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.
GRADE K-Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard (1):
Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
Grade 1: Write opinion pieces in which they
Grade K: Use a combination of drawing,
introduce the topic or name the book they are
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name writing about, state an opinion, supply a reason for
the opinion, and provide some sense of closure.
of the book they are writing about and state an
opinion or preference about the topic or book
(e.g., My favorite book is…).
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
With prompting and support…
 Good persuasive writers
 How to persuade
address
the
needs
of
the
 tell about a topic or name a
 Opinion
audience
by
giving
reasons
to
book
 Preference
support an opinion or

state an opinion or preference
 Topic(s)
preference.
about a book or topic
 Book title(s)
 combine drawing, dictating
 Reason(s)
 Good authors use
and writing to create an
 Example(s)/fact(s)
model/examples texts to
opinion piece
guide them as they compose
 Support the opinion or
their own persuasive pieces.
preference with reason(s),
example(s), and/or fact(s)
 Use a combination of
drawing, dictating, and
writing to compose opinion
pieces in which they tell a
reader the topic or the name
of the book they are writing
about and state an opinion or
preference about the topic or
book
Recursive Strategies:
1
o
Use written and oral English appropriate for various purposes and audiences.
o
Produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development,
organization, style, and word choice.
o
Development: The topic, theme , stand/perspective, argument or character is fully developed
o
Organization: The text exhibits a discernible progression of ideas.
o
Style: The writer demonstrates a quality of imagination, individuality, and a distinctive voice.
o
Word Choice: The words are precise, vivid, and economical.
o
Produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
o
Sentence Formation: Sentences are complete and varied in length and structure.
o
Conventions: Appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Formal
English conventions are to be followed unless otherwise called for by the purpose of the writing.
Recursive strategies are foundational skills that students should know but may not require an explicit lesson plan.
Often these skills do not appear explicitly in the Common Core State Standards for ELA.
7/31/17
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
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.
GRADE 1- 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 K: Use a combination
Grade 2: Write opinion pieces in
Grade 1: Write opinion
of drawing, dictating, and
which they introduce the topic or
pieces in which they
writing to compose opinion
book they are writing about, state
introduce the topic or name
pieces in which they tell a
an opinion, supply reasons that
the book they are writing
reader the topic or the name of
support the opinion, use linking
about, state an opinion,
the book they are writing about supply a reason for the
words (e.g., because, and, also) to
and state an opinion or
connect opinion and reasons, and
opinion, and provide some
preference about the topic or
provide a concluding statement or
sense of closure.
book (e.g., My favorite book
section.
is…).
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
 How to persuade
 Good persuasive writers
 Form an opinion about a topic
address the needs of the
 Reason(s)
or a text
audience by giving reasons
 Evidence (e.g., examples,
 Use teacher selected resources
to support an opinion.
facts)
to locate and choose facts
 Difference between
and/or examples
 Good authors use
important and unimportant
 differentiating between
model/examples texts to
reasons/facts/examples
important and
guide them as they compose
 Opinion
unimportant reasons
their own persuasive pieces.
 Resources (e.g., teacher
 addressing the needs of
selected)
the audience
 Effective introduction/hook
 Use/select an appropriate
(e.g., one that includes the
writing format
writer’s opinion)
 Organize writing with a
 How to logically order
beginning, middle and end
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.
7/31/17
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
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.



ideas most of the time
Audience
Format choices (e.g.,
friendly letter,
advertisements)
Conclusion/ closure/
concluding statement

Write opinion pieces by
 introducing a topic or
naming a book

stating an opinion

providing reasons that
support the opinion
ordering reasons by
importance
providing a sense of
closure


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.
7/31/17
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
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.
GRADE 2- 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 1: Write opinion pieces in
Grade 2: Write opinion pieces in Grade 3: Write opinion pieces on
which they introduce the topic or
which they introduce the topic or
topics or texts, supporting a
name the book they are writing about, book they are writing about,
point of view with reasons.
state an opinion, supply a reason for
state an opinion, supply reasons
a. Introduce the topic or text
the opinion, and provide some sense
that support the opinion, use
they are writing about,
of closure.
linking words (e.g., because, and,
state an opinion, and
also) to connect opinion and
create an organizational
reasons, and provide a
structure that lists reasons.
concluding statement or section.
b. Provide reasons that
support the opinion.
c. Use linking words and
phrases (e.g., because,
therefore, since, for
example) to connect
opinion and reasons.
d. Provide a concluding
statement or section.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
 Persuasion and argument
 Good persuasive writers address  Form an opinion about a topic
the needs of the audience and
 Reason(s)
or a text
build an argument to support an  Use resources including
 Evidence (e.g., examples, facts)
opinion.
 Difference between important and
teacher selected materials to
unimportant reasons/facts/
locate and choose reasons
 Good authors use
support/examples
based on facts, examples,
model/examples texts to guide
 Opinion
and/or evidence
them as they compose their
 Resources (e.g., teacher selected,
 differentiating between
own persuasive pieces.
UDLib/Search)
relevant and irrelevant
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.
7/31/17
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
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.







