English Reading Comprehension Literature

English: Reading and Comprehension of Literature Active component (content knowledge)

Learner outcomes

Identify in literature

Demonstrate

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Basic beliefs of the writer The writer’s philosophical perspective How elements of dramatic literature articulate the writer’s vision Themes within a single literary work Major historical events found in readings Various archetypes within readings

Analyze in literature

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A broad understanding of knowledge related to literature ○ Produced by British and American authors ○ As it relates to characteristic forms, subjects and authors within major literary periods ○ With a familiarity of literary work beyond the English speaking world Knowledge of conventions used in poetry: metrics, rhyme scheme, rhythm, alliterations

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To enhance comprehension of text To create personal meaning

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Familiarity with the contextual influences of history, society, and economy on literature

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Moral dilemmas expressed through character behaviors

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Familiarity with the concept of relativity of historical perspective

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How themes and ideas are developed in more than one literary work

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Historical and literary significance of foundational U.S. documents and literature

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Components such as setting, plot, theme, and characterization within readings

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Content relating to historical periods

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Understand literature •

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Variety of types of literature: Poetry (epic & lyrical), narrative novels, philosophical writings, biographies, short stories, essays, dramatic literature Plot and character development relating to motive, causes for action, credibility of events Narrative terminology and technique: author vs. narrator, stated vs. implied author meaning, historical vs. present day usage Formal constraints of different types of text and distinguish between Shakespearean sonnet and free

College Readiness Standards

Apply reading skills to:

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Comprehend texts and make connections between writing and thinking skills Take and defend a position on literature noting how, why and where it evokes emotion Make inferences and draw conclusions on text based on evidence in literature Make deep and subtle interpretations on the meaning of texts through a developed understanding of a genre

Develop ability to: ○ ○

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Be an active reader: ask questions, notice patterns, annotate, summarize, and critique materials Use aesthetic qualities of style as a basis to evaluate ambiguous readings Create vocabulary development strategies through reading Paraphrase through understanding of literal and 22082176 6/3/2009

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verse poem The prominent characteristics of various genres such as novel, short stories, horror stories, science fiction, biographies, autobiographies, poems, and plays

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connotative meanings Extract information from reading to form arguments Be ‘strategic readers’: know when to slow down, re-read, underline

Discuss ○

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Relationship between literature and politics including political assumptions underlying an author’s work and its impact The effects of an author’s style and use of literary devices that influence the reader The variety of themes found in literature

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards

22082176 6/3/2009

Knowledge and Skills for University Success (KSUS) English: Reading and Comprehension of literature A. Successful students employ reading skills and strategies to understand literature. B. Successful students use reading skills and strategies to understand informational texts. C. Successful students are able to understand the defining characteristics of texts and to recognize a variety of literary forms and genres. D. Successful students are familiar with a range of world literature. E. Successful students are able to discuss with understanding the relationships between literature and its historical and social contexts. F. Successful students are able to read and interpret visual images, including charts and graphs.

Cognitive Strategies Emphasized •

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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

22082176 6/3/2009

College Readiness Standards

22082176 6/3/2009