ASLI 2013 Materials ELA Inst & - rapps

phase_placement_survey (2)Awareness Phase Goal:

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Steps for Awareness Phase 1. District level staff have completed the Phase Placement Survey and developed an action
plan based on the results. (see resource a and/or b)

Possible Resources for Awareness Phase a. Phase Placement Survey b. Needs Assessment to Guide Planning; Multi-Year Planning Template; Standards Planning Template c. Standards Documents http://www.eed.state.ak.us/tls/assessment/2012AKStandards.html
d. Need for Change PowerPoint e. Overview of the Alaska Standards for ELA and Math-PowerPoint
f. Introduction to the Alaska Standards for ELA and Math – • PowerPoint • Organizational Charts • Guide to Reading Alaska ELA Standards • Guide to Reading Alaska Math Standards • Math Content Standards Overview
g. Treasure Hunt and Answer Guide • ELA • Math
2013 Alaska School Leadership Institute 1
Phase Placement Survey
Transition Phase Goal:
Teachers are adjusting instruction to be consistent with Alaska ELA and Math Standards.

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Steps for Transition Phase

6. The district has developed a plan to address the identified gaps.
Possible Resources for Transition Phase
a. ELA Standards: Understanding the Shifts
b. Math Standards: Shifts
d. Math Standards: Overview
Phase Placement Survey
Alaska Standards for English/Language Arts and Mathematics Phase Placement Survey
Implementation Phase Goal: District has aligned curricula and materials to the Alaska ELA and Math
Standards.
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Steps for Implementation Phase

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Center on Instruction Reading Standards: Foundational Skills (K-5) With Additional Related Sub-Skills Chart
for ELA: Reading Foundational Skills of the Common Core State Standards
The Common Core State Standards Initiative (CCSS) is a state-led effort to establish a shared set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest state standards across the country and globe and designed by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom.
Included in the Common Core State Standards are The Reading Standards: Foundational Skills (K–5). These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.
The Foundational Skills define end-of-year expectations. As with the other standards, they are intentionally written this way to allow teachers, curriculum developers, and states to determine how to meet these expectations. The Foundational Skills describe the concepts children need to acquire to become proficient in decoding text. Researchers have been able to determine a general progression of how children acquire these skills (Vandervelden & Siegel, 1995; Adams, 1996; Ehri, 1998; National Institute of Child Health and Human Development, 2000). The content of this document is based on an analysis of each Foundational Skill to determine the sub-skills needed to achieve each specific Foundational Skill. The result is a broad, but developmentally appropriate, sequence of sub-skills that will lead to successful attainment of the Foundational Skills. It should be emphasized that although the sub-skills follow an appropriate sequence, this should not be interpreted as a comprehensive or definitive set of sub-skills. It is intended to be a guideline for teachers to use as they plan their instruction. It can also aid teachers as they individualize instruction for students at different levels of skill acquisition.
Finally, it is important to note that sub-skills are not repeated across grade levels. So, it is imperative that educators have access to the K-5 sub-skills for those students who are either struggling and need extra support or intervention, or for those students who are above grade level and require enrichment.
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The K-5 Foundational Skills for Reading standards from the Common Core Standards are included in the tables below organized by grade level and reading component (i.e., Print Concepts, Phonological Awareness, Phonics and Word Recognition, Fluency). They are either numbered (located in the rows) or lettered (located in the left column). The right column contains prerequisites or sub-skills, in sequential order, that should be accomplished before its counterpart in the left column is accomplished.
KINDERGARTEN
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.

c. Understand that words are separated by spaces in print.
• Distinguish among letters, words, and sentences.

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.
• Determine if spoken pairs of words
rhyme (e.g., Do these words rhyme? moon, spoon).
• Produce a spoken word with the same rhyme of a spoken word (e.g., Can you tell me a word that rhymes with hat?).
• Identify which spoken words rhyme (e.g., Which of these words rhyme? mat, cat, sun).

