English Reading Comprehension Information Text
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English: Reading Informational and Technical Texts Active component (content knowledge)
Learner outcomes
Comprehend
Demonstrate by: • Reaching conclusions using evidence from informational texts • Synthesizing information from multiple informational souces • Following instructions to complete tasks, answer questions or solve problems • Accurately interpreting informational and technical illustrations (charts and graphs)
General sets of instructions for software, job applications, historical documents, government publications, newspapers and textbooks • Vocabulary related to subject area terminology: connotative, denotative, and idiomatic meanings • The difference between summary and critique • Information in maps, charts, graphs, timelines, tables, and diagrams Analyze •
How a text’s organization supports or confounds meaning or purpose • Text for clarity, simplicity, and coherence • The appropriate use of graphics for visual appeal Identify •
• •
• •
Interrelationships among concepts within texts such as cause and effect relationships How the use of ambiguity, contradiction, paradox, irony, incongruities, understatement, and overstatement affects meaning The essential elements influencing the main ideas of informational text Basic elements of charts, graphs, and visual media used in texts
College Readiness Standards
Develop ability to: • Comprehend informational texts through the use of ○ Monitoring and self-correction ○ Reading aloud • Summarize informational and technical texts including their supporting visual components • Create and apply vocabulary strategies to comprehend meaning of new words through context and/or the use of cognates
22081939 6/25/2009
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)
College Readiness Standards
22081939 6/25/2009
Knowledge and Skills for University Success (KSUS) English: Reading Informational and Technical Texts A. Successful students use reading skills and strategies to understand informational texts B. Successful students are able to read and interpret visual images, including charts and graphs.
Cognitive Strategies Emphasized •
•
• • •
Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research Self-analysis – learning from constructive criticism and feedback Developing comfort with ambiguity of readings and assignments
Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass. Conley, D. T. (2003). Understanding University Success: A Project of the Association of American Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research. Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness. Eugene, OR: Educational Policy Improvement Center. The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that Counts. Achieve, Inc.
College Readiness Standards
22081939 6/25/2009
Learner outcomes
Comprehend
Demonstrate by: • Reaching conclusions using evidence from informational texts • Synthesizing information from multiple informational souces • Following instructions to complete tasks, answer questions or solve problems • Accurately interpreting informational and technical illustrations (charts and graphs)
General sets of instructions for software, job applications, historical documents, government publications, newspapers and textbooks • Vocabulary related to subject area terminology: connotative, denotative, and idiomatic meanings • The difference between summary and critique • Information in maps, charts, graphs, timelines, tables, and diagrams Analyze •
How a text’s organization supports or confounds meaning or purpose • Text for clarity, simplicity, and coherence • The appropriate use of graphics for visual appeal Identify •
• •
• •
Interrelationships among concepts within texts such as cause and effect relationships How the use of ambiguity, contradiction, paradox, irony, incongruities, understatement, and overstatement affects meaning The essential elements influencing the main ideas of informational text Basic elements of charts, graphs, and visual media used in texts
College Readiness Standards
Develop ability to: • Comprehend informational texts through the use of ○ Monitoring and self-correction ○ Reading aloud • Summarize informational and technical texts including their supporting visual components • Create and apply vocabulary strategies to comprehend meaning of new words through context and/or the use of cognates
22081939 6/25/2009
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)
College Readiness Standards
22081939 6/25/2009
Knowledge and Skills for University Success (KSUS) English: Reading Informational and Technical Texts A. Successful students use reading skills and strategies to understand informational texts B. Successful students are able to read and interpret visual images, including charts and graphs.
Cognitive Strategies Emphasized •
•
• • •
Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research Self-analysis – learning from constructive criticism and feedback Developing comfort with ambiguity of readings and assignments
Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass. Conley, D. T. (2003). Understanding University Success: A Project of the Association of American Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research. Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness. Eugene, OR: Educational Policy Improvement Center. The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that Counts. Achieve, Inc.
College Readiness Standards
22081939 6/25/2009
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