HOW to READ a Delaware English Language Arts Literacy Concept Organizer

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. The shaded areas 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). highlight both the GRADE 1-Key Ideas and Details College and Career Informational Reading Standard 1 Readiness Anchor College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to Reading Standard Key determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when Ideas and Details and writing or speaking to support conclusions drawn from the text. the CCSS for the grade level indicated. CCSS – Grade Specific Reading Standard 1 (Informational) This arrow indicates the Grade K: With prompting and Grade 1: Ask and answer Grade 2: Ask and answer such This arrow CCSS of grade support, ask and answer questions questions about key details in a questions as who, what, where, indicates the level prior to about key details in a text. text. when, why and how to demonstrate CCSS of grade the grade level understanding of key details in the level above you are text. the grade level working. This KNOW UNDERSTAND DO you are allows you to (Factual) (Conceptual) (Procedural, Application and working. This see the Extended Thinking) allows you to progression of see the from grade to  Texts  Authors include key details in  Make reasonable predictions progression of grade.  Questions informational texts which can as they read  Answers help a reader ask and answer  Use information from the text from grade to  Key details questions. and background knowledge to grade.  Predictions make inferences These  Inferences  Good readers know a question  Ask and answer questions recursive The Know,  Background knowledge is different from a statement which begin with who, what, strategies are and requires an answer. Understand and the basic  5 W’s + H questions (who, where, when why, and how  Ask and answer questions Do columns reading what, where, when, why and align to the strategies that how) about key details in a text students must shaded grade CCSS – Grade Specific Reading Informational Standard 10 (Grade 1) level. know and use With prompting and support, read informational texts appropriately complex for grade 1. to become successful readers. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Some of the Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical strategies are texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a not explicitly range of topics stated in the Reading Recursive Strategies: Common Core o Assimilating prior knowledge State o Rereading to clarify information Standards for o Seeking meaning of unknown vocabulary ELA. o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Delaware English Language Arts Literacy Concept Organizer 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. GRADE 7-Key Ideas and Details Literary 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 6: Cite textual Grade 7: Cite several Grade 8: Cite the textual evidence to support analysis pieces of textual evidence that most strongly of what the text says evidence to support supports an analysis of what explicitly as well as analysis of what the the text says explicitly as well inferences drawn from the text says explicitly as as inferences drawn from the text. well as inferences text. drawn from the text. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Textual evidence/text  Authors include key  Make, test and revise support details in literary texts predictions as they read  Inference which can help a  Make inferences about  Prediction reader ask and author’s decisions and  Author’s decisions (e.g., answer questions. literary elements in a text word choice, point of  Identify/cite appropriate view, literary elements,  Good readers use text support for inferences tone, style) textual evidence, about author’s decisions  Critical/analytical connections to their and literary elements in a judgments own lives and their text  Generalizations background  Use the combination of  Background knowledge knowledge to make explicitly stated  Explicitly stated inferences and to information, background information draw conclusions knowledge, and about what they read.  Conclusion connections to the text to  Theme answer questions they  Good readers have as they read respond to a variety of  Make critical or analytical text by drawing judgments to make conclusions and using generalizations textual evidence to  Create self-motivated analyze what they interpretations of text that read and understand are adapted during and how it connects to after reading Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Delaware English Language Arts Literacy Concept Organizer 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.