• Segment spoken sentences into words (e.g., How many words are in this sentence? The sun is bright.).
• Blend spoken words together to make compound words (e.g., Put the parts together to make a bigger word: cup cake.).
• Segment spoken compound words (e.g., Can you break the word cupcake
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words (Clap and say the parts of the word tiger.).
• Count the syllables in spoken words (e.g., Clap the parts of the word tiger. How many parts?)
• Blend syllables into spoken words (e.g., Put the parts together to make the whole word: pic-nic).
• Segment syllables into spoken words (e.g., Can you break the word window into two smaller parts?).

• Detect initial sound in spoken words (e.g., Do you hear /t/ at the beginning of the word top? Do you hear /t/ at the beginning of the word log?).
• Identify initial sound in spoken words (e.g., What sound do you hear at the beginning of the word cake?)
• Blend the sounds of a spoken word segmented into onset and rime to make a whole word (e.g., Put the parts together to make a whole word: /m/- /ap/.).
• Segment the sounds of a spoken word into onset and rime (e.g., Say the word cat in two parts-the first sound then the rest of the word).

• Detect the initial sound in spoken CVC words (e.g., Do you hear /l/ at the beginning of the word lip? Do you hear /l/ at the beginning of the word sat?).
• Detect the final sound in spoken CVC words (e.g., Do you hear /p/ at the end of the word lip? Do you hear /p/ at the end of the word sat?).
• Blend individual sounds in spoken words to make words (e.g., /b/ /e/ /d/, what word? bed).
• Identify the initial sound in spoken CVC words (e.g., What is the first sound you hear in the word lip?).
1 Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.
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• Identify the final sound in spoken CVC words (e.g., What is the last sound you hear in the word met?).
• Detect the medial vowel sound in spoken CVC words (e.g., I’m going to say two words and you tell me what is different: rim, ram. How are these words different?).

• Identify individual sounds in spoken CVC words (e.g., What sounds do you hear in the word big? /b/ /i/ /g/).
• Produce a spoken word when a phoneme is removed (deletion) (e.g., Say seat. Now say seat without the /s/: eat.).
• Produce a spoken word when a phoneme is added (e.g., Say eat. Now say eat with /s/ at the beginning).
• Recognize a spoken word when a phoneme is replaced (substitution) with a different phoneme (e.g., Say hit. What word do you have if you change the /t/ to /m/? him).
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-

• Recognize and say aloud the one to one correspondence between short vowel graphemes (a, e, i, o, u) and their sounds (//, //, /, //, //) in VC (e.g., am) and CVC (e.g., sit) words.
• Recognize and say aloud the one to one correspondence between common long vowel graphemes (a_e, e_e, i_e, o_e, u_e) and their sounds (//, //, //, //, //).

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is, are, do, does).

• Demonstrate that as letters of words change, so do their sounds (alphabetic principle).
• Use knowledge of the alphabetic principle to segment and blend (decode) simple, one syllable, decodable words (VC and CVC).
• Read similarly spelled one syllable, decodable words (e.g., big/ bug, pet/met, cap/cat) and identify the sound and letter that is different.
Fluency 4. Read emergent-reader texts with purpose and understanding. • Listen to different genres (e.g., nursery
rhymes, stories) read aloud fluently.
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FIRST GRADE
Print Concepts
1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a
sentence (e.g., first word, capitalization, ending punctuation).

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds
in spoken single-syllable words.

• Identify short vowel sounds in spoken single-syllable words (e.g., Do you hear // in ant? man?).
• Identify long vowel sounds in spoken single-syllable words (e.g., Do you hear // in ate? made?).

• Blend individual phonemes in spoken single-syllable words (e.g., Put the sounds together to make the whole word: /s/ /a/ /t/(sat); /m/ /i/ /s/ t/ (mist); /s/ /k/ // /t/ (skate)).

• Detect the initial sound in spoken single- syllable words (e.g., What is the first sound you hear in the word mouse? /m/).
• Detect the final sound in spoken single- syllable words (e.g., What is the last sound you hear in the word drum? /m/).
• Detect the medial vowel sound in spoken single-syllable words (e.g., What vowel sound do you hear in the middle of the word seat? //).