Effective introduction (e.g., one
that includes the writer’s opinion)
Logical order of supporting
reasons (e.g., order of
importance)
Linking/transition words (e.g.,
first, next, finally) to show order
Awareness of audience
Organizational pattern (e.g.,
beginning, middle, end)
Format choices (e.g., friendly
letter, advertisements)
Effective conclusion/ concluding
statement or section (e.g., one
that moves beyond The End)
reasons/evidence
including an appropriate
variety of
reasons/evidence
 addressing the needs of
the audience
Use/select an appropriate
writing format
Organize writing with a
beginning, middle and end
Write opinion pieces by:
 introducing a topic
 stating an opinion
 providing reasons that
support the opinion
 ordering reasons by
importance
 providing a concluding
statement or section
 using simple transition
words that show order
(e.g., first, next, finally)
and/or connect opinion or
reasons




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.
7/31/17
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
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.
GRADE 3- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard (1):
Write arguments to support claim(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 2: Write opinion pieces Grade 3: Write opinion
Grade 4: Write opinion pieces
in which they introduce the
on topics or texts, supporting a
pieces on topics or texts,
topic or book they are writing
point of view with reasons and
supporting a point of view
about, state an opinion, supply
information.
with reasons.
reasons that support the
a. Introduce a topic or text
a.
Introduce
the
topic
or
opinion, use linking words
clearly, state an opinion,
text
they
are
writing
(e.g., because, and, also) to
and create an
about,
state
an
connect opinion and reasons,
organizational structure
opinion,
and
create
an
and provide a concluding
in which related ideas
organizational
statement or section.
are grouped to support
structure that lists
the writer's purpose.
reasons.
b. Provide reasons that are
b. Provide reasons that
supported by facts and
support the opinion.
details.
c. Use linking words and
c. Link opinion and
phrases (e.g., because,
reasons using words and
therefore, since, for
phrases (e.g., for
example) to connect
instance, in order to, in
opinion and reasons.
addition).
d. Provide a concluding
d. Provide a concluding
statement or section.
statement or section
related to the opinion
presented.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Extended Thinking)
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.
7/31/17
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
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.














Persuasion and argument

Difference between
relevant and irrelevant
reasons/facts/
support/examples
Opinion/position

Reason(s)
Evidence (e.g., examples,
facts)
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction/hook
(e.g., one that takes a clear
position)
Logical order of supporting
reasons (e.g., order of
importance)
Linking/transition words
and phrases
Awareness of audience
Organizational pattern
(e.g., beginning, middle,
end)
Format choices (e.g., letters
[business and friendly],
advertisements)
Effective conclusion (e.g.,
one that begins to move
beyond summary and
moves beyond The End)
Good persuasive writers
address the needs of the
audience and build an
argument to support a clear
opinion/position.
Good authors use
model/examples texts to
guide them as they
compose their own
persuasive pieces.
 Identify an issue in a topic
or text

Agree or disagree with an
issue
 Develop an opinion/position
 Use resources including
teachers selected primary
and secondary sources to
locate, sort, and select
reasons based on facts,
examples, and/or evidence.
 differentiating between
relevant and irrelevant
reasons/evidence
 including an
appropriate variety of
reasons/evidence
 addressing the needs of
the audience
 prioritizing the
reasons/evidence
 Use/select an appropriate
writing format


Organize writing with a
beginning, middle and
end
Write opinion pieces on
topics or texts, supporting a
point of view with reasons
by
 introducing a topic or
text
 stating an opinion
 providing reasons that
support the opinion
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.
7/31/17
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
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.



ordering reasons by
importance
providing a
conclusion/concluding
statement or section
Using
linking/transition
words and phrases
(e.g., for example,
also) to connect
opinions and reasons or
show simple
relationships
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 3)
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.
7/31/17
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
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.
GRADE 4- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard (1):
Write arguments to support claim(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 3: Write opinion
Grade 5: Write opinion
Grade 4: Write opinion
pieces on topics or texts,
pieces on topics or texts,
pieces on topics or texts,
supporting a point of view
supporting a point of view
supporting a point of
with reasons.
with reasons and
view with reasons and
a. Introduce the topic or
information.
information.
text they are writing
a. Introduce a topic or
a. Introduce a topic or
about, state an
text clearly, state an
text clearly, state an
opinion, and create an
opinion, and create an
opinion, and create
organizational
organizational
an organizational
structure that lists
structure in which
structure in which
reasons.
ideas are logically
related ideas are
b. Provide reasons that
grouped to support
grouped to support
support the opinion.
the writer's purpose.
the writer's purpose.
c. Use linking words
b. Provide logically
b. Provide reasons that
and phrases (e.g.,
ordered reasons that
are supported by
because, therefore,
are supported by facts
facts and details.
since, for example) to
and details.
c. Link opinion and
connect opinion and
c. Link opinion and
reasons using words
reasons.
reasons using words,
and phrases (e.g., for
d. Provide a concluding
phrases, and clauses
instance, in order to,
statement or section.
(e.g., consequently,
in addition).
specifically).
d. Provide a
d. Provide a concluding
concluding
statement or section
statement or section
related to the opinion
related to the
presented.
opinion presented.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application
and Extended Thinking)
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.
7/31/17
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
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.
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