their lives.  Draw conclusions about characters and events in a text  Identify how author’s choices affect theme  Analyze what text says explicitly as well as inferentially and cite several pieces of evidence to support the analysis CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7-Key Ideas and Details Informational 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 6: Cite strong and Grade 7: Cite several Grade 8: Cite the textual thorough textual evidence pieces of textual evidence that most strongly to support analysis of what evidence to support supports an analysis of what the text says explicitly as analysis of what the the text says explicitly as well well as inferences drawn text says explicitly as as inferences drawn from the from the text. well as inferences text. drawn from the text. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Characteristics of an  Good readers use  Make, test and revise analysis textual evidence, predictions as they read  Textual evidence/text connections to their  Make inferences about support own lives and their content, concrete ideas and  Inference background author’s decisions in a text  Prediction knowledge to make  Identify/cite appropriate text  Content/abstract idea inferences and to draw support for inferences  Author’s decisions (e.g., conclusions about about content, concrete paragraphing, what they read. ideas and author’s quotations, organization decisions in a text of text, formatting  Good readers respond  Use the combination of devices, mode of to a variety of text by explicitly stated development used) drawing conclusions information, background  Critical/analytical and using textual knowledge, and judgments evidence to analyze connections from the text  Generalizations what they read and to answer questions they understand how it  Background knowledge have as they read connects to their lives.  Explicitly stated  Make critical or analytical information from the text judgments to make  Conclusion generalizations.  Create self-motivated interpretations of text that are adapted during and after reading Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

 Draw conclusions about events and details in a text Analyze what text says explicitly as well as inferentially and cite several pieces of evidence to support the analysis CCSS – Grade Specific Reading Informational Standard 10 (Grade 7) 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 Texts Includes 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 knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7- Key Ideas and Details Literary Reading Standard 2

College and Career Readiness (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 (Literary) Grade 6: Determine a theme or Grade 7: Determine a Grade 8: Determine a theme or central idea of a text and how it theme or central idea of central idea of a text and analyze is conveyed through particular a text and analyze its its development over the course details; provide a summary of development over the of the text, including its the text distinct from personal course of a text; relationship to the characters, opinions or judgments. provide an objective setting, and plot; provide an summary of the text. objective summary of the text KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Literary texts  Authors of literary  Describe or graphically  How to summarize texts include details represent the relationship  How to analyze that help readers between central ideas and  Central/main idea determine the theme supporting details.  Theme or central idea.  Determine a theme or central  Difference between central  Good readers create idea of a text ideas and supporting details effective summaries  Analyze how particular details in a story that are objective and reveal a theme or convey the  Characteristics of an effective include central ideas. central idea summary for literary texts  Summarize a text capturing the (e.g., objective vs. subjective) most important parts of the original piece.  Create an objective summary (excluding personal opinions)  Determine a theme or central idea of a text and analyze its development over the course of a text; provide an objective summary of the text Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7- Key Ideas and Details Informational 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 6: Determine a central Grade 7: Determine two Grade 8: Determine a idea of a text and how it is or more central ideas in central idea of a text conveyed through particular a text and analyze their and analyze its details; provide a summary of development over the development over the the text distinct from personal course of the text; course of the text, opinions or judgments. provide an objective including its summary of the text. relationship to supporting ideas; provide an objective summary of the text. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text (both  Authors of informational  Determine two or more literary nonfiction and text(s) follow a pattern or plan central ideas in an expository/technical texts) and include key details in informational text  How to explain (e.g., what order to help readers make  Analyze how ideas are and why) meaning of the text. organized and developed  Central idea in an informational text.  Types of text structures  Good readers develop  Describe or graphically (e.g. sequence/ effective summaries that represent the relationship chronological order, capture the main ideas of between central ideas classification, definition, informational text(s). and supporting details simple process, description,  Explain how the central comparison) ideas are supported by  Different purposes for key details graphic organizers, based  Summarize the main on structure of text ideas objectively in an  Difference between central informational text, ideas and key details in an capturing the most informational text important parts of the  Characteristics of an piece effective summary (e.g.,  Determine two or more

objective vs. subjective) for central ideas in a text informational texts and analyze their  How to summarize development over the  How to analyze course of the text; provide an objective summary of the text Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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 Texts Includes 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 knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7-Key Ideas and Details Literary Reading Standard 3

