Delaware English Language Arts KUD

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 6- 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 5: Write opinion Grade 6: Write arguments to Grade 7: Write arguments to pieces on topics or texts, support claim(s) with clear support claim(s) with clear supporting a point of view reasons and relevant evidence. reasons and relevant with reasons and a. Introduce claim(s) and organize evidence. information. the reasons and evidence a. Introduce claim(s), a. Introduce a topic or clearly. acknowledge alternate text clearly, state an b. Support claim(s) with clear or opposing claim(s), opinion, and create an reasons and relevant evidence, and organize the reasons organizational using credible sources and and evidence logically. structure in which demonstrating an b. Support claim(s) with ideas are logically understanding of the topic or logical reasoning and grouped to support the text. relevant evidence, using writer's purpose. c. Use words, phrases, and clauses accurate, credible b. Provide logically to clarify the relationships sources and ordered reasons that among claim(s) and reasons. demonstrating an are supported by facts d. Establish and maintain a understanding of the and details. formal style. topic or text. c. Link opinion and e. Provide a concluding statement c. Use words, phrases, and reasons using words, or section that follows from the clauses to create phrases, and clauses argument presented. cohesion and clarify the (e.g., consequently, relationships among specifically). claim(s), reasons, and d. Provide a concluding evidence. statement or section d. Establish and maintain a related to the opinion formal style. presented. e. Provide a concluding statement or section that follows from and 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. 11/27/17 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 UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Persuasion and argument  Good persuasive writers control  Identify a debatable issue  Difference between the message by addressing the  Distinguish the pros and cons relevant and irrelevant needs of the audience and building  Select a position/claim(s) evidence a reasoned and logical case to  Position/claim(s) support a clear position.  Develop a position/claim(s) (debatable issue as  Use primary and secondary opposed to single-sided  Good authors use sources to locate, sort, and issue or report topic) model/examples texts to guide select reasons based on  Style (e.g., formal, them as they compose their own facts, examples, and/or informal, specific to persuasive pieces. evidence for both sides audience)  acknowledging the  Reason(s) (e.g., claims, opposing point of view support)  differentiating between  Evidence (e.g., examples, relevant and irrelevant statistics, data, credible reasons/evidence personal and expert  including an appropriate opinions, facts) variety of  Reasoned and logical reasons/evidence argument/case including primary and  Primary sources secondary sources  Secondary sources (e.g.,  addressing the needs of UDLib/Search) the audience  Effective introduction  Prioritize the (e.g., one that takes a clear reasons/evidence position, clarifies the issue,  Select an appropriate writing offers solutions/action, format provides background  Write arguments to support information, commands claim(s)s with clear 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. 11/27/17 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

reader’s attention) reasons and relevant  Awareness of audience evidence by:  Organizational pattern/  introducing claim(s) structure  organizing the reasons  Cohesive and transitional and evidence clearly devices (e.g., words,  supporting claim(s) with phrases, clauses) logical reasoning and  Strategies for dealing with relevant evidence, using opposing point of view accurate, credible (e.g., rebuttal, concession, sources and acknowledgement) demonstrating an  Effective persuasive and understanding of the propaganda techniques topic or text (e.g., appeal to emotion,  acknowledging alternate testimonial; avoiding or opposing claim(s) logical fallacies such as name calling,  providing a concluding exaggeration, bandwagon) statement or section that follows from the  Effective rhetorical devices (e.g., rhetorical argument presented question, repetition, direct  using words, phrases, address) and clauses, as well as  Format choices (e.g., varied syntax to link the business letter, editorial, major sections of the review, advertisements) text, create cohesion and clarify the relationships  Effective conclusion (e.g., between claim(s), one that provides call to between reasons, and action/next step or evidence, between answers the “so what” claim(s) and question, moves beyond counterclaim(s) summary)  establishing and maintaining a formal, consistent and appropriate style Range of Writing 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. 11/27/17 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

CCSS – Grade Specific Writing Standard 10 (Grade 6) 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. 11/27/17 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