Persuasion and argument 
Difference between
relevant and irrelevant
reasons/facts/
support/examples
Opinion/position

Reason(s) (e.g., claims,
support)
Evidence (e.g., examples,
statistics, data)
Logical argument
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction
(e.g., one that takes a clear
position, clarifies the issue,
provides necessary
background)
Logical order of
supporting reasons (e.g.,
weakest to strongest
argument, strongest to
weakest argument)
Awareness of audience
Organizational patterns
Strategies for dealing with
opposing point of view
How to avoid unsupported
reasons
Linking/transition words,
phrases, clauses (e.g., for
instance, in order to, in
addition)
How to use
linking/transition words
(e.g., on the other hand) to
Good persuasive writers
address the needs of the
audience and build a
reasoned and logical case
to support a clear position.
Good authors use
model/examples texts to
guide them as they
compose their own
persuasive pieces.
 Identify an issue in a topic
or text
 Distinguish the pros and
cons
 Select an opinion/ position
 Develop opinion/
position/claim(s)
 Use primary and secondary
sources to locate, sort, and
select reasons based on
facts, examples, and/or
evidence for both sides
 acknowledging the
opposing point of
view
 differentiating
between relevant and
irrelevant
reasons/evidence
 including an
appropriate variety of
reasons/evidence
 addressing the needs
of the audience,
 prioritizing the
reasons/evidence
 Select an appropriate
writing format
 Write opinion/position
pieces on topics or texts,
supporting a point of view
with reasons and
information by:
 introducing a topic or
text
 stating an opinion
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.
7/31/17
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
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.


show relationship
Format choices (e.g.,
letters [business and
friendly], simple editorial,
advertisements)
Effective conclusion (e.g.,
one that begins to move
beyond summary, call to
action, next step)






creating an
organizational
structure in which
related ideas are
grouped to support
the writer’s purpose
providing reasons that
are supported by facts
and details
acknowledging
alternate or opposing
claim(s)
providing a
concluding statement
or section related to
the opinion/position
presented
Linking
opinion/position and
reasons using words
and phrases
Using
linking/transition
words that show
relationships
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 4)
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.
7/31/17
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
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.
GRADE 5- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard 1:
Write arguments to support claim(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 4: Write opinion pieces Grade 5: Write opinion
Grade 6: Write arguments to
support claim(s) with clear
pieces on topics or texts,
on topics or texts, supporting a
reasons and relevant
supporting a point of view
point of view with reasons and
evidence.
with reasons and
information.
a. Introduce claim(s) and
information.
a. Introduce a topic or text
organize the reasons and
a. Introduce a topic or
clearly, state an
evidence clearly.
text clearly, state an
opinion, and create an
opinion, and create an b. Support claim(s) with clear
organizational structure
reasons and relevant
organizational
in which related ideas
evidence, using credible
structure in which
are grouped to support
sources and demonstrating
ideas are logically
the writer's purpose.
an understanding of the
grouped to support
b. Provide reasons that are
topic or text.
the writer's purpose.
supported by facts and
c. Use words, phrases, and
b. Provide logically
details.
clauses to clarify the
ordered reasons that
c. Link opinion and
relationships among
are supported by facts
reasons using words
claim(s) and reasons.
and details.
and phrases (e.g., for
d. Establish and maintain a
c. Link opinion and
instance, in order to, in
formal style.
reasons using words,
addition).
e. Provide a concluding
phrases, and clauses
d. Provide a concluding
statement or section that
(e.g., consequently,
statement or section
follows from the argument
specifically).
related to the opinion
presented.
d. Provide a concluding
presented.
statement or section
related to the opinion
presented.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural and Application)
Recursive Strategies:
12
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.
7/31/17
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
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.















Persuasion and argument

Difference between relevant
and irrelevant evidence
Opinion/position
Reason(s) (e.g., claims,
support)
Evidence (e.g., examples,

statistics, data, credible
personal and expert
opinions, facts)
Logical argument
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction (e.g.,
one that takes a clear
position, clarifies the issue,
provides necessary
background)
Logical order of supporting
reasons (e.g., weakest to
strongest argument, strongest
to weakest argument)
Awareness of audience
Organizational pattern/
structure
Linking/transition words,
phrases, clauses (e.g., for
instance, in order to, in
addition, consequently,
specifically)
How to use linking/transition
words (e.g., on the other
hand) to show relationship
Strategies for dealing with
opposing point of view (e.g.,
rebuttal, concession,
 Identify an issue in a topic or
text
 Distinguish the pros and
cons
 Select an opinion/ position
 Develop an opinion/ position
/claim
Good authors use
 Use primary and secondary
model/examples texts to
sources to locate, sort, and
guide them as they compose
select reasons based on
their own persuasive pieces.
facts, examples, and/or
evidence for both sides
 acknowledge the
opposing point of view
 differentiating between
relevant and irrelevant
reasons/evidence
 using an appropriate
variety of
reasons/evidence
 addressing the needs of
the audience
 prioritizing the
reasons/evidence
 Select an appropriate writing
format
 Write opinion/position
pieces on topics or texts,
supporting a point of view
with reasons and information
by:
 introducing a topic or
text
 stating an opinion
 creating an
organizational structure
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.
Recursive Strategies:
13
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.
7/31/17
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
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.
acknowledgement)
How to avoid unsupported
reasons
 Format choices (e.g., letters
[business and friendly],
simple editorial,
advertisements)
 Effective conclusion (e.g.,
one that begins to move
beyond summary, call to
action, next step)