College and Career Readiness (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 (Literary) Grade 6: Describe how a particular Grade 7: Analyze how Grade 8: Analyze how particular story's or drama's plot unfolds in a particular elements of a lines of dialogue or incidents in a series of episodes as well as how story or drama interact story or drama propel the action, the characters respond or change (e.g., how setting reveal aspects of a character, or as the plot moves toward a shapes the characters provoke a decision. resolution. or plot). KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Literary texts  Authors make  Identify and describe the story  How to analyze choices about how elements in a literary work  Story Elements elements of a story or  Identify and describe elements of o Plot (e.g., rising action, falling drama interact. drama in a literary work action, flashback,  Good readers  Explain character types and roles foreshadowing, climax/ understand how  Explain how the characters turning point, resolution) characters, settings interact to develop the o Episodes and events in literary story/drama o Conflicts (e.g., man vs. man, texts are related.  Explain changes in setting. man vs. nature, etc.)  Identify various types of conflict o Characters types (e.g., (man vs. man, man vs. nature, flat/round, static/ dynamic) man vs. self, man vs. society) and character roles (e.g.,  Explain (tell, write, or graphically major/ minor, protagonist/ represent) how characters, antagonist, hero/villain) events, setting, and plot elements o Setting (time, place) interact and create mood o Mood  Analyze the relationships  Drama Elements between and among characters, o Acts their conflicts, events, setting, o Scenes and plot elements o Dialogue  Character actions, feelings, words, and implied motivations Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

GRADE 7-Key Ideas and Details Informational 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 6: Analyze in detail how Grade 7: Analyze the Grade 8: Analyze how a a key individual, event, or idea interactions between text makes connections is introduced, illustrated, and individuals, events, and ideas among and distinctions elaborated in a text (e.g., in a text (e.g., how ideas between individuals, through examples or influence individuals or ideas, or events (e.g., anecdotes). events, or how individuals through comparisons, influence ideas or events). analogies, or categories). KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text (both  Authors make purposeful  Describe the events, key literary nonfiction and decisions about ideas/concepts, procedures, expository/technical texts) connections and distinctions etc. in a variety of  How to analyze (e.g., between and among informational/technical texts explanation of what, why events, individuals, and  Describe or graphically and how) ideas in informational text. represent the interaction of  Key ideas/concepts, individuals, events, individuals, events,  Good readers analyze ideas/concepts or steps/procedures in the relationships (e.g., step/procedures informational texts. connections and  Identify words/phrases that  Specific details that explain distinctions) among signal interactions between key ideas, individuals, events, individuals, and among ideas, events, procedures, individuals events, steps/procedures, ideas/concepts and use etc. (because, then, as a that information to  Development strategies for consequence, etc.) informational texts (e.g., comprehend the what,  Explain how interactions introduction/presentation of why and how of the between ideas/concepts, ideas, illustration, information. individuals, and events elaboration through support and reveal author’s example, anecdote, etc.) message in informational text  Interactions (e.g., one piece  Use text details to analyze

of text “explains” another or the interactions between and influences another) among individuals, events,  Transition/linking words that ideas/concepts or facilitate analysis (e.g., step/procedures because, then, as a consequence, in contrast) for informational texts.

Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7-Craft and Structure Literary 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 6: Determine the Grade 7: Determine the Grade 8: Determine the meaning of words and phrases meaning of words and phrases meaning of words and as they are used in a text, as they are used in a text, phrases as they are used in a including figurative and including figurative and text, including figurative and connotative meanings; analyze connotative meanings; analyze connotative meanings; the impact of a specific word the impact of rhymes and other analyze the impact of specific choice on meaning and tone. repetitions of sounds (e.g., word choices on meaning and alliteration) on a specific verse tone, including analogies or or stanza of a poem or section allusions to other texts. of a story or drama. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Literary text  Authors make purposeful  Read and reread other  Word/language choices choices to achieve an sentences, paragraphs,  Context clues intended effect within text(s). and non-linguistic images  Literal/ Denotative meaning (e.g., illustrations) in the  Connotative meaning  Good readers actively seek text to identify context  Genre-specific terms (e.g., the meaning of unknown clues line, verse, stanza, refrain, words/phrases to deepen  Use context clues to help scene, act, chapter, section) their understanding of literary unlock the meaning of  Figurative or non-literal text(s). unknown words/phrases meaning (e.g., simile,  Determine the appropriate metaphor, personification, definition of words that hyperbole, idiom) have more than one  Literary devices (e.g., meaning alliteration, repetition,  Differentiate between rhythm, rhyme, dialogue) literal and non-literal  Mood meaning  Tone  Identify and use genre- specific terms to explain author’s language choices  Identify and interpret figurative language and literary devices Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