• Segment spoken VC words into their complete sequence of individual sounds (phonemes) (e.g., Say the word am one sound at a time: // /m/).
• Segment spoken CVC words into their complete sequence of individual sounds (phonemes) (e.g., Say the word ran one sound at a time: /r/ // /n/).
• Segment spoken VCC words into their complete sequence of individual sounds (phonemes) (e.g., Say the word ask one
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sound at a time: // /s/ /k/). • Segment spoken CVCC words into their
complete sequence of individual sounds (phonemes) (e.g., Say the word list one sound at a time: /l/ // /s/ /t/).
• Segment spoken CCVC words into their complete sequence of individual sounds (phonemes) (e.g., Say the word slip one sound at a time: /s/ /l/ // /p/).
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences

• Identify the letter-sound correspondence for common consonant digraphs (e.g., sh, th, wh, kn, ch, wr, ph).
• Write the spelling correspondences for the sounds of common consonant digraphs (e.g., sh, th, wh, kn, ch, wr, ph).
b. Decode regularly spelled one-syllable words.

• Segment and blend VC words (e.g., am) • Segment and blend CVC words (e.g., ran). • Segment and blend words with consonant
blends.
-Segment and blend VCC words (e.g., ask).
-Segment and blend CVCC words (e.g., list).
-Segment and blend CCVC words (e.g., slip).
-Segment and blend CVCC words (e.g., lamp).

• State the long and short sounds of the vowels.
• Read CVC (e.g., can, hop) words. • Demonstrate the understanding that when
a single-syllable word ends in e (VCe), the initial vowel usually says its name (the long sound) and the e is silent. Commonly referred to as the silent e rule (e.g., sale, shake, cone).
• Apply rule and read single-syllable words with final –e (e.g., cane, hope, tile, tale).
• Write the spelling correspondences for
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VCe words. • Identify sounds for common vowel teams,
also known as vowel digraphs (two consecutive vowels that make one sound) (e.g., oa in boat, ea in seat, ee in feet, ai in sail).
• Read single-syllable words using knowledge of common vowel team conventions, or vowel digraphs (e.g., boat, seat, feet, sail).
• Write the spelling correspondences for common vowel teams, or vowel digraphs.

• Demonstrate that words can be divided into parts or chunks called syllables (e.g., Say own name counting/clapping the number of syllables; How many syllables does the word insect have? (2) What are the two parts of insect? in sect).
• Identify vowel sounds in syllables (e.g., “in // sect //”).
• Use a strategy to determine the number of syllables in a printed word (e.g., Read word, circle syllables, and count the number of circles: dish (1), he (1), hotdog (2), potato (3), macaroni (4)).

• Demonstrate the understanding that a closed syllable has a single vowel with a consonant after it, making the vowel sound short (e.g., map, sit, stop).
• Demonstrate the understanding that an open syllable contains a vowel at the end of the syllable and the vowel is usually long (e.g., we, go, hi, she).
• Demonstrate the understanding that the final e in a vowel-consonant-e (VCe) syllable makes the vowel long or “say its own name” (e.g., made, time, cute).
• Distinguish between syllable types (e.g., Sort single syllable words into either closed (e.g., men), open (e.g., me), or VCe (e.g., hide) categories).
• Demonstrate an initial understanding that a vowel team syllable contains two adjacent vowels (e.g., rain, green, foil).
• Demonstrate an initial understanding that the consonant-le syllable contains a consonant followed by the letters le (e.g.,
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apple, table). • Demonstrate an initial understanding that
an r-controlled syllable contains a letter combination made up of a vowel followed by the letter r (e.g., for, star, first).
• Demonstrate how to break two-syllable words into syllables (e.g., Circle syllables in two-syllable words picnic).
• Read each circled syllable (part or chunk) of a word separately (e.g., pic-nic).
• Read the circled syllables (parts or chunks) of a word together (e.g., picnic).
f. Read words with inflectional endings.

• Decode letter-sound correspondences for common inflectional endings (e.g.,- est, - ed, -ing).
• Read base words fluently that can have common inflectional endings added to them (e.g., long, play, jump).
• Read base word and inflectional ending together to form a word (e.g., longest, played, jumping).
g. Recognize and read grade-appropriate irregularly spelled words.
• (e.g., could, once, walk)
Fluency 4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
• Determine purpose for reading text.

