Links to Research Prezis - Fall Semester 2012

Prezi - A Presentation Tool: Research about Reading

Thanks to the students who provided me with these links. We are a learning community. Great first efforts!

A Ladder To Literacy by Iskra

Way-In Books by Janet

Technology and ELL Instruction by Steven

Primary and Adolescent Literature

Characteristics of Primary and Adolescent Literature

Best Books for Children from Vanderbilt University

Amazing 17 month old Reads!

Young Adult Literature Genres and Awards 

Promoting Life-Long Readers for Teens

Teens Speak - Why They Read

Seven Characteristics of Young Adult Literature

1. YA authors write from the viewpoint of young people
2. "I want the credit." In many YA novels the parents or other authority figures are absent. The characters are forced to confront their problems on their own.
3. The literature is fast-paced, the stories told as a frantic pace with emphasis on powerful images.
4. YA literature involves a variety of genres and subjects, with about half being contemporary realistic fiction.
5. It iincludes stories about characters from many different ethnic and cultural groups. The characters are no longer all white, middle class characters. There are fewer taboos about what can be included.
6. YA books are basically optimistic with characters making worthy accomplishments. The characters are faced with challenges, which earn the reader's respect, even if they don't succeed. The characters show change and growth.
7. Successful young adult novels deal with emotions that are important to young people.

Children's Literature Author Videos and Material 

Award Winning Books and Links

General Characteristics of the Primary Reader

Each child will develop reading skills at a different rate and not every book is right for every child. It is an excellent idea to talk to your child’s teacher about reading and skill development. The children’s librarian at your public library can help you and your child select age-appropriate material.

The Kindergarten age child recognizes ABCs, can listen to longer stories and enjoys stories with rhyming language.

The First Grade child can develop basic reading skills, may be able to read books with a few words per page and uses pictures to know what’s happening in the story.

The Second Grade child develops more reading skills, increases reading comprehension skills, reads for fun and reads more words per page. These children can understand more difficult stories than they can read, and find that pictures are important in understanding the story.

The Third Grade child continues to build their reading and vocabulary comprehension, learns to deal with new words, begins to choose short chapter books to read, enjoys fairy tales, jokes and riddles, and likes to choose their own book

DEDOE English Language Arts Common Core State Standards

Delaware Department of Education ELA CC Standards

 Lessons, Models and Resources

 Treasure Hunt through the Common Core

Chris' GREAT Reading Assessment Data Table!

Thanks to Ronald (Chris) Maiuri for permission to use this very extensive SEA project done in the Spring of 2013.

SEA: Reading Assessment Data Table with introduction, chart and references.

            Reading diagnostic test are a critical tool in the arsenal of any teacher, but which test is the right test?  Reading tests are not one size fits all and a teacher must use the appropriate test for the particular student and targeted skill in question.  These tests vary in the skill(s) they are testing for, age and grade level of the student, frequency with which they can be taken, the length of time they take to administer, and their cost.  In the following paper I discuss six of the most popular and effective reading diagnostic tests:  the Slosson Intelligence Test, the Slosson Oral Reading Test, Basic Reading Inventory, Wepman’s Test of Auditory Discrimination, Test of Visual Perceptual Skills, and the Comprehensive Test of Phonological Processing.

            The Slosson Intelligence Test (SIT) is primarily used to test the cognitive ability of a student, mental patient or mentally handicapped person. The SIT is a screening tool that is used in the first step of identifying individuals that are on the low end of the intelligence scale as well as those who are gifted.  Since it is considered an initial screening test only, it is not used as a determiner of final placement decisions.  It is comprised of 187 questions that look at six cognitive domains.  The domains are; vocabulary, general information, similarities and differences, comprehension, quantitative memory, and auditory memory. 

