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 DetailsInformational 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, ask and answer questions about key details in a text.

Grade 1: Ask and answer questions about key details in a text.

Grade 2: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in the text.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Application and

Extended Thinking)

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 prior to

the grade level you are

working. This allows you to

see the progression of from grade to

grade.

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.

Delaware English Language Arts Literacy Concept OrganizerThese 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.

Texts Questions Answers Key details Predictions Inferences Background knowledge 5 W’s + H questions (who,

what, where, when, why and how)

Authors include key details in informational texts which can help a reader ask and answer questions.

Good readers know a question is different from a statement and requires an answer.

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

CCSS – Grade Specific Reading Informational Standard 10 (Grade 1)With prompting and support, read informational texts appropriately complex for grade 1.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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

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.

The Know, Understand and

Do columns align to the

shaded grade level.

Delaware English Language Arts Literacy Concept OrganizerThese 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 5-Key Ideas and DetailsLiterary 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 4: Refer to details and examples in a text when referring to what a text says explicitly and when drawing inferences from the text

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Textual evidence/text support Inference Prediction Author’s decisions (e.g., word

choice, point of view, literary elements)

Generalizations Background knowledge Explicitly stated information Conclusion

Authors include key details in literary texts which can help a reader ask and answer questions.

Good readers use examples, details, and quotes from the text to support their inferences.

Good readers use textual evidence, connections to their own lives and their background knowledge to make inferences and draw conclusions about what they read.

Make, test and revise predictions as they read

Use the combination of explicitly stated information, personal connections, background knowledge, and connections to the text to answer questions they have as they read

Make implied inferences about author’s decisions and literary elements in a text

Differentiate between appropriate and inappropriate textual support

Use quotes from a text when explaining what the text says

Use quotes from the text when drawing inferences from the text

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

Use quotes from the text to support inferences

CCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Key Ideas and DetailsInformational 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 4: Refer to details and examples in a text when referring to what a text says explicitly and when drawing inferences from the text.

Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 6: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural and

Application) Text support Inference Prediction Direct quotations Generalizations Background knowledge Explicitly stated information

from the text Author’s decisions (e.g.,

paragraphing, quotations, organization of text, formatting devices, mode of development used, notes to readers)

Authors include key details in informational texts which can help a reader ask and answer questions.

Good readers use examples, details, and quotes from the text to support their inferences.

Good readers use textual evidence, connections to their own lives and their background knowledge to make inferences and draw conclusions about what they read.

Make, test and revise predictions as they read

Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read

Make inferences about author’s decision and the content of a text

Differentiate between appropriate and inappropriate textual support

Use quotes from a text when explaining what the text says

Use quotes from the text when drawing inferences from the text

Use quotes from the text to support inferences

Quote accurately from a Reading Recursive Strategies:

o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

text when explaining what the text says explicitly and when drawing inferences from the text

CCSS – Grade Specific Reading Informational Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5- Key Ideas and DetailsLiterary 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 Specific Reading Standard 2 (Literary)Grade 4: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Grade 5: Determine a theme of a story, drama, or poem from details in the text; including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Grade 6: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Literary texts How to summarize Central idea(s) Theme Difference between central

ideas and details in a story Role characters or speakers

play in stories, drama, or poems.

Characteristics of an effective summary for literary texts

Authors of literary texts include details that help readers determine the theme or central idea(s).

Good readers create effective summaries that capture the central idea(s) or theme of the text.

Describe or graphically represent the relationship between central idea(s) and details

Determine a theme in literary text(s)

Determine characters’ or speakers’ roles in stories, dramas, poems (e.g., actions and reactions)

Explain how particular details (e.g., characters’ or speakers’ actions and reactions) reveal a theme

Summarize a text, including the central idea(s) in the original piece

Determine a theme of a story, drama, or poem from details in the text; including how characters

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5- Key Ideas and DetailsInformational 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 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Grade 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Grade 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

KNOW (Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Application and

Extended Thinking) Informational text (both

literary nonfiction and expository/technical texts)

How to explain (e.g., what and why)

Central/main idea Types of text structures

(e.g. sequence/ chronological order, classification, definition, simple process, description, comparison)

Different purposes for graphic organizers, based on structure of text

Difference between main ideas and key details in a text

Characteristics of an effective summary for informational texts

How to summarize

Authors of informational text(s) include key details in order to help readers make meaning of the text.

Good readers use key details in an informational text to identify the main topic.

Good readers develop effective summaries that are supported by key details in informational text(s).

