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 K-Text Types and Purposes - Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard (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 1: Write opinion pieces in which they
Grade K: Use a combination of drawing,
introduce the topic or name the book they are
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name writing about, state an opinion, supply a reason for
the opinion, and provide some sense of closure.
of the book they are writing about and state an
opinion or preference about the topic or book
(e.g., My favorite book is…).
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
With prompting and support…
 Good persuasive writers
 How to persuade
address
the
needs
of
the
 tell about a topic or name a
 Opinion
audience
by
giving
reasons
to
book
 Preference
support an opinion or

state an opinion or preference
 Topic(s)
preference.
about a book or topic
 Book title(s)
 combine drawing, dictating
 Reason(s)
 Good authors use
and writing to create an
 Example(s)/fact(s)
model/examples texts to
opinion piece
guide them as they compose
 Support the opinion or
their own persuasive pieces.
preference with reason(s),
example(s), and/or fact(s)
 Use a combination of
drawing, dictating, and
writing to compose opinion
pieces in which they tell a
reader the topic or the name
of the book they are writing
about and state an opinion or
preference about the topic or
book
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.
2/15/16
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 K-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 1: Write informative/explanatory texts in
Grade K: Use a combination of drawing,
which they name a topic, supply some facts about
dictating, and writing to compose
the topic, and provide some closure.
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
With
prompting
and support…
 Informative/explanatory
 Good informative/ explanatory
writing, drawing, dictating
authors provide information to  Select/name an interesting
help the reader understand a
topic for writing
 Topic
topic.
 Provide some information
 Information/facts/examples
about the topic
 Beginning, middle, end
 Good authors use
 Organize writing with a
 Closure/ending/conclusion
informative/explanatory
beginning, middle and end,
writing to communicate
sequencing the ideas most of
information related to realthe time
world tasks.
 Provide some closure/ ending
 Use a combination of drawing,
 Good authors use
dictating, and writing to
model/example texts to guide
compose informative/
them as they compose
explanatory texts in which
informative/expository texts.
they name what they are
writing about and supply some
 Good readers and writers
information about the topic
write to make meaning of
what they read.
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.
2/15/16
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 K-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 1: Write narratives in
Grade K: Use a combination of drawing,
dictating, and writing to narrate a single event or which they recount two or more appropriately
several loosely linked events, tell about the events sequenced events, include some details regarding
in the order in which they occurred, and provide what happened, use temporal words to signal
event order, and provide some sense of
a reaction to what happened.
closure.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
With prompting and support…
 Narrative writing, drawing,
 Good authors of narrative
 Select/identify an event or
dictating
writing inform and entertain
the
reader
by
using
descriptive
several loosely linked events to
 Event(s) (topic and situationwords, putting them in the
tell about
what happened. For example,
midst of the action.
 Select a form for the narrative
“my dog” is a topic; “my dog
ate my homework” is an
 Provide some details about the
event)
 Good authors use
event
model/example
texts
to
guide
 Relevant details/examples
 Organize writing in the order in
them as they compose their
(e.g., how things look, feel,
which the events occurred
own narrative pieces.
smell, sound, taste)
 Provide a reaction to the event(s)
 Reaction (e.g., How did the
 Provide some closure/ ending
event make you feel?)
 Use a combination of drawing,
 Order of events (e.g.,
dictating, and writing to narrate
beginning, middle, end)
a single event or several loosely
 Closure/ending/conclusion
linked events, tell about the
 Forms (e.g., stories and story
events in the order in which they
boards, journal entries)
occurred, and provide a reaction
to what happened
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.
2/15/16
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.