English: Reading and Comprehension of Literature
Active component (content knowledge)
Identify in literature
• 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
• To enhance comprehension of text
• To create personal meaning
• Moral dilemmas expressed through character
behaviors
• How themes and ideas are developed in more than
one literary work
• Historical and literary significance of foundational
U.S. documents and literature
• Components such as setting, plot, theme, and
characterization within readings
• Content relating to historical periods
Understand literature
• 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
Learner outcomes
Demonstrate
• 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
• Familiarity with the contextual influences of history, society,
and economy on literature
• Familiarity with the concept of relativity of historical
perspective
Apply reading skills to:
○ 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:
○ 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
 verse poem connotative meanings
• The prominent characteristics of various genres such ○ Extract information from reading to form arguments
as novel, short stories, horror stories, science fiction, ○ Be ‘strategic readers’: know when to slow down, re-read,
biographies, autobiographies, poems, and plays underline

Discuss
○ 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

• 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