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SLG Literature v3
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Student Learning Goals: Literature |
| Collaborating in a Community of Readers and Writers |
| Contributing to Our Community | I contribute to maintaining a classroom community that feels safe, where everyone is able to take risks and grow. |
| Collaborating Effectively | I work with partners and groups in ways that are both respectful and risk-taking. |
| Participating Thoughtfully | I make my thinking count in discussions, as a speaker and a listener. I share my reading confusions and understandings to get and give help. I listen and learn from the reading confusions and understandings of others. |
| Building a Literacy Context | I understand and use the shared literacy vocabulary of our classroom. |
| Being Open to New Ideas | I appreciate and evaluate alternative viewpoints. |
| Developing a Literacy Agenda | I read to understand how literacy opens and closes doors in people’s lives. |
| Sharing Books | I talk about books I am reading to involve others in what the books have to offer. |
| Writing to Communicate | I write to communicate my ideas to others. |
| Building Personal Engagement |
| Knowing My Reader Identity | I am aware of my reading preferences, habits, strengths, weaknesses, and attitudes—my Reader Identity. |
| Practicing | I put effort into practicing new reading strategies so that they become automatic. |
| Digging In | I am increasing my confidence and persistence for digging into text that seems difficult or boring. |
| Building Silent Reading Fluency | I read more smoothly and quickly, so I get more pages read. |
| Building Oral Reading Fluency | I read aloud more fluently and expressively. |
| Increasing Stamina | I set and meet stretch goals to read for longer and longer periods. |
| Increasing Range | I set and meet stretch goals for extending the range of what I read. |
| Choosing Books (SSR+) | I use tools I have learned for choosing a book that’s right for me. |
| Taking Power | I read to understand how what I read applies to me and gives me power. |
| Reflecting on My Evolving Reader Identity | I reflect in discussions and in writing on my growth as a reader—my evolving Reader Identity. |
| Writing to Reflect | I use writing to step back and think about what I am learning. |
| Making Thinking Visible |
| Monitoring | I monitor my reading processes and identify problems. |
| Repairing Comprehension | I know what strategies to use to get back on track. |
| Talking to Understand Reading | I talk about my reading processes to understand them better. |
| Writing to Understand Reading | I write about my reading processes to understand them better. |
| Using Cognitive Strategies to Increase Comprehension: Literature |
| Setting a Reading Purpose | I set a purpose for reading a text and keep it in mind while I read. |
| Choosing a Reading Process | I vary my reading process to fit my reading purpose. |
| Previewing | I preview text that is long or appears to be challenging, to mobilize strategies for dealing with it. |
| Identifying and Evaluating Roadblocks | I identify specific reading roadblocks and decide what to do. |
| Tolerating Ambiguity | I tolerate ambiguity or confusion in understanding a text while I work on making sense of it. |
| Clarifying | I work to clear up a reading confusion‐whether it is a word, a sentence, an idea, or missing background information that I need to find. |
| Using Context | I use context to clarify confusions by reading on and rereading. |
| Making Connections | I make connections from texts to my experience and knowledge. |
| Chunking | I break difficult text into smaller pieces to better understand the whole. |
| Visualizing | I try to see in my mind what the author is describing. |
| Listening for Voice | I listen for the author’s voice or the voices of characters to help me engage with a text. |
| Questioning | I ask myself questions when I don’t understand. I ask myself questions about the author’s idea, story, or text, and I know where to find the answers—whether in my mind, the text, other texts, other people, or a combination of these. I ask inquiry questions when something I read makes me want to know more. |
| Predicting | I use what I understand in the reading to predict what might come next. |
| Organizing Ideas and Information | I use graphic organizers to sort out ideas or items of information to see how they are related. |
| Paraphrasing | I restate a sentence or an idea from a text in my own words. |
| Getting the Gist | I read and answer in my own words the question, “What do I know so far?” |
| Summarizing | I boil down what I read to the key points. |
| Sequencing | I order events in time to understand their relationships. |
| Comparing and Contrasting | I make comparisons to identify similarities and differences. |
| Identifying Cause and Effect | I find conditions or events that contribute to or cause particular outcomes. |
| Using Evidence | I use evidence to build and support my understanding of texts and concepts. |
| Rereading | I reread to build understanding and fluency. |
| Writing to Clarify Understanding | I write about what I think I know to make it clearer to myself. |
| Building Knowledge: Literature |
| Mobilizing Schema | I use my relevant networks of background knowledge, or schema, so that new information has something to connect to and is easier to understand. |
| Building and Revising Schema | I add to and revise my schema as I learn more. |
| Synthesizing | I look for relationships among my ideas, ideas from texts, and ideas from discussions. |
| Writing to Consolidate Knowledge | I use writing to capture and lock in new knowledge. |
| Building Knowledge . . . About Text: Literature |
| Text Structure | I use my knowledge of literary genres and subgenres to predict how ideas are organized. |
| Text Features | I use my knowledge of text features such as chapter titles, stage directions, and dialogue to support my understanding. |
| Point of View | I use my understanding that authors write with a purpose and for particular audiences to identify and evaluate the author’s point of view. |
| Building Knowledge . . . About Language: Literature |
| Word Analysis | I use my knowledge of word roots, prefixes, and suffixes to figure out new words. |
| Referents | I use my knowledge of pronouns and other referents to find and substitute the word that a pronoun or other word is standing for. |
| Signal Words and Punctuation (Text Signals) | I use my knowledge of signal words and punctuation to predict a definition, results or conclusions, examples, sequence, comparison, contrast, a list, or an answer. |
| Contextual Redefinition | I know that when familiar terms are used in unfamiliar ways, I can redefine them in context to clear up confusion. |
| Sentence Structure | I use my knowledge of sentence structure to help me understand difficult text. |
| Word-Learning Strategies List | I use strategies to learn new words in the texts I read. |
| Building Knowledge . . . About the Discipline of Literature |
| Literary Genres | I can identify and use diverse literary genres and subgenres. |
| Literary Themes | I recognize universal literary themes—such as good versus evil, ideal versus flawed behavior, and psychological growth and change—and I know how to trace their development. |
| Literary Structures | I understand how different literary structures—such as plot, stanza, and act—organize and contribute to the meaning of a piece of literature. |
| Literary Commentary | I recognize how literature may incorporate or promote social, historical, economic, political, and cultural commentary, either transparently or through figuration such as irony, allegory, and symbolism. |
| Literary Movements | I can identify how a piece of literature is affected by literary movements such as transcendentalism, romanticism, realism, and feminism. |
| Narrative Voice | I understand narrative voice (first-person, third-person, third-person omniscient, unreliable narrator) and authorial voice, including relationships between author and narrator. |
| Language Choices | I can identify and use imagery, tone, dialogue, rhythm, and syntax to shape meaning. |
| Literary Inquiry | I understand that literature invites inference and interpretation within and across texts and experiences. I offer and also consider others’ evidence-based inferences and interpretations. |
| Literary Identity | I am aware of my evolving identity as a reader and writer of literary forms. |
Reading for Understanding, pp.310-313
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