Determine two or more main ideas of a text

Recognize how ideas are organized in an informational text

Describe or graphically represent the relationship between main ideas and details

Explain how the main ideas are supported by key details

Summarize the main ideas in an informational text, capturing the most important parts of the piece

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies,

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Key Ideas and DetailsLiterary Reading Standard 3

College and Career Ready (CCR) Anchor Reading Standard (3): Analyze how and why individual, events, and ideas develop and interact over the course of a text.

CCSS – Grade Specific Reading Standard 3 (Literary)Grade 4: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Grade 5: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Grade 6: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Literary texts Key ideas Important/supporting details Comparison (compare and

contrast) Story Elements

o Plot (e.g., events, climax/turning point, resolution,)

o Conflicto Characters and character

roles (hero/villain, major/ minor, protagonist/ antagonist)

o Setting (e.g., time, place) Drama Elements

o Sceneso Dialogueo Stage directions

Character actions, feelings, words

Authors use specific details in a story or drama to describe characters, settings, or events.

Good readers use details from literary texts to support their thinking about and analysis of characters, setting or events.

Identify and describe the plot events in a story or drama

Describe the setting of a story or drama

Determine important details that support key ideas

Describe (or graphically represent) characters and their interactions using specific details from the text

Compare and contrast characters, settings, events using appropriate graphic or written representations, and using specific details from the text(s)

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Key Ideas and DetailsInformational 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 4: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Grade 5: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Grade 6: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

KNOW(Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended Thinking) Informational text (both

literary nonfiction and expository/technical texts)

How to explain (e.g., what and why)

Key ideas/concepts, individuals, events, steps in informational texts.

Specific details that explain key ideas, individuals, events, steps, etc.

Key features of content-specific texts (e.g., science, technical and historical texts) based on text features (e.g., events, steps, procedures)

Text structure in informational texts (e.g., time, sequence, cause/effect, steps)

Relationships and interactions (e.g., one piece

Authors include specific information to explain the what and why of individuals, events, procedures, ideas and concepts in scientific, technical and historical texts

Good readers understand the relationships between and among events, ideas/concepts or steps/procedures and use that information to make sense of what they read.

Identify multiple individuals, events, key ideas/concepts, procedures, etc. in a variety of informational/ technical texts

Distinguish between key ideas/concepts, procedures, individuals, events and explanatory details/information

Identify the specific details/information that explain individuals, events, procedures, ideas, or concepts in informational and technical texts

Identify words/phrases that signal explanations between and among ideas, events, procedures, individuals

Use text-specific language(e.g., text structure or text features) to explain the relationships or interactions between two or more

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

of text “explains” another or stands in “contrast” to another or “comes before” another)

Transition/linking words that signal explanations (e.g., because, then, as a consequence, in contrast) for informational texts

individuals in an informational/technical text

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Craft and StructureLiterary 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 4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Grade 5: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Grade 6: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Application and

Extended Thinking) Literary text Word choice Context clues Literal/ Denotative meaning Connotative meaning Figurative or non-literal

meaning (e.g., simile, metaphor, personification, hyperbole/ exaggeration, idiom)

Literary devices (e.g., alliteration, repetition, rhythm, rhyme, dialogue)

Mood

Authors make purposeful language choices to enhance the meaning of literary text(s).

Good readers actively seek the meaning of unknown words/phrases to deepen their understanding of literary text(s).

Read and reread other sentences, paragraphs, and non-linguistic images in the text to identify context clues

Use context clues to help unlock the meaning of unknown words/phrases

Determine the appropriate definition of words that have more than one meaning

Differentiate between literal and non-literal meaning

Identify and interpret figurative language and literary devices

Describe how figurative language, literary devices, and other language choices enhance and extend meaning

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Craft and StructureInformational Reading Standard 4

College and Career Ready (CCR) Anchor Reading Standard (4): Interpret words and phrases asthey are used in a text, including determining technical, connotative, and figurative meanings, andanalyze how specific word choices shape meaning or tone.

CCSS – Grade Level Reading Standard 4 (Literary)Grade 4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Grade 5: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Grade 6: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

KNOW (Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended Thinking) Informational text Word choice Context clues Literal/ Denotative meaning Connotative meaning Figurative or non-literal

meaning (e.g., simile, metaphor, personification, hyperbole/ exaggeration)

Authors make purposeful language choices to enhance the meaning of informational text(s).

Good readers actively seek the meaning of unknown words/phrases to deepen their understanding of informational text(s).