 Explain how figurative language and literary devices enhance and extend meaning  Explain the impact of specific language choices by the author  Explain how authors use language choices to create an effect (e.g., mood and tone)  Analyze how specific language choices impact meaning and tone  Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza or a poem or section of a story or drama  Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7-Craft and Structure Informational 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 6: Determine the Grade 7: Determine the Grade 8: Determine the meaning of words and phrases meaning of words and meaning of words and phrases as they are used in a text, phrases as they are used in as they are used in a text, including figurative, connotative, a text, including figurative, including figurative, and technical meanings. connotative, and technical connotative, and technical meanings; analyze the meanings; analyze the impact impact of a specific word of specific word choices on choice on meaning and meaning and tone, including tone. analogies or allusions to other texts. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text  Authors make purposeful  Read and reread other  How to analyze choices to achieve an sentences, paragraphs, and  Word/language choices intended effect within non-linguistic images in the  Context clues informational text(s). text to identify context clues  Literal/ Denotative meaning  Use context clues to help  Connotative meaning  Good readers actively unlock the meaning of  Technical meanings seek the meaning of unknown words/phrases  Figurative or non-literal unknown words/phrases  Determine the appropriate meaning (e.g., simile, to deepen their definition of words that have metaphor, personification, understanding of more than one meaning hyperbole) informational text(s).  Differentiate between literal  Tone and non-literal meaning  Identify and interpret figurative language  Explain how figurative language enhances and extends meaning  Explain the impact of specific language choices by the author Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

 Explain how authors use language choices to create an effect  Analyze how specific language choices impact meaning and tone  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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.

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 6: Analyze how a Grade 7: Analyze how a drama’s Grade 8: Compare and contrast particular sentence, chapter, or a poem’s form or structure the structure of two or more texts scene, or stanza fits into the (e.g., soliloquy, sonnet) and analyze how the differing overall structure of a text and contributes to its meaning. structure of each text contributes contributes to the development to its meaning and style. of the theme, setting, or plot. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Literary text  Authors’ choices of  Identify genre  How to analyze form/structure control the theme  Identify text structures  Various forms/structures of a and the readers’ perceptions.  Identify text’s purpose and drama (e.g., sentence, theme chapter, scene, act,  Recognizing how a text is  Make predictions about text soliloquy, stanza) structured is one key to making based on text structures  Various forms/structures of a meaning from text.  Explain how structure poem (e.g., line, stanza, enhances the text’s purpose couplet, ballad, free verse,  Text structures help the writer and theme blank verse, haiku, sonnet) chunk and organize the  Describe the relationship  Various patterns of information so readers can between text structure and organization (e.g., deconstruct the text. development of ideas sequence/chronological  Describe the relationship order, description,  When readers understand the between form/structure and comparison, problem/ structure of a text, they can more meaning in text solution, simple cause/effect, easily make sense of what they  Analyze/make connections conflict/resolution) read. between author’s choice of  Various aspects of dramatic text structure and the text’s work (e.g., stage directions, purpose and theme dialogue)  Analyze how a drama’s or a  Relationships between parts poem’s form or structure (e.g., of text and whole text (as soliloquy, sonnet) contributes indicated by text structures) to its meaning  Genre characteristics  Literary elements (e.g.,