            One of the positives of the SIT test is that the manual is user friendly and fairly straight forward.  The size and makeup of the norm sample is a very nice feature as well.  The norms were obtained from 1,854 children from all areas of the United States.  Another positive aspect of this test is that it is very cost friendly.  While this test is certainly not the fastest of the diagnostic tests, it is not overly time consuming.  Finally, the test can be given to students as young as four years old up to the age of eighteen.    

            This test does, however, have some limitations as well.  The norms for this test are not disaggregated in reference to those individuals who would be described as learning disabled or gifted.  Also, because the SIT is a verbal test and minorities are underrepresented in the norms, it may be less useful in our increasingly multicultural society.  Perhaps the most limiting aspect of this test is the recommendation that anyone administering the test has a graduate degree in psychology or education and has taken a course in testing and measurement.

            The Slosson Oral Reading Test or SORT is a tool for assessing word recognition level and decoding skills.  The SORT uses sets of 20 words and there are 200 words total. The student reads words off of lists until he or she misses a word.  The administrator will find the grade level that matches the student’s performance.  The SORT is a norm-referenced assessment that provides estimates of grade and age equivalents, standard scores, and national percentiles.

            This test has several advantages.  It can be administered to children and adolescents from first through twelfth grade.  Words were selected from reading lists and textbooks at selected grade levels so that they represent a steady progression of difficulty from the first grade through the high school level. Another advantage of the SORT is that it is aligned with the new Common Core Standards and it will probably be valid for quite some time.  Also, there is convincing evidence for the reliability and validity of the SORT assessment tool and the test seems to have adequate reliability. Administration of the test takes only about three to five minutes depending on how well the subject performs. 

            The SORT does not come without its faults, however.  Because the words were not chosen according to their phonic characteristics, this test cannot be used to determine a person's knowledge of grapheme/phoneme relationships.  Also, it is intended to be used for screening purposes and is not useful as a continual progress monitoring tool to measure a student’s growth.  Due to the word recognition nature of the test, it does not address comprehension whatsoever.  Perhaps the biggest pitfall of the test is its lack of sensitivity to cultural differences.  The test does not provide norms that are disaggregated by individuals of differing cultures or needs.

            The Basic Reading Inventory (BRI) assesses three key components in reading fluency; accuracy, rate, and comprehension.  This test is used to identify students who are struggling in reading as well as to monitor progress of student performance and growth.  This test can be used to determine appropriate intervention in classrooms which often focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension.  It can successfully determine the level and type of instruction that will be the most helpful for each student.  This allows a teacher to provide differentiated instruction aimed at particular students.  The BRI points out a student’s strengths as well as their needs. 

            This test is applicable to students from preschool through high school.  The BRI finds a student’s independent, instructional, and frustration levels.  The independent level is the level at which a student reads fluently with excellent comprehension. The instructional level is the level at which a student is challenged but not overwhelmed, typically understanding roughly 95 percent of the words.  This level is where students will learn the most.  The frustration level is the level at which a student is unable to pronounce many of the words or is unable to successfully comprehend the material. 

            Unlike other tests, the BRI is extremely effective in assessing a student’s comprehension by following each passage with questions about topic, facts, inference, evaluation, and vocabulary.  The test is not as quick to administer as the SIT, but does not take more than an hour or so, making it fairly time friendly.  The reliability and validity studies are disappointing at best due to the small sample size of studies performed which were all under 100 students each.

            Wepman’s Test of Auditory Discrimination assesses children’s ability to recognize differences between phonemes used in English speech. This test can identify children who are struggling with the development of auditory discrimination; this is crucial in the learning of phonics.  Because younger children are included in the norm sample, the ADT can be used for preschool and kindergarten screening as well as elementary school assessment. Forty pairs of words are read out loud, and the child indicates, verbally or by making hand gestures, whether the words in each pair are the same or different. 

            The Wepman’s Test has many positive aspects associated with it.  First, it is very quick to administer, the entire test can be given and scored in just 5 minutes.  Also, the norms for this test were based on a nice sized, diverse sample of 1,885 children ages 4-8 years, from 30 states.  Unlike the SORT, the Wepman’s norms represent different ethnic and SES backgrounds. It provides standard scores and percentile norms at half-year intervals for children between the ages of 4 and 8 years.