Read and reread other sentences, paragraphs, and non-linguistic images in the text to identify context clues

Use context clues to help unlock the meaning of unknown words/phrases

Determine the appropriate definition of words that have more than one meaning

Differentiate between literal and non-literal meaning

Identify and interpret figurative language

Describe how figurative language and other language choices enhance and extend meaning

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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.

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Craft and StructureLiterary 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 4: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Grade 5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Grade 6: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

KNOW (Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Literary text How to explain Various text structures (e.g.,

sentences, paragraph, chapter, section, stanza, scenes)

Characteristics of genres (e.g., poetry, drama, stories)

Relationships between parts of text and whole text

Authors’ choices of text structures vary according to genre.

Good readers understand the structure of a text and use this information to make sense of what they read.

Identify genre Identify text structures Explain how a series of chapters fit

together to provide the overall structure of a story

Explain how a series of scenes fit together to provide the overall structure of a drama

Explain how the stanzas fit together to provide the overall structure of a poem

CCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Craft and StructureInformational 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)Grade 4: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Grade 5: Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Grade 6: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

KNOW(Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Informational text (both literary nonfiction and expository/technical texts)

Compare Contrast Text structure/patterns of

organization (e.g., chronology, comparison, cause/effect, problem/solution)

Authors of informational text use various structures to share information.

The structure of events, ideas, concepts, or information can vary from one text to another.

Good readers recognize the similarities and differences in text structure to better understand the information in texts.

Compare the overall structure of events, ideas, concepts, or information in two or more texts

Contrast the overall structure of events, ideas, concepts, or information in two or more texts

Identify the overall structure of events, ideas, concepts, and information in a text

Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts

CCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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 OrganizerThese 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 5-Craft and StructureLiterary 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 4: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Grade 5: Describe how a narrator’s or speaker’s point of view influences how events are described.

Grade 6: Explain how an author develops the point of view of the narrator or speaker in a text.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Applicationand Extended Thinking)

Literary text(s) How to describe Author’s purpose (e.g., to

inform, to persuade, to entertain, to describe, to explain how) for writing a text

Point of view (limited, first-person, third-person, all-knowing)

Perspective View point/Attitude Author’s purpose Speaker/Narrator Audience

An author develops texts by making choices, including point of view, to achieve his/her purpose.

Authors use the narrator and speaker (point of view) to develop plot, character, and central message or theme.

Good readers recognize that the narrator’s or speaker’s point of view influences how events are described.

Describe the author’s overall purpose for writing a text

Describe how point of view affects a literary text

Describe how a narrator’s or speaker’s point of view influences how events are described

CCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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

Delaware English Language Arts Literacy Concept OrganizerThese 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 5-Craft and StructureInformational 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 4: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Grade 5: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Grade 6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

KNOW(Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended thinking) Informational text (both

literary nonfiction and expository/technical texts)

How to analyze Point of view Author’s

viewpoint/focus/attitude/bias Author’s roles/purposes (to

inform, to persuade, to explain how, to entertain) for writing a text

Audience Compare and Contrast

Authors control what the reader knows through the choices they make (e.g., content, point of view, style, word choice).

Good readers recognize that multiple accounts of the same event will have similarities and differences based on the point of view they represent.

Good readers analyze the text to better understand the author’s viewpoint/attitude and purpose.

Describe the author’s overall purpose for writing a text

Identify the intended audience Describe how the author

addresses the needs of the audience

Describe how the author’s choices reflect his/her viewpoint, focus, attitude or bias

Describe how the author’s choices shape the content

Explain how the viewpoint of the author is conveyed in a text

Analyze multiple accounts of the same event or topic, noting similarities and differences in the viewpoint represented in a text

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes biographies and autobiographies; books about history, social studies, science, and the arts;

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 20

Delaware English Language Arts Literacy Concept OrganizerThese 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.

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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 21

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasLiterary 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 4: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Grade 5: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Grade 6: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Application and

Extended thinking) How to analyze Visual and multimedia

elements (e.g., text, graphics, sound, photos, pictures, animations, audio, video)

Versions of text (e.g., written, audio, visual, live, print, digital)

Genres (e.g., graphic novel, multimedia presentation, fiction, folktale, myth, poem)

Narrative elements (e.g., character, setting, plot, tone, mood, theme/central idea)

Authors’/directors’ choices of visual and multimedia elements in a literary text convey meaning and contribute to/create an aesthetic appeal.

Good readers analyze the visual and oral elements in a literary text to enhance their understanding.