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 5: Write informative/ Grade 6: Write informative/ Grade 7: Write informative/ explanatory texts to examine a explanatory texts to examine a explanatory texts to examine a topic and convey ideas and topic and convey ideas, concepts, topic and convey ideas, information clearly. and information through the concepts, and information a. Introduce a topic clearly, selection, organization, and through the selection, provide a general analysis of relevant content. organization, and analysis of observation and focus, a. Introduce a topic; organize relevant content. and group related ideas, concepts, and a. Introduce a topic clearly, information logically; information, using strategies previewing what is to include formatting (e.g., such as definition, follow; organize ideas, headings), illustrations, classification, concepts, and information, and multimedia when comparison/contrast, and using strategies such as useful to aiding cause/effect; include definition, classification, comprehension. formatting (e.g., headings), comparison/contrast, and b. Develop the topic with graphics (e.g., charts, tables), cause/effect; include facts, definitions, and multimedia when useful to formatting (e.g., headings), concrete details, aiding comprehension. graphics (e.g., charts, quotations, or other b. Develop the topic with relevant tables), and multimedia information and facts, definitions, concrete when useful to aiding examples related to the details, quotations, or other comprehension. topic. information and examples. b. Develop the topic with c. Link ideas within and c. Use appropriate transitions to relevant facts, definitions, across categories of clarify the relationships among concrete details, quotations, information using words, ideas and concepts. or other information and phrases, and clauses (e.g., d. Use precise language and examples. in contrast, especially). domain-specific vocabulary to c. Use appropriate transitions d. Use precise language and inform about or explain the 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. 11/27/17 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

domain-specific topic. to create cohesion and vocabulary to inform e. Establish and maintain a clarify the relationships about or explain the formal style. among ideas and concepts. topic. f. Provide a concluding d. Use precise language and e. Provide a concluding statement or section that domain-specific vocabulary statement or section follows from the information to inform about or explain related to the information or explanation presented. the topic. or explanation presented. 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 UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informative/explanatory  Good authors of informative/  Select an interesting, yet writing explanatory writing develop texts manageable, subject for  Topic that examine a topic and convey writing or one that meets the  Relevant information(e.g., ideas and information clearly. requirements of the facts, definitions, concrete assignment details, personal  Good authors use  Analyze and use primary and experiences, quotations, informative/explanatory writing secondary sources to locate, observations, interviews) to communicate information sort (categorize, classify) and  Organizational patterns related to real-world tasks. select relevant facts, (e.g., definition, definitions, concrete details, classification,  Good authors use model/example quotations or other comparison/contrast, and texts to guide them as they information and examples cause/effect) compose informative/expository  differentiating between  Formatting devices (e.g., texts. relevant and irrelevant headings) information  Graphics (e.g., charts,  Good readers and writers write to  addressing the needs of tables) make meaning of what they read. the audience  Multimedia  generating new ideas  Domain-specific and/or perspectives 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. 11/27/17 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

vocabulary  avoiding plagiarism  Style (e.g., formal,  selecting an informal, specific to organizational pattern audience) appropriate for the topic  Primary sources and purpose  Secondary sources (e.g.,  Select an appropriate writing UDLib/Search) form  Effective introduction/  Write informative/ hook (e.g., one that is explanatory texts to examine separate from the body and a topic and convey ideas, presents a simple thesis) concepts, and information  Awareness of audience through the selection,  Transition words, phrases, organization, and analysis of clauses relevant content by  Forms (e.g., letters to  engaging the reader with appropriate an introduction/ individuals/organizations hook that presents the (editor, boards, business), topic summaries, reports (book,  introducing the topic research), essays, articles clearly (newspaper, magazine),  organizing ideas, messages/memos, notices, concepts, and biography, autobiography, information using reviews) strategies such as  Effective conclusion/hook definition, classification, that moves beyond comparison/contrast, summary (e.g., answer the and cause/effect “so what?” question about  addressing the needs of the significance of the the audience issue)  developing topic with relevant facts, definitions, concrete details, quotations or other information and examples  using appropriate 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. 11/27/17 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

transitions to 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, graphics, and multimedia when useful to aiding comprehension  providing a concluding statement or section that follows from the information or explanation presented Range of Writing CCSS – Grade Specific Writing Standard 10 (Grade 6) 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. 11/27/17 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

