You can read the information on Barretts Taxonomy and watch a video on

Blooms Taxonomy at the links below.

https://www.slideshare.net/rzain/barretts-taxonomy-6799753

https://www.youtube.com/watch?v=zj6CrMthNG8

Further reading materials

BARRETTS TAXONOMY OF READING COMPREHENSION

1. Literal comprehension (concern with information stated explicitly in the text)

1.1 Recognition (locate specific information stated explicitly)

Recognition of details (names of characters, places, times)
Recognition of main ideas
Recognition of a sequence
Recognition of comparison (identify similarities among characters,
places and names) Recognition of cause and effect
relationships
Recognition of character traits
1.2 Recall (produce from memory ideas stated explicitly)
Recall of details
Recall of main ideas
Recall of a sequence
Recall of comparisons
Recall of cause and effect relationships

2. Reorganization (analyzing, synthesizing, and organizing information that has been stated explicitly)
2.1 Classifying (placing persons, things, and places into groups)
2.2 Outlining (organizing a selection in outline form)
2.3 Summarizing (paraphrasing or condensing a selection)
2.4 Synthesizing (consolidating information from more than a single source.)

3. Inferential comprehension (using information explicitly stated along with one's own personal
experience as a basis for conjecture and hypothesis.
3.1 Inferring supporting details (suggesting additional facts that might have made the selection more
informative,interesting or appealing)
3.2 Inferring main ideas (providing the main idea when it is not stated explicitly)
3.3 Inferring sequence (conjecturing about what might have happened or will happen when no explicit statements
 are included in the text)
3.4 inferring comparisons
3.5 Inferring cause and effect relationships (inferring the author's intentions, motivations, or characters)
3.6 Inferring character traits (hypothesizing characteristics of persons)
3.7 Predicting outcomes (predicting what will happen as a result of reading part of the text.
3.8 Interpreting figurative language (inferring literal meanings from the figurative use of language).

4. Evaluation (judgments and decisions concerning value and worth)

4.1 Judgments of reality or fantasy (judging whether an event is possible)
4.2 Judgments of fact or opinion (distinguishing between supported and unsupported data)
4.3 Judgments of adequacy and validity (judging whether information in a text agrees with other sources of
information)
4.4 Judgments of appropriateness (determining relative adequacy of different parts of a selection in answering
specific questions).
4.5 Judgments of worth, desirability, and acceptability (decisions of good, bad, right and wrong)

5. Appreciation (psychological and aesthetic impact of the text on the reader)

5.1 Emotional response to content (verbalizing feelings about the selections)
5.2 Identification with characters or incidents (demonstrating sensitivity to or empathy with characters or events)
5.3 Reactions to the author's use of language (responding to the author's ability to created language)
5.4 Imagery (verbalizing feelings produced by the author's selection of words that produce visual, auditory, etc.
sensations or images)

From: C. Alderson, & Urquhart .(1984). Reading in a foreign

language. Longman).
 1. A Hierarchical Model of the Cognitive Domain
(Based on Bloom, et al, 1956 as revised by Anderson & Krathwohl et al, eds., 2001)

Bloom developed a similar model for the affective domain, and other researchers have created
psychomotor taxonomies (see Dave, R. H. [1975] and Harrow, A. [1972].)
 Knowledge
Description Question/Statement Verbs
Remembering procedures, terms, methods, Arrange Pick
facts, concepts, specific items of information Choose Point to
Recalling information Define Recall
Listing or reciting learned information Find Recite
Recognizing facts Group Repeat
Identify Say
Label Show
List Sort
Locate Spell
Match Tell
Name Underline
Outline Write

Student Learning Examples Sample Questions/Activities

Remember an idea or fact in approximately Label the parts of a plant

the same form in which it was learned
Question and answer sessions in which there
are clear right/wrong answers
Programmed instruction
Information searches
Group together all of the four-syllable words
List the Freedoms included in the Bill of
Rights
Identify the food group each of these foods
belong to
Drill and practice Match definitions to the following words