in which related ideas
are grouped to support
the writer’s purpose
 providing logically
ordered reasons that are
supported by facts and
details
 acknowledging alternate
or opposing claim(s)
 providing a concluding
statement or section
related to the
opinion/position
presented
Linking opinion/position and
reasons using words,
phrases, and clauses
Using linking/transition
words that show
relationships
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 5)
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:
14
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.
7/31/17
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
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.
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 7: Write arguments to
Grade 6: 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
reasons and relevant evidence.
with reasons and
evidence.
a. Introduce claim(s) and organize
information.
a. Introduce claim(s),
the reasons and evidence
a. Introduce a topic or
acknowledge alternate
clearly.
text clearly, state an
or opposing claim(s),
b. Support claim(s) with clear
opinion, and create an
and organize the reasons
reasons and relevant evidence,
organizational
and evidence logically.
using credible sources and
structure in which
b. Support claim(s) with
demonstrating an
ideas are logically
logical reasoning and
understanding of the topic or
grouped to support the
relevant evidence, using
text.
writer's purpose.
accurate, credible
c. Use words, phrases, and clauses
b. Provide logically
sources and
to clarify the relationships
ordered reasons that
demonstrating an
among claim(s) and reasons.
are supported by facts d. Establish and maintain a
understanding of the
and details.
topic or text.
formal style.
c. Link opinion and
c. Use words, phrases, and
e. Provide a concluding statement
reasons using words,
clauses to create
or section that follows from the
phrases, and clauses
cohesion and clarify the
argument presented.
(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
supports the argument
Recursive Strategies:
15
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.
7/31/17
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
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.
presented.
KNOW
(Factual)
UNDERSTAND
(Conceptual)
DO
(Procedural, Application and
Extended Thinking)
 Persuasion and argument  Good persuasive writers control
 Identify a debatable issue
the message by addressing the
 Difference between
 Distinguish the pros and cons
needs of the audience and building
relevant and irrelevant
 Select a position/claim(s)
a reasoned and logical case to
evidence
 Develop a position/claim(s)
support a clear position.
 Position/claim(s)
 Use primary and secondary
(debatable issue as
sources to locate, sort, and
 Good authors use
opposed to single-sided
select reasons based on
model/examples
texts
to
guide
issue or report topic)
facts, examples, and/or
them as they compose their own
 Style (e.g., formal,
evidence for both sides
persuasive pieces.
informal, specific to
 acknowledging the
audience)
opposing point of view
 Reason(s) (e.g., claims,
 differentiating between
support)
relevant and irrelevant
 Evidence (e.g., examples,
reasons/evidence
statistics, data, credible

including an appropriate
personal and expert
variety of
opinions, facts)
reasons/evidence
 Reasoned and logical
including primary and
argument/case
secondary sources
 Primary sources

addressing the needs of
 Secondary sources (e.g.,
the audience
UDLib/Search)
 Prioritize the
 Effective introduction
reasons/evidence
(e.g., one that takes a clear

Select an appropriate writing
position, clarifies the issue,
format
offers solutions/action,
 Write arguments to support
provides background
claim(s)s with clear
information, commands
reasons and relevant
reader’s attention)
Recursive Strategies:
16
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.
7/31/17
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
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.