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 5: Write narratives to Grade 6: Write narratives to Grade 7: Write narratives to develop real or imagined develop real or imagined develop real or imagined experiences or events using experiences or events using experiences or events using effective technique, effective technique, relevant effective technique, relevant descriptive details, and clear descriptive details, and well- descriptive details, and well- event sequences. structured event sequences. structured event sequences. a. Orient the reader by a. Engage and orient the reader by a. Engage and orient the reader establishing a situation and establishing a context and by establishing a context and introducing a narrator introducing a narrator and/or point of view and and/or characters; organize characters; organize an event introducing a narrator and/or an event sequence that sequence that unfolds naturally characters; organize an event unfolds naturally. and logically. sequence that unfolds b. Use narrative techniques, b. Use narrative techniques, such naturally and logically. such as dialogue, as dialogue, pacing, and b. Use narrative techniques, description, and pacing, to description, to develop such as dialogue, pacing, and develop experiences and experiences, events, and/or description, to develop events or show the characters. experiences, events, and/or responses of characters to c. Use a variety of transition characters. situations. words, phrases, and clauses to c. Use a variety of transition c. Use a variety of convey sequence and signal words, phrases, and clauses transitional words, phrases, shifts from one time frame or to convey sequence and and clauses to manage the setting to another. signal shifts from one time sequence of events. d. Use precise words and phrases, frame or setting to another. d. Use concrete words and relevant descriptive details, and d. Use precise words and phrases and sensory details sensory language to convey phrases, relevant descriptive to convey experiences and experiences and events. details, and sensory language events precisely. e. Provide a conclusion that to capture the action and e. Provide a conclusion that follows from the narrated convey experiences and 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. 11/27/17 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

follows from the narrated experiences or events. events. experiences or events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Narrative writing  Good authors of narrative writing  Select/identify real or  Topic effectively develop real or imagined experiences or  Event(s) (topic and imagined experiences or events to event(s) to tell about situation-what happened. tell a story that engages the reader.  Select/identify details about For example, “my dog” is an event(s) and people a topic; “my dog ate my  Good authors use model/example  differentiating between homework” is an event) texts to guide them as they relevant and irrelevant  Character types compose their own narrative details  Narrator pieces.  addressing the needs of  Dialogue the audience  Elaboration  Good authors use narrative  selecting an  Awareness of audience elements to develop other kinds of organizational pattern  Description writing such as argumentative and (sequence of events) informational texts.  Reaction/response (e.g., appropriate for the topic Why was the event and purpose important? How did the  Select an appropriate writing event make you feel?) form  Organizational  Write narratives to pattern(s)/sequence of develop real or imagined events (e.g., chronological, experiences or events using reflective, flashback) effective techniques  Relevant, concrete descriptive details, and well- details/examples structured event sequences  Difference between by relevant and irrelevant  orienting the reader by details establishing a context  Sensory images (e.g., and introducing a narrator and/or 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. 11/27/17 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

figurative language: characters descriptions of how things  organizing an event look, feel, smell, taste, sequence that unfolds sound) naturally and logically  Transitional words and  using narrative phrases techniques, such as  Closure/ending/conclusion dialogue, description,  Forms (e.g., short stories, and pacing, to develop journals, poems, personal experiences, events essays, memoir) and/or characters  Mood/reader’s reaction  using a variety of (e.g., humorous, light, transition words, mysterious) phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another  using precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events, and to create mood  providing a conclusion that follows from the narrated experiences or events or achieves a desired effect Range of Writing CCSS – Grade Specific Writing Standard 10 (Grade 6) 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. 11/27/17 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.