• Understand that when reading different types of text (i.e., literary and informational), rate may vary.
• Listen to different genres (e.g., stories, poetry, songs, social studies articles) read aloud fluently.
• Echo read different genres. • Choral read different genres. • Read grade-level sight words
accurately and automatically. • Decode grade-level words with
increasing automaticity. • Use punctuation to facilitate
expression while reading different types of texts (i.e., literary and informational).
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c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Determine when text is not understood.

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3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when
reading regularly spelled one-syllable words.

• Identify when a vowel is short when reading regularly spelled one-syllable words (e.g., mask, pump, next, clock).
• Identify when a vowel is long when reading regularly spelled one-syllable words (e.g., sheep, maid, stripe).

• Identify sounds for additional common vowel teams (two consecutive vowels that make one sound, e.g., ay, e_e-e, igh, ie, ow, ue).
• Decode single syllable words with common vowel teams (e.g., pay, be, Pete, high, tie, tow, glue).
• Write the spelling correspondences for common vowel teams.
• Identify sounds for variant vowel digraphs (sounds that are not commonly classified as long or short vowels) (e.g., aw in claw, au in caught, oo in boot).
• Decode single syllable words with variant vowel digraphs (e.g., flaw, taught, moon).
• Write the spelling correspondences for variant vowel digraphs.
• Identify sounds for diphthongs, or two consecutive vowels, each which contributes to the sound heard (e.g., oi in soil, oy in toy, ow in now, ou in loud).
• Decode single syllable words with diphthongs (e.g., soil, toy, now, loud).
• Write the spelling correspondences for diphthongs.

• Use a strategy to determine the syllables in a printed word (e.g., Circle syllables in two-syllable words with long vowel: reptile, paper, monkey).
• Read each syllable (part or chunk) separately (e.g., rep-tile, pa-per, mon-key).
• Read the syllables (parts or chunks) together (e.g., reptile, paper, monkey).
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• Understand that many words are made up of prefixes, base words, and suffixes.
• Read common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -ed, -ing, -er).
• Use a strategy to read common prefixes in printed words (e.g., Circle un- in the word untie. Read un, read –tie. Read the two parts together-untie).
• Use a strategy to read common suffixes in printed words (e.g., Circle -ing in the word jumping. Read jump, read -ing. Read the two parts together-jumping).
e. Identify words with inconsistent but common spelling-sound correspondences.
• (e.g., body, cloth, ton, heat vs. head)
f. Recognize and read grade-appropriate irregularly spelled words.
• (e.g., would, busy, was)

• Listen to different genres (e.g., fables, folktales, science articles) read aloud fluently.
• Echo read different genres. • Choral read different genres. • Read grade-level sight words
accurately and automatically. • Decode grade-level words with
increasing automaticity. • Demonstrate appropriate phrasing and
expression while reading different types of texts (i.e., literary and informational).

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3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the
most common prefixes and derivational suffixes.

• Know that affixes have meanings and can change the meanings of words to which they are attached.
• Isolate most common prefixes (e.g., un-, re-, in-, dis-) and derivational suffixes (e.g.,-ly, -ful, -less) in printed multi-syllabic words.
• Read multisyllabic words containing common prefix and/or derivational suffix.
• Use meaning of the common prefix and/or derivational suffix to determine the word’s meaning.
b. Decode words with common Latin suffixes.

• Know common Latin suffixes (e.g., able, ible, ation, fy, ify).
• Identify and isolate the base word in a word containing a common Latin suffix (e.g., Circle the base word in breakable – break).
• Use a strategy to read common Latin suffixes in printed words (e.g., Circle able in the word breakable. Read break, read able. Read the two parts together – breakable).
c. Decode multisyllable words.

• Use a strategy to identify syllables (e.g., Circle syllables in printed words: replacement).
• Read each circled syllable separately (re- place-ment).
• Read the syllables together (replacement).
d. Read grade-appropriate irregularly spelled words.
• (e.g., laugh, carry, done)
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
• Listen to different genres (e.g., narratives in chapter books, historical
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on successive readings. events) read aloud fluently. • Read grade-level sight words
accurately and automatically. • Decode grade-level multisyllabic words
with automaticity.
• Determine effective grade-level strategy to use to decode unfamiliar words.