            There are some cautions about the Wepman’s test that must be pointed out.  While the norm sample is sensitive to SES, the test itself may include a vocabulary bias against low SES and cultural or linguistically different children.  Another concern is that performance on this test can be affected by hearing loss, poor listening skills, and attention deficit disorder. Finally, and perhaps most compelling, is an overall lack of evidence of a connection between test results and true reading level of the tested students.

            The Test of Visual Perceptual Skills 3^rd Edition (TVPS-3) is intended to give a reliable and valid measure of a child’s perceptual abilities.  Since visual perceptual abilities are used in a number of academic pursuits, including learning to read, it is important to know which processes the child may be having difficulty with.  The TVPS-3 may also be used to track progress over time and for research. TVPS-3 utilizes 112 black and white designs organized in seven subtests.  The TVPS-3 is in a multiple choice format where the child indicates their choice verbally or by pointing.   

            There are many strengths of this test.  The test can be administered to a very large range of ages from 4 through 19.  Also, the student can respond in a number of ways including verbally, or by raising a hand, etc.  The norms for this test were established with a fairly large sample of 2,000 students.   The TVPS-3 has a high level of homogeneity, it provides consistent measurement from one testing to the next, and it can be consistently scored by different examiners.  The test can be administered to children with no diagnosed disabilities as well as to children with speech, cognitive, neurological, motor, or other impairments.  The use of black and white photos eliminates results that may otherwise be associated with color blindness.

            There are very few down sides to this particular test of visual perception.  One of the weaknesses of this test is that the scoring can be quite difficult and confusing.  Also, administration of the test can take well over half an hour, making it frustrating and confusing for the administrator and the student.  Overall, this test is inexpensive with many more positives than drawbacks.  

            The Comprehensive Test of Phonological Processing Version 2 (CTOPP-2) is a test that is designed to assess phonological awareness and processing. Children experiencing difficulty in these areas may have more difficulty reading than those who do not. The CTOPP can be used to identify students who are significantly below their peers in phonological abilities, to determine strengths and weaknesses in development of phonological skills, and to measure a child’s progress in phonological processing as a consequence of intervention programs. This test was developed to be administered to students age 7 through 24.  The CTOPP-2 test takes approximately 30 minutes to complete.

              The CTOPP-2 has many positive aspects.  It is extremely comprehensive in its results.  It provides percentiles, standard scores, and age grade equivalents. Percentiles are easily understood by parents and others with whom the examiner might want to share the results. The test was normed on 1,900 individuals ranging in age from 6 through 24 years. The norms associated with this test are very representative of the U.S. population. The cost of the test is $330.

            The ability to read fluently and fully comprehend what is being read is crucial to the development of a child.  For many children the ability to read successfully and skillfully comes naturally.  For other children, reading can be difficult, frustrating, and even terrifying.  For those children who do struggle with reading there is hope.  Whether they have difficulty with phoneme awareness, vocabulary, visual perception, or even comprehension, there are tests available to uncover these difficulties.  I have highlighted a few of the most popular tests available today.  The SIT, SORT, BRI, Wepman’s, TVPS-3, and CTOPP-2 are all excellent tests and very effective at diagnosing specific reading problems that children have.