Awareness of audience
Organizational pattern/
structure
Cohesive and transitional
devices (e.g., words,
phrases, clauses)
Strategies for dealing with
opposing point of view
(e.g., rebuttal, concession,
acknowledgement)
Effective persuasive and
propaganda techniques
(e.g., appeal to emotion,
testimonial; avoiding
logical fallacies such as
name calling,
exaggeration, bandwagon)
Effective rhetorical
devices (e.g., rhetorical
question, repetition, direct
address)
Format choices (e.g.,
business letter, editorial,
review, advertisements)
Effective conclusion (e.g.,
one that provides call to
action/next step or
answers the “so what”
question, moves beyond
summary)
evidence by:
 introducing claim(s)
 organizing the reasons
and evidence clearly
 supporting claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible
sources and
demonstrating an
understanding of the
topic or text
 acknowledging alternate
or opposing claim(s)
 providing a concluding
statement or section that
follows from the
argument presented
 using words, phrases,
and clauses, as well as
varied syntax to link the
major sections of the
text, create cohesion
and clarify the
relationships between
claim(s), between
reasons, and evidence,
between claim(s) and
counterclaim(s)
 establishing and
maintaining a formal,
consistent and
appropriate style
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:
17
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.
7/31/17
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
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.
GRADE 7- 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) 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 6: Write arguments to
Grade 8: Write arguments to
Grade 7: Write arguments to
support claim(s) with clear
support claim(s) with clear reasons
support claim(s) with clear
reasons and relevant evidence.
reasons and relevant evidence. and relevant evidence.
a. Introduce claim(s) and
a. Introduce claim(s),
a. Introduce claim(s),
organize the reasons and
acknowledge and distinguish
acknowledge alternate or
evidence clearly.
the claim(s) from alternate or
opposing claim(s), and
b. Support claim(s) with clear
opposing claim(s), and
organize the reasons and
reasons and relevant
organize the reasons and
evidence logically.
evidence, using credible
evidence logically.
b. Support claim(s) with
sources and demonstrating
b. Support claim(s) with logical
logical reasoning and
an understanding of the
reasoning and relevant
relevant evidence, using
topic or text.
evidence, using accurate,
accurate, credible sources
c. Use words, phrases, and
credible sources and
and demonstrating an
clauses to clarify the
demonstrating an
understanding of the topic
relationships among
understanding of the topic or
or text.
claim(s) and reasons.
text.
c. Use words, phrases, and
d. Establish and maintain a
c. Use words, phrases, and
clauses to create cohesion
formal style.
clauses to create cohesion and
and clarify the
e. Provide a concluding
clarify the relationships among
relationships among
statement or section that
claim(s), counterclaim(s),
claim(s), reasons, and
follows from the argument
reasons, and evidence.
evidence.
presented.
d. Establish and maintain a
d. Establish and maintain a
formal style.
formal style.
e. Provide a concluding
e. Provide a concluding
statement or section that
statement or section that
follows from and supports the
follows from and supports
argument presented.
the argument presented.
KNOW
UNDERSTAND
DO
(Factual)
(Conceptual)
(Procedural, Application and
Recursive Strategies:
18
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.
7/31/17
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
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.
 Persuasion and argument

 Difference between relevant
and irrelevant evidence
 Reason(s) (e.g., position,
claims, support, debatable
issue as opposed to singlesided issue or report topic)

 Evidence (e.g., examples,
statistics, data, credible
personal and expert
opinions, facts)
 Style (e.g., formal, informal,
specific to audience)
 Clear reasons and relevant
evidence (e.g., relevant
facts, statistics, credible
personal and expert
opinions and/or examples)
 Reasoned and logical
argument/case
 Primary sources
 Secondary sources (e.g.,
UDLib/Search)
 Effective introduction (e.g.,
one that takes a clear
position, clarifies the issue,
offers solutions/action,
provides background
information, commands
reader’s attention)
 Awareness of audience
 Organizational pattern/
structure
 Cohesive and transitional
devices (e.g., words,
phrases, clauses)
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.





Good authors use
model/examples texts to
guide them as they compose
their own persuasive pieces.


Extended Thinking)
Identify a debatable issue
Distinguish the pros and cons
Select a position/claim
Develop a position/claim
Use primary and secondary
sources to locate, sort, and
select reasons based on facts,
examples, and/or evidence for
both sides
 acknowledging the
opposing point of view
 differentiating between
relevant and irrelevant
reasons/evidence
 including an appropriate
variety of
reasons/evidence including
primary and secondary
sources
 addressing the needs of the
audience
 prioritizing the
reasons/evidence
Select an appropriate writing
format
Write arguments to support
claim(s) with clear
reasons and relevant evidence
by:
 introducing claim(s)
 organizing the reasons and
evidence logically
 supporting claim(s) with
logical reasoning and
relevant evidence, using
Recursive Strategies:
19
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.
7/31/17
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
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.





Strategies for dealing with
opposing point of view
(e.g., rebuttal, concession,
acknowledgement)
Effective persuasive and
propaganda techniques
(e.g., appeal to emotion,
testimonial; avoiding
logical fallacies such as
name calling, exaggeration,
bandwagon)
Effective rhetorical devices
(e.g., rhetorical question,
repetition, direct address)
Format choices (e.g.,
business letter, editorial,
review, advertisements)
Effective conclusion (e.g.,
one that provides call to
action/next step or answers
the “so what” question,
moves beyond summary)