Identify the visual and multimedia elements in a literary text

Determine the meaning and tone of a literary text

Explain how authors’/directors’ choices contribute to the meaning of a literary text

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 22

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasInformational Reading Standard 7

College and Career Ready (CCR) Anchor Reading Standard (7): Integrate and evaluate contentpresented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS – Grade Level Reading Standard 7 (Informational)Grade 4: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Grade 5: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Grade 6: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

KNOW (Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended Thinking) Digital sources Graphics/images/illustrations

(e.g., pictures, photographs, charts, graphs, diagrams, time lines, animations, interactive elements on Web pages, audio, video)

Media formats (e.g., visual, oral, quantitative)

Relevant vs. irrelevant information

Reliable vs. unreliable resources

Authors present information in diverse formats and media.

Readers’ and viewers’ make choices about the most efficient way to retrieve information.

Good readers’ and viewers’ use information from a variety of text/media sources to answer questions and solve problems.

Identify media sources Differentiate between

relevant and irrelevant information

Differentiate between reliable and unreliable resources

Deconstruct questions/problems to identify needed information

Access media sources to solve a problem or answer a question

Use relevant information to solve a problem or answer a question

Use a variety of media sources to solve a problem or answer a question

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 23

Delaware English Language Arts Literacy Concept OrganizerThese 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.

solve a problem efficientlyRange of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 24

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasLiterary Reading Standard 8

There is no Standard 8 for Literature.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 25

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasInformational 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 8 (Informational)Grade 4: Explain how an author uses reasons and evidence to support particular points in a text.

Grade 5: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Grade 6: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

KNOW (Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended Thinking) Informational text (both

literary nonfiction and expository/technical texts)

How to explain Main/key ideas/points Supporting details Relevant vs. irrelevant

details Reasons/examples/evidence

Persuasive techniques (e.g., emotional words, repetition, name calling)

Authors provide reasons/examples/ evidence in informational text to support their points and ideas.

Good readers identify the reasons/examples/ evidence an author uses to support points and ideas to enhance their understanding of an informational text.

Identify the author’s key ideas/points

Identify (e.g., by telling, writing, graphically representing) reasons/examples/evidence/details that support the author’s key ideas/points

Differentiate between relevant and irrelevant reasons/examples/evidence

Identify the relevant reasons/examples/evidence an author gives to support points in a text

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 26

Delaware English Language Arts Literacy Concept OrganizerThese 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.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 27

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasLiterary 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 4: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Grade 5: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Grade 6: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

KNOW(Factual)

UNDERSTAND(Conceptual)

DO(Procedural, Application and

Extended Thinking) Compare/Contrast Theme(s) Topic(s) Characteristics of various

genres (e.g., mysteries, adventure stories)

Author’s choices (e.g., audience, word choice, text structure, mood)

Author’s intention/purpose (e.g., to reveal a conflict, to draw attention to an issue or event, to predict the future, to understand the past)

Author’s perspective/view point

Text-to-text, text-to-world connections

Authors’ approaches to themes and topics are influenced by their perspectives and their intentions.

Good readers compare and contrast various texts to deepen their understanding of themes and topics.

Identify the characteristics of various genres

Identify the theme of a text Distinguish between a topic

and theme Identify and explain author’s

intention/purpose Identify and explain author’s

perspective/view point Identify, cite, and explain

textual evidence (examples of author’s choices) which reveal the author’s intentions/purposes

Compare and contrast stories in the same genre on their approaches to similar themes and topics

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Recursive Strategies: o Assimilating prior knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 28

Delaware English Language Arts Literacy Concept OrganizerThese 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 5- Integration of Knowledge and IdeasInformational 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 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Grade 5: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Grade 6: Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

KNOW (Factual)

UNDERSTAND (Conceptual)

DO(Procedural, Application and

Extended Thinking) Informational text (both

literary nonfiction and expository/technical texts)

Compare/contrast Important points/main ideas Most important vs. least

important points Key/supporting details Purpose for gathering

information Methods to manage and

organize selected information (e.g., graphic organizers, electronic notes)

How to integrate information in a purposeful way

Authors of informational text provide information and key details on topics in different ways.

Good readers make meaning of informational texts by integrating important information presented in several texts in order to present it for a specific purpose.

Establish a purpose for gathering information

Identify the most important points from several texts for a given purpose

Identify the key/supporting details from several texts for a given purpose

Use a method for managing and organizing selected information

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

Range of Reading and Level of Text ComplexityCCSS- Grade Specific Reading Standard 10 (Grade 5)By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical TextsIncludes 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 knowledgeo Rereading to clarify informationo Seeking meaning of unknown vocabularyo Making and revising predictionso Using critical and divergent thinking and assimilating prior knowledge to draw conclusionso 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. 29