COMPARISON OF READING DIAGNOSTIC ASSESSMENTS

TEST	PURPOSE	STRENGTHS	WEAKNESSES	APPROPRIATNESS
SLOSSON INTELLIGENCE TEST (SIT)	-Used to measure intellectual abilities. -Predicts reading achievement.	-Quick and easy to administer. -Can be administered at an early age.	-Cannot be used for children younger than 4 years old.	-Administered at the beginning of the school year for placement & educational planning.
SLOSSON ORAL READING TEST (SORT)	-Used to determine level of oral word recognition and reading level. -Used to evaluate progress from year to year.	-Very quick/easy to administer. -Can be used at a very young age.	-Does not measure vocabulary or comprehension. -Not good for visual learners.	-Can be used at every grade level. -Used at the beginning of the year to determine grade level and end to determine progress.
BASIC READING INVENTORY (BRI)	-Used to determine reading grade level by word recognition, speed, and comprehension.	-Can be used at every grade level. -Simple to administer. -Can identify individual strengths and weaknesses.	-Fairly lengthy process to administer. -Lack of focus to can skew results.	-Can be used pre instruction to determine education plan and post instruction to measure improvement.
WEPMAN’S TEST OF AUDITORY DISCRIMINATION	-Used to determine problems with phonological awareness and phonemes.	-Very quick and easy to administer.  5 minutes to administer entire test. -Can be given to very young children. -Very inexpensive.	-Limited because it cannot be used to identify specific learning disabilities.	-Can be used at half year intervals for children 4-8 years old to determine baseline and progress with phonemic discrimination.
TEST OF VISUAL PERCEPTUAL SKILLS (TVPS-3)	-Used to give a reliable measure of perceptual abilities. -Can also track progress over time.	-Large age range of 4-19 yrs. -Many ways to respond (verbally, hand gestures, etc.)	-Scoring is quite difficult and confusing. -Takes a long time to administer.	-Good for testing with children with other disabilities. -Is capable of tracking progress.
COMPREHENSIVE TEST OF PHONOLOGICAL PROCESSING (CTOPP-2)	-Measure of phonological coding.	-Used to determine etiology of severe reading disorders.	-Test is lengthy with many subtests and is expensive.	-Used to differentiate learning disabilities from other causes of academic failure.

References

Johns, J. (2012). Basic reading inventory. (11th Ed.). Dubuque, IA: Kendall Hunt Publishing Company.

McKechnie, J., & Bradley, E. (2001). Test review: slosson intelligence test - revised (sit-r). Retrieved from                 http://aac.ncat.edu/newsnotes/y01win.html

Wagner, R., Torgesen, J., & Rashotte, C. (2013). Comprehensive test of phonological processing.               Retrieved from http://www.mhs.com/product.aspx?gr=edu&prod=ctopp&id=overview

Pro Ed. (2013). CTOPP-2: Comprehensive test of phonological processing – second edition. Retrieved      from http://www.proedinc.com/customer/productView.aspx?id=5187

Slosson oral reading test. (2012). Retrieved from                 http://www.kentuckyliteracy.org/sites/ccldzen/files/literacy_tool/tools/Slosson Oral Reading Test.pdf

Therapy BC. (2012). Retrieved from http://www.therapybc.ca/

Western Psychological Services. (1987). Wepman’s auditory discrimination test, second edition.                Retrieved from http://www.ecasd.k12.wi.us/student_services/assessments/ADT.pdf

Methods and Materials for Teaching Reading

Methods and Materials for Teaching Reading

Material and Methods Reading Rocket Search Results 
Material and Methods from Scholastic
Reading Comprehension Strategies


QAR- Question Answer Relationship
Cloze Procedure
Frayer Charts
Reading Comprehension - 7 Strategies
The Best Ways to Teach Reading - Oprah!
Teaching Vocabulary


Jigsaws

Reading Resources

Reading Information and Resources

Reading Rockets – good source for research, classroom strategies, reading recommendations and how-to videos

http://www.readingrockets.org/audience/teachers/

Scholastic Reading – teaching strategies, lessons, phonics and products

http://teacher.scholastic.com/reading/

The Teaching Channel – all core subject, videos on current topics: common core, digital literacy, planning 
 https://www.teachingchannel.org/

 
ALA - The American Library Association, the authority on Children's Literature with Awards and lists 

http://www.ala.org/alsc/awardsgrants/notalists

What is the Common Core?

What is the Common Core?

Common Core State Standards for ELA and Literacy

Common Core Treasure Hunt Activity

Common Core State Standards from the TCH Channel

Description - this is a one hour overview of the CC and good to watch for background and information. 

