropriate writing form
Write informative/ explanatory texts
to examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content by
 engaging the reader with an
introduction/hook that presents
the topic
 introducing the topic clearly
previewing what is to follow
 organizing ideas, concepts, and
information into broader
categories using strategies such
as definition, classification,
comparison/contrast, and
cause/effect
 addressing the needs of the
audience
 developing topic with relevant,
well-chosen facts, definitions,
concrete details, quotations or
other information and examples
 using appropriate and varied
transitions to create cohesion
and clarify the relationships
among ideas and concepts
 using precise language and
domain-specific vocabulary to
inform about or explain the
topic
 establishing and maintaining a
formal style
 including formatting devices,
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.

graphics, and multimedia when
useful to aiding comprehension
providing a concluding
statement or section that follows
from and supports the
information or explanation
presented
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 8)
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 8- Text Types and Purposes
Writing Standard 3
College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (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 7: Write narratives to
Grade 9-10: Write narratives to
Grade 8: Write narratives to
develop real or imagined
develop real or imagined experiences or
develop real or imagined
experiences or events using
events using effective technique, wellexperiences or events using
effective technique, relevant
chosen details, and well-structured event
effective technique,
descriptive details, and wellsequences.
relevant descriptive details,
structured event sequences.
a.
Engage and orient the reader by
and well-structured event
a. Engage and orient the reader
setting out a problem, situation, or
sequences.
by establishing a context and a. Engage and orient the
observation, establishing one or
point of view and introducing
multiple point(s) of view, and
reader by establishing a
a narrator and/or characters;
introducing a narrator and/or
context and point of view
organize an event sequence
characters; create a smooth
and introducing a narrator
that unfolds naturally and
progression of experiences or events.
and/or characters; organize
logically.
b. Use narrative techniques, such as
an event sequence that
b. Use narrative techniques,
dialogue, pacing, description,
unfolds naturally and
such as dialogue, pacing, and
reflection, and multiple plot lines, to
logically.
description, to develop
develop experiences, events, and/or
b. Use narrative techniques,
experiences, events, and/or
characters.
such as dialogue, pacing,
characters.
description, and reflection, c. Use a variety of techniques to
c. Use a variety of transition
sequence events so that they build on
to develop experiences,
words, phrases, and clauses
one another to create a coherent
events, and/or characters.
to convey sequence and
whole.
c. Use a variety of transition
signal shifts from one time
words, phrases, and clauses d. Use precise words and phrases,
frame or setting to another.
telling details, and sensory language
to convey sequence, signal
d. Use precise words and
to convey a vivid picture of the
shifts from one time frame
phrases, relevant descriptive
experiences, events, setting, and/or
or setting to another, and
details, and sensory language
characters.
show the relationships
to capture the action and
e. Provide a conclusion that follows
among experiences and
convey experiences and
from and reflects on what is
events.
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.
e.
events.
Provide a conclusion that
follows from and reflects on
the narrated experiences or
events.
KNOW
(Factual)












experienced, observed, or resolved
over the course of the narrative.
d. Use precise words and
phrases, relevant
descriptive details, and
sensory language to capture
the action and convey
experiences and events.
e. Provide a conclusion that
follows from and reflects on
the narrated experiences or
events.
UNDERSTAND
(Conceptual)
Narrative writing

Topic
Event(s) (topic and situationwhat happened. For
example, “my dog” is a

topic; “my dog ate my
homework” is an event)
Character types (e.g.,
dynamic, flat, foil, round)
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)/sequence of events
(e.g., chronological,
reflective, flashback)
Relevant, concrete
Good authors of narrative

writing effectively develop
stories to immerse the reader 
in the experience or event.

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.


DO
(Procedural, Application and
Extended Thinking)
Select/identify real or imagined
experiences or event(s) to tell about
Select/identify point of view through
which the narrative will be told
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 well-structured event
sequences by
 engaging the reader by
establishing a context and point
of view introducing a narrator
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.







details/examples
Difference between relevant
and irrelevant details
Sensory images (e.g.,
figurative language:
descriptions of how things
look, feel, smell, taste, sound)
Transitional words and
phrases
Coherence (paragraph unity,
sentence cohesion,
parallelism)
Closure/ending/conclusion
Forms (e.g., short stories,
journals, poems, personal
essays, memoir)
Mood/reader’s reaction (e.g.,
humorous, light, mysterious)





and/or characters
organizing an event sequence
that unfolds naturally and
logically
using narrative techniques, such
as dialogue, description, pacing,
and reflection to develop
experiences, events and/or
characters
using a variety of transition
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another, and show the
relationships among experiences
and events
using precise words and
phrases, relevant descriptive
details, and sensory language to
convey experiences and events
providing a conclusion that
follows from the narrated
experiences or events
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 8)
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.