accurate, credible sources
and demonstrating an
understanding of the topic
or text
acknowledging alternate or
opposing claim(s),
providing a concluding
statement or section that
follows from and supports
the argument presented.
using words, phrases, and
clauses, as well as varied
syntax to link the major
sections of the text, create
cohesion and clarify the
relationships between
claim(s), between reasons,
and evidence, between
claim(s) and
counterclaim(s)
establishing and
maintaining a formal,
consistent and appropriate
style
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 7)
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:
20
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.
7/31/17
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
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.
GRADE 8- Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1):
Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS – Grade Specific Writing Standard 1: Text Types and Purposes
Grade 7: Write arguments to
Grade 9-10: Write arguments to
Grade 8: Write arguments to
support claim(s) with clear
support claim(s) in an analysis of
support claim(s) with clear
reasons and relevant
substantive topics or texts, using
reasons and relevant
evidence.
valid reasoning and relevant and
evidence.
a. Introduce claim(s),
sufficient evidence.
a. Introduce claim(s),
acknowledge alternate or
a. Introduce precise claim(s),
acknowledge and
opposing claim(s), and
distinguish the claim(s) from
distinguish the claim(s)
organize the reasons and
alternate or opposing claim(s),
from alternate or
evidence logically.
and create an organization that
opposing claim(s), and
b. Support claim(s)with
establishes clear relationships
organize the reasons
logical reasoning and
among claim(s),
and evidence logically.
relevant evidence, using
counterclaim(s), reasons, and
b. Support claim(s) with
accurate, credible
evidence.
logical reasoning and
sources and
b. Develop claim(s) and
relevant evidence,
demonstrating an
counterclaim(s) fairly,
using accurate,
understanding of the
supplying evidence for each
credible sources and
topic or text.
while pointing out the strengths
demonstrating an
c. Use words, phrases, and
and limitations of both in a
understanding of the
clauses to create
manner that anticipates the
topic or text.
cohesion and clarify the
audience's knowledge level and
c. Use words, phrases,
relationships among
concerns.
and clauses to create
claim(s), reasons, and
c. Use words, phrases, and clauses
cohesion and clarify
evidence.
to link the major sections of the
the relationships
d. Establish and maintain a
text, create cohesion, and clarify
among claim(s),
formal style.
the relationships between
counterclaim(s),,
e. Provide a concluding
claim(s) and reasons, between
reasons, and evidence.
statement or section that
reasons and evidence, and
d. Establish and maintain
follows from and
between claim(s) and
a formal style.
supports the argument
counterclaim(s).
e. Provide a concluding
Recursive Strategies:
21
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.
7/31/17
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
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.
presented.
KNOW
(Factual)


Persuasion and argument

Difference between relevant
and irrelevant evidence
 Reason(s) (e.g., position,
claims/counterclaims,
support, debatable issue as
opposed to single-sided issue

or report topic)
 Evidence (e.g., examples,
statistics, data, credible
personal and expert opinions,
facts)
 Style (e.g., formal, informal,
specific to audience)
 Clear reasons and relevant
evidence (e.g., relevant facts,
statistics, credible personal
and expert opinions and/or
examples)
 Reasoned and logical
argument/case
 Primary sources
 Secondary sources (e.g.,
UDLib/Search)
 Effective introduction (e.g.,
statement or section
that follows from and
supports the argument
presented.
UNDERSTAND
(Conceptual)
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.





Good authors use
model/examples texts to
guide them as they compose
their own persuasive pieces.


d. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
e. Provide a concluding statement
or section that follows from and
supports the argument
presented.
DO
(Procedural, Application and
Extended Thinking)
Identify a debatable issue
Distinguish the pros and cons
Select a position/claim
Develop a position/claim
Use primary and secondary sources
to locate, sort, and select reasons
based on facts, examples, and/or
evidence for both sides
 acknowledging the opposing
point of view
 differentiating between relevant
and irrelevant reasons/evidence
 including an appropriate variety
of reasons/evidence including
primary and secondary sources
 addressing the needs of the
audience
 prioritizing the reasons/evidence
Select an appropriate writing format
Write arguments to support claim(s)
with clear reasons and relevant
evidence by:
 introducing claim(s)
 organizing the reasons and
Recursive Strategies:
22
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.
7/31/17
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
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.
one that takes a clear
position, clarifies the issue,
offers solutions/action,
provides background
information, commands
reader’s attention)
 Awareness of audience
 Organizational pattern/
structure
 Cohesive and transitional
devices (e.g., words,
phrases, clauses)
 Strategies for dealing with
opposing point of view (e.g.,
rebuttal, concession,
acknowledgement)
 Effective persuasive and
propaganda techniques (e.g.,
appeal to emotion,
testimonial; avoiding logical
fallacies such as name
calling, exaggeration,
bandwagon, faulty
cause/effect statments)
 Effective rhetorical devices
(e.g., rhetorical question,
repetition, direct address)
 Format choices (e.g., letterbusiness, personnel,
editorial, review)
 Effective conclusion (e.g.,
one that provides call to
action/next step or answers
the “so what” question,
moves beyond summary)
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 8)