Watch teachers break new ground putting the Common Core Standards into practice in Math and English Language Arts. The emphasis of these lessons is on deeper thinking, analyzing, and problem solving to better prepare students for success in college and future careers.

Remediation Strategies from Actual Teachers & What do teachers make?

Taylor Mali -What do teachers make?

Remediation of Reading: Videos from Actual Teachers with Actual Students!

 The Teaching Channel

Video clips:
Decoding
Fluency
Vocabulary - College Talk
Vocabulary - analogies
Comprehension 


Using Childrens' Books 

STRATEGIES FOR READING

 

1. Predict

2. Visualize

3. Connect

4. Question

5. Clarify

6. Evaluate

Overview of Lesson Plan for Remediation from Heather

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Daily Plan

Student Intern: Heather                                           Date: 1/6/12 Friday

Cooperating Teacher:  Ms. Diane Albanese                       Grade: 8^th

Content Area: ELA

Standard:

RL.8.4. Determine the meaning of words and phrases as they are used in a

text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

W.8.3. Write narratives to develop real or imagined experiences or events using effective

            technique, relevant descriptive details, and well-structured event sequences.

• Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
• Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• Provide a conclusion that follows from and reflects on the narrated experiences or events.

Objective/Essential Question: What can you do to increase your reading level?

Summary of Lesson:

The students will be independently practicing their reading skills through the online DCAS practice quizzes. The students will be editing their “New Year’s Reading Goal” essay in teams of 4. They will then publish their essays on the blog that Ms. Albanese maintains.

Materials Needed: Student laptops (w/ internet)

Procedure:

From their pre-write, students will develop a rough draft essay using transitional words and phrases. The second half of the class the students will get a laptop and work on the practice DCAS reading passages.

Introduction/Motivation: The students will be watching a CNN student News, keeping notes on the Media Information Organization handout, as a warm-up activity. The motivation for practicing reading skills is that the students will be DCAS testing next week.

Closure:

The students will publish their essays on the class blog. The students will complete the DCAS practice reading quizzes.

Assessment:

DCAS Learning Point Navigator will record the students independent practice scores. The students will be given a grade for their published essay.

Delaware Department of Education

DE DOE 

What is the difference between assessment and evaluation?

What is the difference between assessment and evaluation?
_____________________________________________________________
•
Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded.
•
Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability.
•
The table below summarizes key differences between assessment and evaluation
Dimension of Difference
Assessment
Evaluation
Content: timing, primary purpose
Formative: ongoing, to improve learning
Summative: final, to gauge quality
Orientation: focus of measurement
Process-oriented: how learning is going
Product-oriented: what’s been learned
Findings: uses thereof
Diagnostic: identify areas for improvement
Judgmental: arrive at an overall grade/score
Content adapted from:
Angelo, T and Cross, K.P. 1993. Classroom assessment techniques a handbook for college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA. Pp 427.
Assessment of Student Learning in STEM disciplines. A Duke University ‘Teaching IDEAS workshop’ presented by Ed Neal, Ph.D. Director of Faculty

AR Book Finder and STAR Testing

AR BookFinder

Renaissance Learning is the parent company of AR or Accelerated Reader and STAR. This link is a good source for reading level information.

How STAR Reading Enterprise Works

STAR

1. Student takes the test. Item difficulty dynamically adjusts to the student’s ability level. Each successive response gives STAR Reading Enterprise more data to pinpoint the test-taker’s actual achievement level.
2. You get results. Each 15-minute STAR Reading Enterprise assessment provides more information in the fastest amount of time so you can assess your entire class in a single period.
3. You make data-driven decisions. STAR Reading Enterprise includes new tools, new content, and instant access to new reports to provide you with skill-specific, actionable data to help you target instruction and practice, select students for intervention, and predict state-test performance—all to inform your daily decision making and planning.

What is Lexile?

