taxonomy
The Complete Barrett Taxonomy
1.0 Literal Comprehension
Literal comprehension focuses on ideas and information which are explicitly stated in the selection. Purposes for reading and teacher’s questions designed to elicit responses at this level may range from simple to complex.
A simple task in literal comprehension may be the recognition or recall of a single fact or incident. A more complex task might be the recognition or recall or a series of facts or the sequencing of incidents in a reading selection. (Or these tasks may be related to an exercise which may itself be considered as a reading selection .) Purposes and questions at this level may have the following characteristics.
1.1 Recognition
Recognition requires the student to locate or identify ideas or information explicitly stated in the reading selection itself or in exercises which use the explicit ideas and information presented in the reading selection.
Recognition tasks are:
1.1.1 Recognition of Details
The student is required to locate or identify facts such as the names of characters, the time of the story, or the place of the story. . Add each explorer to your chart telling “Who,” “What,” “Where,” and “When.”
Skim (or read) for locations, names, or dates.
1.1.2 Recognition of Main Ideas
The student is asked to locate or identify an explicit statement in or from a selection which is a main idea of a paragraph or a larger portion of the selection
EXAMPLES AND PATTERNS:
1. Find out what _____ is going to do.
2. What happened when or during _____ ?
3. What important thing did the character find out?
4. What part did the character play in _____ ?
5. Underline the main ideas in this _____ .
1.1.3 Recognition of a Sequence
The student is required to locate or identify the order of incidents or actions explicitly stated in the selection.
EXAMPLES AND PATTERNS:
1. Read to find out : What did _____ do first?
2. What did _____ do next?
3. What did _____ do last?
1.1.4
1.0 Literal Comprehension
Literal comprehension focuses on ideas and information which are explicitly stated in the selection. Purposes for reading and teacher’s questions designed to elicit responses at this level may range from simple to complex.
A simple task in literal comprehension may be the recognition or recall of a single fact or incident. A more complex task might be the recognition or recall or a series of facts or the sequencing of incidents in a reading selection. (Or these tasks may be related to an exercise which may itself be considered as a reading selection .) Purposes and questions at this level may have the following characteristics.
1.1 Recognition
Recognition requires the student to locate or identify ideas or information explicitly stated in the reading selection itself or in exercises which use the explicit ideas and information presented in the reading selection.
Recognition tasks are:
1.1.1 Recognition of Details
The student is required to locate or identify facts such as the names of characters, the time of the story, or the place of the story. . Add each explorer to your chart telling “Who,” “What,” “Where,” and “When.”
Skim (or read) for locations, names, or dates.
1.1.2 Recognition of Main Ideas
The student is asked to locate or identify an explicit statement in or from a selection which is a main idea of a paragraph or a larger portion of the selection
EXAMPLES AND PATTERNS:
1. Find out what _____ is going to do.
2. What happened when or during _____ ?
3. What important thing did the character find out?
4. What part did the character play in _____ ?
5. Underline the main ideas in this _____ .
1.1.3 Recognition of a Sequence
The student is required to locate or identify the order of incidents or actions explicitly stated in the selection.
EXAMPLES AND PATTERNS:
1. Read to find out : What did _____ do first?
2. What did _____ do next?
3. What did _____ do last?
1.1.4