evidence logically
supporting claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or
text
acknowledging and
distinguishing between alternate
or opposing claim(s)
providing a concluding
statement or section that follows
from and supports the argument
presented.
using words, phrases, and
clauses, as well as varied syntax
to link the major sections of the
text, create cohesion and clarify
the relationships between
claim(s), between reasons, and
evidence, between claim(s) and
counterclaim(s)
establishing and maintaining a
formal, consistent and
appropriate style
Recursive Strategies:
23
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.
7/31/17
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
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.
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:
24
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.
7/31/17
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
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.
GRADES 9-10- 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 8: Write arguments to
Grades 11-12: Write arguments to
Grade 9-10: Write arguments
support claim(s) with clear
support claim(s) in an analysis of
to support claim(s) in an
reasons and relevant
substantive topics or texts, using
analysis of substantive topics
evidence.
valid reasoning and relevant and
or texts, using valid
a. Introduce claim(s),
sufficient evidence.
reasoning and relevant and
acknowledge and
a. Introduce precise,
sufficient evidence.
distinguish the claim(s)
knowledgeable claim(s),
a. Introduce precise
from alternate or
establish the significance of the
claim(s), distinguish the
opposing claim(s) and
claim(s), distinguish the
claim(s) from alternate
organize the reasons
claim(s) from alternate or
or opposing claim(s),
and evidence logically.
opposing claim(s) and create an
and create an
b. Support claim(s) with
organization that logically
organization that
logical reasoning and
sequences claim(s),
establishes clear
relevant evidence,
counterclaim(s), reasons, and
relationships among
using accurate, credible
evidence.
claim(s),
sources and
b. Develop claim(s) and
counterclaim(s), reasons,
demonstrating an
counterclaim(s) fairly and
and evidence.
understanding of the
thoroughly, supplying the most
b. Develop claim(s) and
topic or text.
relevant evidence for each
counterclaim(s) fairly,
c. Use words, phrases,
while pointing out the strengths
supplying evidence for
and clauses to create
and limitations of both in a
each while pointing out
cohesion and clarify the
manner that anticipates the
the strengths and
relationships among
audience's knowledge level,
limitations of both in a
claim(s),
concerns, values, and possible
manner that anticipates
counterclaim(s),
biases.
the audience's
reasons, and evidence.
c. Use words, phrases, and clauses
knowledge level and
d. Establish and maintain
as well as varied syntax to link
concerns.
a formal style.
the major sections of the text,
c. Use words, phrases, and
e. Provide a concluding
create cohesion, and clarify the
clauses to link the major
Recursive Strategies:
25
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.
7/31/17
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
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.
statement or section
that follows from and
supports the argument
presented.
KNOW
(Factual)





Persuasion and argument

Difference between relevant
and irrelevant evidence
Reason(s) (e.g., position,
claims/counterclaims,
support, debatable issue as
opposed to single-sided

issue or report topic)
Evidence (e.g., examples,
statistics, data, credible
personal and expert
opinions, facts)
Style (e.g., formal, informal,
specific to audience)
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s)and counterclaim(s).
d. Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
e. Provide a concluding statement
or section that follows from and
supports the argument
presented.
sections of the text,
create cohesion, and
clarify the relationships
between claim(s) and
reasons, between
reasons and evidence,
and between claim(s)
and counterclaim(s).
d. Establish and maintain a
formal style and
objective tone while
attending to the norms
and conventions of the
discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from and
supports the argument
presented.
UNDERSTAND
(Conceptual)
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.
Good authors use
model/examples texts to guide
them as they compose their
own persuasive pieces.





DO
(Procedural, Application and
Extended Thinking)
Identify a debatable, substantive
issue
Distinguish between the pros and
cons and identify their strengths and
limitations
Select a position/claim
Develop a position/claim
Use primary and secondary sources
to locate, sort, and select reasons
based on facts, examples, and/or
evidence for both sides
 acknowledging the opposing
point of view
Recursive Strategies:
26
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.
7/31/17
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
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.











Reasoned and logical
argument/case
Primary sources
Secondary sources (e.g.,
UDLib/Search)
Effective introduction (e.g.,
one that takes a clear
position, clarifies the issue,
offers solutions/action,
provides background
information, commands
reader’s attention)
Awareness of audience
Organizational pattern/
structure
Cohesive and transitional
devices (e.g., words,
phrases, clauses)
Strategies for dealing with
opposing point of view
(e.g., rebuttal, concession,
acknowledgement)
Effective persuasive and
propaganda techniques
(e.g., appeal to emotion,
testimonial; avoiding
logical fallacies such as
name calling, exaggeration,
bandwagon)
Effective rhetorical devices
(e.g., rhetorical question,
repetition, direct address)
Format choices (e.g., letterbusiness, personnel,
editorial, review, debate
brief, persuasive essays,
proposals, advertisements,