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3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-

• While reading, self-monitor and determine when a multisyllabic word is unfamiliar.
• Determine effective strategy to use to decode word (e.g., direct one-to-one correspondence, syllabication rules, morphological analysis).
• Apply strategy, read word, check for accuracy (i.e., ask “Is this a word I’ve heard before? Does that make sense in this sentence?”).
• Understand what a root is and that many words are made up of roots.
• Know meanings of common, grade appropriate roots (e.g., astro: star, aud: hear, dict: say, tell).
• Use grade-level appropriate morphological analysis to decode general academic words (e.g., examination, dictation, reliability) and domain specific words (e.g., astronaut, decompose, ecosystem).
• Use knowledge of roots (e.g., chron) and affixes to accurately read and understand words (e.g., chronicle, synchronize) in and out of context.
• Determine purpose for reading text. • Adjust reading rate to adapt to
purpose and context.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.
• Listen to different genres (e.g., myths, scientific articles) read aloud fluently.
• Decode grade-level multisyllabic words with automaticity.
• Read grade-level sight words accurately and automatically.
c. Use context to confirm or self-correct word recognition and understanding,
• Determine effective grade-level
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rereading as necessary. strategy to use to decode unfamiliar words.
• Use context (e.g., definition, synonym, antonym, example) to read and understand unfamiliar words.
• Use a strategy to determine meaning of a word (e.g., determine meanings of root and affixes, put the meanings of the word parts together to determine meaning of the word, reread sentence to check if the meaning makes sense).
• Use context to confirm pronunciation and meaning.

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3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-

• While reading, self-monitor and determine when a multisyllabic word is unfamiliar.
• Determine effective strategy to use to decode word (e.g., direct one-to-one correspondence, syllabication rules, morphological analysis).
• Apply strategy, read word, check for accuracy (i.e., ask “Is this a word I’ve heard before? Does that make sense in this sentence?”).
• Understand what a root is and that many words are made up of roots.
• Know meanings of common, grade appropriate roots (e.g., geo: earth, graph: write, record; ped: foot).
• Use grade level appropriate morphological analysis to decode general academic words (e.g., independence, manufacture, distribution) and domain specific words (e.g., biography, geology).
• Use knowledge of roots (e.g., rect) and affixes to accurately read and understand words (e.g., erect, correct, rectangle, direction) in and out of context.
• Determine purpose for reading text. • Adjust reading rate to adapt to
purpose and context.

• Listen to different genres (e.g., mysteries, adventure novels, technical texts) read aloud fluently.
• Read grade-level sight words accurately and automatically.
• Decode grade-level multisyllabic words with automaticity.
c. Use context to confirm or self-correct word recognition and understanding,
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rereading as necessary. • Determine effective grade-level strategy to use to decode unfamiliar words.
• Use context (e.g., restatement in text, cause/effect relationships, text comparisons) to read and understand unfamiliar words.
• Use a strategy to determine meaning of a word (e.g., determine meanings of root and affixes, put the meanings of the word parts together to determine meaning of the word, reread sentence to check if the meaning makes sense).
• Use context to confirm pronunciation and meaning.