What is a Lexile® Measure?

 

Lexile Framework

This information is taken from the link above.

A Lexile measure is a valuable piece of information about either an individual's reading ability or the difficulty of a text, like a book or magazine article. The Lexile measure is shown as a number with an "L" after it — 880L is 880 Lexile.

A student gets his or her Lexile reader measure from a reading test or program. For example, if a student receives an 880L on her end-of-grade reading test, she is an 880 Lexile reader. Higher Lexile measures represent a higher level of reading ability. A Lexile reader measure can range from below 200L for beginning readers to above 1600L for advanced readers. Readers who score at or below 0L receive a BR for Beginning Reader.

A book, article or piece of text gets a Lexile text measure when it's analyzed by MetaMetrics. For example, the first "Harry Potter" book measures 880L, so it's called an 880 Lexile book. A Lexile text measure is based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence length. Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book. The Lexile text measure is a good starting point in the book-selection process, with these other factors then being considered. Lexile text measures are rounded to the nearest 10L. Text measures at or below 0L are reported as BR for Beginning Reader.

The idea behind The Lexile Framework for Reading is simple: if we know how well a student can read and how hard a specific book is to comprehend, we can predict how well that student will likely understand the book.

When used together, Lexile measures help a reader find books and articles at an appropriate level of difficulty (visit Find a Book ), and determine how well that reader will likely comprehend a text. You also can use Lexile measures to monitor a reader's growth in reading ability over time.

Remediation, Readability and the Common Core

Reading Remediation 

Guided Reading with Jenna - this TCH video is a series that offers many tips and information about teaching reading. Look to the bottom of the video screen and choose the episodes that relate to your situation and placement. 

Questions to Consider - Guided Reading Predictions Episode

Notice the specific praise Ms. Ogier gives her student for correcting her

How does this groups lesson differ from the other two we saw in Ms. Ogier's class?

How do students benefit from participating in a discussion in such a small group?

Readability and the Common Core  - this is a useful article by Elfrieda H. Hiebert from the University of California, Santa Cruz because it explains how we view texts with the CC standards. 

"For a long time, educators have asked questions about what makes a text complex. Why is it harder for students to read some books than others? How are we to help students select texts that will challenge them without frustrating them? What type of texts will increase their reading achievement most effectively?"

"By adding text complexity as a dimension of literacy, the Common Core State Standards for English Language Arts (CCSS/ELA; Common Core State Standards Initiative, 2010) bring these questions to the fore. To establish text complexity, the standards propose a three-pronged system:

1. qualitative analyses of features such as levels of meaning (e.g., readers need to make inferences to understand a character’s motive);

1. reader-task variables such as readers’ background knowledge of a text’s topic and ways in which teachers and situations influence readers’ interactions with a text (e.g., an audio of a book or the level of teacher guidance); and

1. quantitative indices such as information on the number of infrequent words and length of sentences (e.g., word indexes, sentence-length formulas, or automatic readability programs)."

Sessions 1 and 2 and Blooom's for Critical Reading

Essential Questions

 

 

 

Session 1

1. What is to be included in the Case Study?
2. What are the fundamental beliefs about Reading/Language Arts? 
3. What are the four interrelated domains of language?
4. What is a BRI? (IRI)
5. What are the basic procedures and how is the stage set for administering the BRI?
6. What qualitative and quantitative information can be gained from a BRI?
7. How is the inventory scored and interpreted?

Discussion of readings, projects and papers


Session 2

1. What is the difference between assessment and evaluation?
2. Overview of lesson plan for remediation.
3. Discussion of frequently found areas of reading instructional need and remediation strategies: decoding, fluency, vocabulary, comprehension, brainstorm ideas for remediation
4. What are the best methods and materials for teaching children to read?
5. What significant problems arose during testing?

Teaching Reading by Viewing People Teaching Reading

Blooms Taxonomy Old and New

Rick's One on One
Rick's Silent Reading
Rick's Reading Workshop
Rick's Small Group Guided Reading
 

Using Bloom’s Taxonomy to Promote Critical Reading and Thinking

Contributed by Barbara Fowler, Longview Community College.