differentiating between relevant
and irrelevant reasons/evidence
 including an appropriate variety
of reasons/evidence including
primary and secondary sources
 addressing the needs of the
audience
 prioritizing the
reasons/evidence
Select an appropriate writing format
Write arguments to support claim(s)
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence by
 introducing precise claim(s)
 organizing the reasons and
evidence logically
 supporting claim(s)(s) with
logical reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an understanding
of the topic or text
 acknowledging alternate or
opposing claim(s),
 providing a concluding
statement or section that
follows from and supports the
argument presented.
 using words, phrases, and
clauses, as well as varied syntax
to link the major sections of the
text, create cohesion and clarify
the relationships between
claim(s), between reasons, and
evidence, between claim(s) and
Recursive Strategies:
27
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.
7/31/17
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
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.
position papers)
counterclaim(s)
Effective conclusion (e.g.,
 establishing and maintaining a
one that provides call to
formal, consistent and
action/next step or answers
appropriate style
the “so what” question,
moves beyond summary)
 Objective tone (e.g.,
academic, formal, factbased, reasoned)
 Norms and conventions of
the discipline in which they
are writing (e.g., language
for legislative proposals,
persuasive speech, debate)
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 9-10)
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:
28
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.
7/31/17
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
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.
GRADES 11-12-Text Types and Purposes
Writing Standard 1
College and Career Readiness (CCR) Anchor Writing Standard Text Types and Purposes (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 9-10: Write arguments to support claim(s)
Grades 11-12: Write arguments to support
in an analysis of substantive topics or texts,
claim(s) in an analysis of substantive topics
using valid reasoning and relevant and
or texts, using valid reasoning and relevant
sufficient evidence.
and sufficient evidence.
a. Introduce precise claim(s), distinguish the
a. Introduce precise, knowledgeable
claim(s) from alternate or opposing
claim(s), establish the significance of the
claim(s), and create an organization that
claim(s), distinguish the claim(s) from
establishes clear relationships among
alternate or opposing claim(s), and
claim(s), counterclaim(s), reasons, and
create an organization that logically
evidence.
sequences claim(s), counterclaim(s),
b. Develop claim(s) and counterclaim(s)
reasons, and evidence.
fairly, supplying evidence for each while
b. Develop claim(s) and counterclaim(s)
pointing out the strengths and limitations
fairly and thoroughly, supplying the
of both in a manner that anticipates the
most relevant evidence for each while
audience's knowledge level and concerns.
pointing out the strengths and
c. Use words, phrases, and clauses to link the
limitations of both in a manner that
major sections of the text, create cohesion,
anticipates the audience's knowledge
and clarify the relationships between
level, concerns, values, and possible
claim(s) and reasons, between reasons and
biases.
evidence, and between claim(s) and
c. Use words, phrases, and clauses as well
counterclaim(s).
as varied syntax to link the major
d. Establish and maintain a formal style and
sections of the text, create cohesion, and
objective tone while attending to the norms
clarify the relationships between
and conventions of the discipline in which
claim(s)and reasons, between reasons
they are writing.
and evidence, and between claim(s) and
e. Provide a concluding statement or section
counterclaim(s).
that follows from and supports the
d. Establish and maintain a formal style
argument presented.
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
Recursive Strategies:
29
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.
7/31/17
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
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.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
KNOW
(Factual)


Persuasion and argument

Difference between relevant
and irrelevant evidence
 Reason(s) (e.g., position,
claims/counterclaims,
support, debatable issue as
opposed to single-sided issue

or report topic)
 Evidence (e.g., examples,
statistics, data, credible
personal and expert opinions,
facts)
 Style (e.g., formal, informal,
specific to audience)
 Reasoned and logical
argument/case
 Primary sources
 Secondary sources (e.g.,
UDLib/Search)
 Effective introduction (e.g.,
one that takes a clear position,
clarifies the issue, offers
solutions/action, provides
background information,
commands reader’s attention)
 Awareness of audience
 Organizational pattern/
structure
 Cohesive and transitional
devices (e.g., words, phrases,
UNDERSTAND
(Conceptual)
Good persuasive writers
control the message by
addressing the needs of the
audience and building a
reasoned and logical case to
support a clear position.
Good authors use
model/examples texts to
guide them as they compose
their own persuasive pieces.
DO
(Procedural, Application and
Extended Thinking)
 Identify a debatable,
substantive issue
 Distinguish between the pros
and cons and identify their
strengths and limitations
 Select a position/claim(s)
 Develop a position/claim(s)
 Use primary and secondary
sources to locate, sort, and
select reasons based on facts,
examples, and/or evidence
for both sides
 acknowledging the
opposing point of view
 differentiating between
relevant and irrelevant
reasons/evidence
 including an appropriate
variety of
reasons/evidence
including primary and
secondary sources
 addressing the needs of
the audience
 prioritizing the
reasons/evidence
 Select an appropriate writing
format
 Write arguments to support
Recursive Strategies:
30
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.
7/31/17
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
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.







clauses)
Strategies for dealing with
opposing point of view (e.g.,
rebuttal, concession,
acknowledgement)
Effective persuasive and
propaganda techniques (e.g.,
appeal to emotion,
testimonial; avoiding logical
fallacies such as name
calling, exaggeration,
bandwagon)
Effective rhetorical devices
(e.g., rhetorical question,
repetition, direct address)
Format choices (e.g., letterbusiness, personnel,
editorial, review, debate
brief, persuasive essays,
proposals, advertisements,
position papers)
Effective conclusion (e.g.,
one that provides call to
action/next step or answers
the “so what” question,
moves beyond summary)
Objective tone (e.g.,
academic, formal, reasoned,
fact-based)
Norms and conventions of
the discipline in which they
are writing (e.g., language
for legislative proposals,
persuasive speech, debate)
claim(s) in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence by
 introducing substantive
claim(s)
 organizing the reasons
and evidence logically
 supporting claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible
sources and
demonstrating an
understanding of the
topic or text and
anticipating the
audience’s knowledge
level, concerns, values,
and possible biases
 acknowledging alternate
or opposing claim(s)
anticipating the
audience’s knowledge
level, concerns, values,
and possible biases
 providing a concluding
statement or section that
follows from and
supports the argument
presented.
 using words, phrases,
and clauses, as well as
varied syntax to link the
major sections of the
text, create cohesion and
Recursive Strategies:
31
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.
7/31/17
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
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.

clarify the relationships
between claim(s),
between reasons, and
evidence, between
claim(s) and
counterclaim(s)
establishing and
maintaining a formal,
consistent and
appropriate style
Range of Writing
CCSS – Grade Specific Writing Standard 10 (Grade 11-12)
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:
32
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.
7/31/17
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