setting, plot, theme, conflict, resolution) CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7-Craft and Structure Informational 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 6: Analyze how a Grade 7: Analyze the Grade 8: Analyze in detail the particular sentence, paragraph, structure an author uses to structure of a specific paragraph in a chapter, or section fits into the organize a text, including how text, including the role of particular overall structure of a text and the major sections contribute sentences in developing and refining contributes to the development of to the whole and to the a key concept. the ideas. development of the ideas. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text (both  Authors use organizational  Identify text features literary nonfiction and patterns and features to  Identify text structures expository/technical texts) chunk and arrange the  Make predictions about text based  How to analyze information so readers can on text features and text  Various text structures (e.g., deconstruct the text. structures sentences, paragraph,  Analyze/make connections chapter, section)  Authors’ choices of patterns between author’s choice of text  Various patterns of of organization, features, etc. structure and the text’s organization (e.g., control the central idea and purpose/central idea sequence/chronological order, the readers’ perceptions of  Explain how structure and/or classification, definition, informational text(s). features enhance text’s process, description, purpose/central idea comparison, problem/  Good readers know that  Describe the relationship between solution, simple cause/effect, recognizing how a text is text organization and development conflict/resolution) structured is one key to of ideas  Various text features (e.g., making meaning from text.  Analyze the pattern and structure title, author, cover, pictures, an author uses to organize a text, captions, maps, chapter Good readers understand including how the major sections headings, information from the structures and features contribute to the whole and to the charts and graphs, of a text, and use them to development of the ideas illustrations, glossaries, make sense of what they indices) read.  Difference between text structure and text feature  Relationships between parts Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

of text and whole text (as indicated by text features and structures) CCSS- Grade Specific Reading Standard 10 (Grade 7) 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.

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 6: Explain how an author Grade 7: Analyze how Grade 8: Analyze how develops the point of view of the an author develops and differences in the points of view narrator or speaker in a text. contrasts the points of of the characters and the view of different audience or reader (e.g., created characters or narrators through the use of dramatic irony) in a text. create such effects as suspense or humor. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Literary text(s)  An author develops  Describe the author’s overall  How to analyze texts by making purpose for writing a text  Compare choices (e.g., how an  Describe the differences  Contrast author develops and between various points of  Author’s purpose (e.g., to contrasts the points of view inform, to persuade, to view of different  Identify the different entertain, to describe, to characters or characters’ or narrators’ view explain how) for writing a text narrators in a text) to points  Point of view (e.g., first person, achieve his/her  Describe how point of view third person, limited, purpose. affects a literary text omniscient )  Explain how chosen point of  Author’s view point  Good readers view helps the narrator or recognize that an  Similarities and differences speaker develop the story to author controls what between narrator(s) and achieve the author’s purpose the reader knows character(s)  Analyze how an author through the choices  Strategies for developing develops different characters’ he/she makes about narrative texts(e.g., point of or narrators’ view points. characters or view, character development,  Analyze how an author narrators. dialogue, what information to contrasts the points of view of include and exclude) different characters or narrators

CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

GRADE 7-Craft and Structure Informational 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 6: Determine an author's Grade 7: Determine an Grade 8: Determine an author's point of view or purpose in a text author's point of view or point of view or purpose in a text and explain how it is conveyed in purpose in a text and and analyze how the author the text. analyze how the author acknowledges and responds to distinguishes his or her conflicting evidence or position from that of viewpoints. others. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural and Application Extended thinking)  Informational text (both literary  Authors achieve their  Describe the author’s overall nonfiction and purpose by controlling purpose for writing a text expository/technical texts) what the reader knows  Describe how the author’s  How to analyze through the choices choices reflect his/her  Author’s roles/purposes (to they make (e.g., viewpoint, focus, attitude, inform, to persuade, to explain content, point of view, position or bias how, to entertain) for writing a style, word choice).  Identify the author’s position text in a text  Point of view (e.g., first person,  Author’s choices  Describe how the author’s third person, limited, distinguish their choices shape the content omniscient) position, viewpoint, or  Identify alternate positions  Author’s attitude from that of  Determine an author’s point viewpoint/focus/attitude/bias others. of view or purpose in a text  Author’s perspective and analyze how the author (background)  Good readers analyze distinguishes his or her  Author’s strategies for the text in order to position from that of others developing viewpoint and identify the difference purpose (e.g., author’s choices between the author’s about when and how to develop viewpoint, focus, information; what information to attitude and position include or exclude) from that of others. Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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. Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7- Integration of Knowledge and Ideas Literary 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 6: Compare and contrast Grade 7: Compare and Grade 8: Analyze the extent to the experience of reading a story, contrast a written story, which a filmed or live production of drama, or poem to listening to or drama, or poem to its a story or drama stays faithful to or viewing an audio, video, or live audio, filmed, staged, or departs from the text or script, version of the text, including multimedia version, evaluating the choices made by the contrasting what they "see" and analyzing the effects of director or actors. "hear" when reading the text to techniques unique to each what they perceive when they medium (e.g., lighting, listen or watch.. sound, color, or camera focus and angles in a film). KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  How to analyze  Authors’/directors’ choices  Identify and explain the visual  Compare impact the readers’, and multimedia elements in a  Contrast listeners’, and viewers’ literary text  Genre (e.g., story, drama, understanding of a text.  Identify and explain the unique poem)  Good readers’ and choices the author/director  Versions of text (e.g., written, viewers’ understanding of makes in relationship to the audio, filmed, staged, a text is influenced by the media multimedia, print, digital) unique choices the  Compare and contrast author’s  Media tools/techniques-Visual authors and directors choices in written text to the (e.g., color, lighting, props, make through different audio, video or live version of costumes, camera focus, media. the text angles in a film)  Compare and contrast a written  Media tools/techniques-Oral story, drama, or poem to its (e.g., sound effects, music, audio, filmed, staged, or voice) multimedia version, analyzing  Narrative elements (e.g., the effects of techniques unique character, setting, plot, tone, to each medium camera mood, theme/central idea) Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. GRADE 7- Integration of Knowledge and Ideas Informational 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 (Informational) Grade 6: Integrate Grade 7: Compare and Grade 8: Evaluate the information presented in contrast a text to an audio, advantages and different media or formats video, or multimedia disadvantages of using (e.g., visually, quantitatively) version of the text, different mediums (e.g., as well as in words to develop analyzing each medium's print or digital text, a coherent understanding of a portrayal of the subject video, multimedia) to topic or issue. (e.g., how the delivery of a present a particular speech affects the impact topic or idea. of the words). KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Compare  Creators and presenters of  Describe how text/media  Contrast written, visual, and audio texts present information  Text and media influence their audiences through  Identify aspects of topic/message the choices they make. text/media that reveal an  Media formats (e.g., visual, author’s purpose/intention oral, quantitative)  Good readers’ and viewers’  Compare and contrast a  Author’s purpose/intention understandings and perceptions text to an audio, video, or  Delivery of information of a topic or idea are affected by multimedia version of the (e.g., speech, digital, the ways in which information or text documentary, podcast) details are presented.  Analyze each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)

Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes 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 Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. digital sources on a range of topics

There is no Standard 8 for Literature.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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. GRADE 7- Integration of Knowledge and Ideas Informational 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 6: Trace and evaluate Grade 7: Trace and Grade 8: Delineate and the argument and specific evaluate the argument and evaluate the argument claims in a text, distinguishing specific claims in a text, and specific claims in a claims that are supported by assessing whether the text, assessing whether reasons and evidence from reasoning is sound and the reasoning is sound claims that are not. the evidence is relevant and the evidence is and sufficient to support relevant and sufficient; the claims. recognize when irrelevant evidence is introduced. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text (both  Authors should provide relevant  Identify the author’s argument literary nonfiction and and sufficient reasons/evidence and specific claims expository/technical texts) in informational text to support  Identify (e.g., by telling,  How to trace an author’s their arguments and specific writing, graphically argument and specific claims. representing) claims  Good readers evaluate the reasons/examples/evidence  How to evaluate/assess an reasons and evidence that that support the author’s author’s argument and authors use to support their argument and specific claims specific claims arguments and specific claims in  Differentiate between claims  Main/key ideas informational text(s). which are supported by  Supporting details reasons/evidence and those  Relevant vs. irrelevant which are not details  Differentiate between valid  Relevant reasons/evidence and invalid claims  Sound/logical/justified  Identify sound reasoning reasoning  Explain how an author uses  Relevant, sufficient reasons and evidence to evidence support particular arguments  Arguments and specific claims in a text,  Valid vs. invalid claims identifying which reasons and  Persuasive techniques evidence support which (e.g., loaded point(s)  Trace and evaluate the Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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 Organizer 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.