Bloom's Taxonomy divides the way people learn into three domains. One of these is the cognitive domain that emphasizes intellectual outcomes.  This domain is divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

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Level 1: Knowledge - exhibits previously learned material by recalling facts, terms, basic concepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

Questions:

What is . . . ? How is . . . ?

Where is . . . ? When did _______ happen?

How did ______ happen? How would you explain . . . ?

Why did . . . ? How would you describe . . . ?

When did . . . ? Can you recall . . . ?

How would you show . . . ? Can you select . . . ?

Who were the main . . . ? Can you list three . . . ?

Which one . . . ? Who was . . . ?

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Level 2: Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

Questions:

How would you classify the type of . . . ?

How would you compare . . . ? contrast . . . ?

Will you state or interpret in your own words . . . ?

How would you rephrase the meaning . . . ?

What facts or ideas show . . . ?

What is the main idea of . . . ?

Which statements support . . . ?

Can you explain what is happening . . . what is meant . . .?

What can you say about . . . ?

Which is the best answer . . . ?

How would you summarize . . . ?

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Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

Questions:

How would you use . . . ?

What examples can you find to . . . ?

How would you solve _______ using what you have learned . . . ?

How would you organize _______ to show . . . ?

How would you show your understanding of . . . ?

What approach would you use to . . . ?

How would you apply what you learned to develop . . . ?

What other way would you plan to . . . ?

What would result if . . . ?

Can you make use of the facts to . . . ?

What elements would you choose to change . . . ?

What facts would you select to show . . . ?

What questions would you ask in an interview with . . . ?

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Level 4: Analysis - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

Questions:

What are the parts or features of . . . ?

How is _______ related to . . . ?

Why do you think . . . ?

What is the theme . . . ?

What motive is there . . . ?

Can you list the parts . . . ?

What inference can you make . . . ?

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

Can you identify the difference parts . . . ?

What evidence can you find . . . ?

What is the relationship between . . . ?

Can you make a distinction between . . . ?

What is the function of . . . ?

What ideas justify . . . ?

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Level 5: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

Questions:

What changes would you make to solve . . . ?

How would you improve . . . ?

What would happen if . . . ?

Can you elaborate on the reason . . . ?

Can you propose an alternative . . . ?

Can you invent . . . ?

How would you adapt ________ to create a different . . . ?

How could you change (modify) the plot (plan) . . . ?

What could be done to minimize (maximize) . . . ?

What way would you design . . . ?

What could be combined to improve (change) . . . ?

Suppose you could _______ what would you do . . . ?

How would you test . . . ?

Can you formulate a theory for . . . ?

Can you predict the outcome if . . . ?

How would you estimate the results for . . . ?

What facts can you compile . . . ?

Can you construct a model that would change . . . ?

Can you think of an original way for the . . . ? 

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Level 6: Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Questions:

Do you agree with the actions . . . ? with the outcomes . . . ?

What is your opinion of . . . ?

How would you prove . . . ? disprove . . . ?

Can you assess the value or importance of . . . ?

Would it be better if . . . ?

Why did they (the character) choose . . . ?

What would you recommend . . . ?

How would you rate the . . . ?

What would you cite to defend the actions . . . ?

How would you evaluate . . . ?

How could you determine . . . ?

What choice would you have made . . . ?

What would you select . . . ?

How would you prioritize . . . ?

What judgment would you make about . . . ?

Based on what you know, how would you explain . . . ?

What information would you use to support the view . . . ?

How would you justify . . . ?

What data was used to make the conclusion . . . ?

Why was it better that . . . ?

How would you prioritize the facts . . . ?

How would you compare the ideas . . . ? people . . . ? 

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Reference: Quick Flip Questions for Critical Thinking, based on Bloom's Taxonomy and developed by Linda G. Barton