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REFERENCES

HOW TO READ A…Delaware Literacy Concept Organizer The Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in Literacy. These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction. Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built. Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content. These are the goals of the instruction, outcomes you expect to achieve. Dos: Refers to demonstration of skills. These are the skills that require explicit instruction. By the completion of a lesson/unit, students should have mastered the selected skill(s).
GRADE 6-8 Integration of Knowledge and Ideas Reading Standard 9
For Literacy in History/Social Studies College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (9): Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS – Grade Level Reading Standard 9 (Literacy in History/Social Studies) Grade 6: Analyze the relationship between a primary and secondary source on the same topic.
Grade 9-10: Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade 11-12: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, nothing discrepancies among sources.
KNOW (Factual)
UNDERSTAND (Conceptual)
• Informational text (both literary nonfiction and expository/technical texts)
• How to analyze • Primary source • Secondary source • Strengths and limitations of primary
and secondary sources • Compare/contrast • Author’s viewpoint/ focus/
attitude/bias • Author’s perspective (background) • Author’s strategies for shaping
presentations (e.g., author’s choices to emphasize some information or advance different interpretations of facts)
• Authors of informational texts make choices about what to include and how to present information and key details on topics depending on their purpose.
• Good readers make meaning of informational texts by analyzing how different authors shape their presentation of key information by emphasizing different evidence or advancing different interpretations of facts.
• Good readers consult a variety of sources when investigating a topic or an event.
• Develop research studies • Identify the relationship between a
primary and secondary source on the same topic
• Identify the corroborating or conflicting information, facts, interpretations
• Identify the authors’ positions in the text • Describe how the authors’ choices reflect
their viewpoints, foci, attitudes, positions or biases
• Analyze the strengths and limitations of primary and secondary sources
• Analyze the relationship between a primary and secondary source on the same topic
Range of Reading and Level of Text Complexity CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards.
The shaded areas highlight both the
College and Career Readiness Anchor Reading Standard
Key Ideas and Details and the CCSS for the grade level indicated.
This arrow indicates the
CCSS of grade level prior to the grade level you
are working. This allows you
to see the progression of from grade to
grade.
are working. This allows you
to see the progression of from grade to
grade.
to the shaded grade level.
These recursive strategies are
to become successful
are not explicitly stated in the Common
Core State Standards for
GRADE 6-8-Key Ideas and Details Reading Standard 1
for Literacy in History/Social Studies
College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (1): Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS – Grade Level Reading Standard 1 (Literacy in History/Social Studies) Grade 6-8: Cite specific textual evidence to support analysis of primary and secondary sources.
Grade 9-10: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Grade 11-12: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Know (factual)
Understand (conceptual)
• Informational text (historical, expository/technical texts)
• How to cite specific textual evidence (e.g., offer proof from primary and secondary sources)
• How to analyze (e.g., bias, credibility, point of view, perspective)
• Audience • Purpose • How to draw conclusions • Background knowledge • Critical/analytical judgments • Explicitly stated information
from the text • Primary sources (including
strengths and limitations) • Secondary sources (including
strengths and limitations) • Difference between primary and
secondary sources
• Authors include key details in informational texts which can help a reader ask and answer questions.
• Authors of informational text(s) make specific choices about the selection of sources and use of evidence.
• Good readers/researchers analyze the reliability of the information within a document/text.
• Good readers/researchers
use strong textual evidence, connections to their own lives and their background knowledge to draw conclusions from what they read.
• Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read
• Differentiate between primary and secondary sources
• Describe the connection between the audience and the text
• Describe the connection between the author’s purpose and the text
• Identify/cite and explain information from primary sources
• Identify/cite and explain information from secondary sources
• Identify/cite appropriate text support for inferences
• Differentiate between strong and weak textual support
• Draw conclusions about events in a text
• Analyze primary sources for bias, credibility, point of view, perspective, and purpose
• Analyze secondary sources for bias, credibility, point of view, perspective, and purpose
• Cite specific textual evidence to support analysis of primary and secondary sources
CCSS-Grade Specific Standard 10 (Grade 6-8)
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
Reading Recursive Strategies: o Assimilating prior knowledge o Rereading to clarify information o Seeking meaning of unknown vocabulary o Making and revising predictions o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions o Making connections and responding to text
These recursive strategies are the basic reading strategies that students must know and use to become successful readers. Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.
Delaware English Language Arts Literacy Concept Organizer
These Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards. They are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.
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College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (2): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS – Grade Level Reading Standard 2 (Literacy in History/Social Studies) Grade 6-8: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Grade 9-10: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Grade 11-12: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Know (factual)
• Primary source(s) • Secondary source(s) • Central/main idea • Prior/background knowledge • Difference between central/main
ideas and key details in an informational text
