![]() They realized they were looking for information about a complex relationship and some hypothesized that the relationship might be related to the lighthouse itself.Īfter this, students read the text and prepare to paraphrase the text. This primed them to consider what was significant in the passage and what they should be looking for. I had never heard of the “Reciprocal Teaching” comprehension strategy until recently, but it has already made such a big influence on my teaching this year and has already really helped my students.įirst, you introduce students to the method by modeling the process: I began by handing my students an excerpt of To the Lighthouse with a fake AP Prose Analysis prompt and then had them predict what the passage would be about. Approach #2: Model strong comprehension strategies using a model and then give students the opportunity to lead. Overview of reciprocal teaching as a reading strategy and comprehension-booster for AP Literature and Composition students. As simple as it was, this really helped and my students began to ask for more, similar strategies to comprehend complex texts. My students struggled to identify where Shakespeare’s ideas began and ended, so I had them go through and place a box around the entirety of the sentence. We read some complex Shakespearean poems and boxed in the subject and predicate, which helped, but didn’t go far enough. With my AP students, we did the same thing. For some reason, the king’s syntax just did not mesh with my brain and I knew I had to take an active approach to my reading comprehension, so I circled the subject of each sentence and underlined all “describing words” referring to the subject an it helped. I remembered when I encountered Shakespeare’s Henry VIII in college. The first strategy I tried was using grammar as a tool to enhance reading comprehension. Strategies for using grammar as tool for AP Literature students Approach #1: Leverage Syntax as a Comprehension Tool (specifically in regards to poetry) Thus began my quest to revolutionize the way I dealt with close reading, comprehension, and reading strategies in my AP Literature and Composition classroom. I needed to equip my students with better reading strategies in order to build their reading comprehension and their understanding of the nuance of specific passages of text. Packer offered a variety of theories: It was the result of too much nonfiction in the earlier grades, too little student reading, too much of a focus on novels rather than short excerpts of text, etc.įinally, Trevor Packer noted that close reading (the primary skill tested on the AP Exam) had declined and – while I disagreed with his assertions that we should teach less novels (blasphemy to a lit-loving English teacher) – I realized the way that I was teaching novels had to change. ![]() What had led to this cataclysmic decline? Mr. ![]() Trevor Packer’s analysis of the 2018 AP Literature and Composition Scores Last year after AP scores were released, Trevor Packer made a shocking observation: the AP Literature and Composition scores nationwide in 2018 were the lowest they’ve ever been.
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