language/emotional words, argument and specific claims testimonial, repetition, in a text, assessing whether name calling, bandwagon) the reasoning is sound and the evidence is relevant and sufficient to support the claims Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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.

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 6: Compare and Grade 7: Compare and Grade 8: Analyze how contrast texts in different forms contrast a fictional a modern work of or genres (e.g., stories and portrayal of a time, place, fiction draws on poems; historical novels and or character and a themes, patterns of fantasy stories) in terms of historical account of the events, or character their approaches to similar same period as a means of types from myths, themes and topics. understanding how traditional stories, or authors of fiction use or religious works such as alter history. the Bible, including describing how the material is rendered new. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Compare  Authors of historical fiction reveal  Identify how historical  Contrast their perspective and/or engage fiction differs from fiction  Characteristics of various the reader through their selection and non-fiction genres (e.g., fiction, of places, people and events  Identify and explain historical fiction, non- from history. author’s intention/purpose fiction)  Good readers understand that  Explain how two different  Theme authors use and/or alter historical texts portray the same  Topic events to tell a story. time, place, character or  Author’s choices (e.g., events information included,  Identify and explain excluded, altered, author’s perspective/view enhanced) point  Author’s intention/purpose  Identify, cite, and explain (e.g., to reveal a dilemma, textual evidence (examples to promote self reflection, of author’s choices) which to draw attention to an reveal the author’s issue or event, to intentions/purposes understand the past, to  Compare and contrast a promote a perspective) fictional portrayal of a time,  Author’s perspective/view place, or character and a Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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. 30 Delaware English Language Arts Literacy Concept Organizer 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.

point historical account of the  Text-to-text, text-to-world same period as a means of connections understanding how authors  Textual evidence (e.g., of fiction use or alter author’s choices) history Range of Reading and Level of Text Complexity CCSS- Grade Specific Reading Standard 10 (Grade 7) 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.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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. 31 Delaware English Language Arts Literacy Concept Organizer 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. GRADE 7- Integration of Knowledge and Ideas Informational 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 6: Compare and Grade 7: Analyze how Grade 8: Analyze a case contrast one author's two or more authors in which two or more texts presentation of events with that writing about the same provide conflicting of another (e.g., a memoir topic shape their information on the same written by and a biography on presentations of key topic and identify where the same person). information by the texts disagree on emphasizing different matters of fact or evidence or advancing interpretation. different interpretations of facts. KNOW UNDERSTAND DO (Factual) (Conceptual) (Procedural, Application and Extended Thinking)  Informational text (both  Authors of informational texts  Identify the most important literary nonfiction and make choices about what to information and events from expository/technical texts) include and how to present texts used for a given purpose  Compare/contrast information and key details on  Describe the author’s overall  Author’s topics depending on their purpose for writing a text viewpoint/focus/attitude/bias purpose.  Describe how the author’s  Author’s perspective choices reflect his/her viewpoint, (background)  Good readers make meaning focus, attitude, position or bias  Author’s strategies for of informational texts by  Identify the author’s position in a shaping presentations (e.g., analyzing how different text author’s choices to authors shape their  Describe how the author’s emphasize some presentation of key choices shape the content and information or advance information by emphasizing presentation different interpretations of difference evidence or  Compare and contrast one facts) advancing different author's presentation of events  How to analyze interpretations of facts. with that of another  Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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. 32 Delaware English Language Arts Literacy Concept Organizer 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.

Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o 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. 33