• Patterns of organization (e.g. sequence/ chronological order, classification, definition, simple process, description, comparison)
• Different purposes for graphic organizers, based on structure of text
• Difference between central/ main ideas and key details in an informational text
• Characteristics of an effective summary (e.g., objective vs. subjective) for informational texts
• Authors select organizational patterns and support to convey their central idea(s).
• Good readers/researchers use information from primary and secondary sources in informational text(s) to identify the central idea(s).
develop accurate summaries that capture the central ideas of informational text and excludes personal opinions or judgments
• Recognize how ideas are organized in an informational text
• Identify primary sources • Identify secondary sources • Determine the central idea of an
informational text • Describe or graphically
represent the relationship between central ideas and details
• Explain how the central ideas are supported by key details
• Summarize the central ideas in an informational text, capturing the most important parts of the piece distinct from personal opinions or judgments
• Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or
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opinions CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
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College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (3): Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS – Grade Level Reading Standard 3 (Literacy in History/Social Studies) Grade 6-8: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Grade 9-10: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Grade 11-12: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Know (factual)
processes (e.g., industrialization, development of civilization, how a bill becomes a law, how interest rates are raised and lowered)
• Key ideas/concepts, events, processes, steps/procedures in informational texts
• Graphic Organizers/Aids (e.g., timelines, maps, graphs, pictures)
• Patterns of organization (e.g., chronological, sequential, cause/effect, problem/solutions)
• Specific details that explain key ideas, individuals, events, steps/procedures, etc.
• Development strategies for informational texts (e.g., introduction/presentation of
• Authors make specific choices about the features and structure of informational text(s) to convey meaning.
• Good readers/researchers use text features and organizational patterns to make meaning of informational text.
• Identify the pattern(s) of organization in informational or technical text(s)
• Identify text features • Identify the specific
details/information that develop events, procedures, ideas, or concepts in informational and technical texts
• Identify words/phrases that signal relationships and interactions between and among ideas, events, procedures, and processes
• Interpret graphic organizers/aids
• Prioritize the relevance of steps/details
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ideas, illustration, elaboration through example, anecdote, etc.)
Relationships and interactions (e.g., one piece of text “explains” another or stands in “contrast” to another or “comes before” another)
• Words that assist analysis and explanation (e.g., because, then, as a consequence, in contrast) of informational text(s)
• Identify key steps in a text's description of a process related to history/social studies
CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics
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College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (4): Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS – Grade Level Reading Standard 4 (Literacy in History/Social Studies) Grade 6-8: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Grade 9-10: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Grade 11-12: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Know (factual)
• Word choice • Context clues • Vocabulary specific to history
(e.g., artifact, bias, credibility, point of view)
• Vocabulary specific to geography (e.g., region, diffusion, mental maps)
• Vocabulary specific to economics (e.g., supply, demand, interdependence)
• Vocabulary specific to civics (e.g., federalism, political freedom, amendment)
• Authors of informational text(s) use domain- specific vocabulary to clarify concepts.
• Authors make purposeful word choices to achieve an intended effect within informational text(s).
• Good readers/researchers actively seek the meaning of unknown words/phrases to deepen their understanding of informational text(s).
• Read and reread other sentences, paragraphs, and non-linguistic images in an informational text to identify context clues that can be used to determine the meaning of unknown words
• Use context clues to unlock the meaning of unknown words/phrases
• Identify, determine the meaning of, and use domain-specific terms
• Determine the appropriate definition of words that have more than one meaning
• Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
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College and Career Ready (CCR) Anchor Reading Standard for Literacy in History/Social Studies (5): Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS – Grade Level Reading Standard 5 (Literacy in History/Social Studies) Grade 6-8: Describe how a text presents information (e.g., sequentially, comparatively, causally).
Grade 9-10: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Grade 11-12: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Know (factual)
• How to describe • Various text structures (e.g.,
sentences, paragraph, chapter, section)
• Various text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices)
• Difference between patterns of organization and text features
• Relationships between parts of text and whole text (as indicated by text features and structures)
• Authors select specific patterns of organization to convey information.
• Authors’ choices, including
patterns of organization, structure, and text features control the central idea and the readers’ perception.
• Good readers/researchers use their knowledge of organizational patterns, structures, and features to make meaning of informational text(s).
• Identify text features • Identify patterns of organization • Make connections between
author’s choice of the organizational pattern of an informational text and the text’s purpose and central idea
• Explain how organization, structure and/or features enhance text’s purpose and central idea
• Describe the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas
• Describe how a text presents information
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CCSS-Grade Specific Standard 10 (Grade 6-8) By the end of grade 8, read and comprehend