Finding definitions Locate different examples of capitalization in

the following story
Memory games

Standard quizzes

Comprehension

Description Question/Statement Verbs

Understanding concepts and principles Account for

Calculate
Summarizing material Change
Contemplate
Explaining ideas Demonstrate
Describe
Interpreting material Explain
Offer
Understand the meaning of material Project
Propose
Seeing relationships among ideas/concepts

Student Learning Examples Sample Questions/Activities

Communicating an idea in a new or different Give reasons for the energy crisis
form
 Explain why we have bus safety rules
Forming relationships (analogies, similes)
Outline the steps necessary for an idea to
Giving examples become a law

Paraphrasing Restate the reasons for weather changes

Show and Tell Define the relationships you see between

politics today and in the early 1800s
Estimating
Interpret the chart showing the rate of
Giving reasons inflation over the past ten years

Summarize the story

Application

Description Question/Statement Verbs

Making use of what is known Apply Operate

Collect Organize
Using concepts and principles in new Construct Put to use
situations Employ Relate
Exercise Sort
Solving problems using a learned process Handle Solve
Make use of Try
Demonstrating correct usage of a method or Manipulate Use
procedure

Using rules, methods, concepts, laws,

principles, theories

Student Learning Examples Sample Questions/Activities

Using knowledge from various ideas to find Collect examples of private citizens
solutions to problems influencing government

Applying ideas to new or unusual situations
Simulation activities
Role playing/Role reversal
Use the principle of estimation to decide
how much carpet this room needs
Properly clean and put away all lab
equipment.

Group presentations Build a birdhouse based on the suggested

design for the bird you chose during the
Conducting experiments nature hike.

Classifying objects If super-strong graphite material were

available cheaply to anyone, what would you
Practical application of learned knowledge make with it?

Suggest application of new ideas

Analysis

Description Question/Statement Verbs

Breaking concepts down into component Breakdown Reason

parts Check Screen
Compare Search
Understanding organizational structure Contrast Separate
Diagram Simplify
Analyzing relationship between parts Differentiate Study
Dissect Survey
Recognizing organizational principles Include Take apart
involved Inspect Test for
Look into Uncover

Student Learning Examples Sample Questions/Activities

Uncovering unique characteristics Simplify the ballet to its basic movements

Distinguishing between facts and inferences Inspect a house for poor workmanship

Evaluating the relevance of data Uncover as many principles of art as possible

Recognizing logical fallacies in reasoning
Recognizing unstated assumptions
Analyzing the organizational structure of a
work (art, music, writing)
Comparing and contrasting
Outlining written material
in a collection
Read a non-fiction book. Divide the book into
its parts. Describe a new logical order for the
parts. Explain why the parts are in the order
you have placed them.
Examine two presidential addresses.
Compare and contrast them for specific
qualities
Think of a major concern facing our country.
Identify several specific problems that
contribute to this concern
Evaluation
Description Question/Statement Verbs

Using criteria to make a decision Argue Judge

Appraise Justify
Determining how closely an idea or work Conclude Measure
meets predefined standards Critique Predict
Debate Rank
Judging the outcome Decide Rate
Defend Recommend
Estimate Score
Evaluate Weigh

Student Learning Examples Sample Questions/Activities

Develop assessment criteria Critique an experiment

Determine relative value Compare Communism and Capitalism

Justify decisions Assess two books on the same topic

Compare alternatives Evaluate the efficiency of the schools fire

drill procedure
Appraise data
Identify dangerous consumer products
Assess the correctness of conclusions
Debate school policy and its relationship to
Evaluate strengths and weaknesses of the First Amendment
various problem solutions
Write an editorial

Create a peer review rubric for a class project

Participate in a mock trial

Conduct a self-evaluation
Synthesis

Description Question/Statement Verbs

Putting parts together in a new way Blend Invent

Build Make
Formulating new patterns and structures Cause Make up
Combine Modify
Working with abstract relationships Compose Originate
Create Plan
Communicating an idea in a unique way Design Produce
Develop Reorganize
Developing a set of operations Form Revise

Creating new or original things

Patterning items, ideas or concepts in a new

way

Student Learning Examples Sample Questions/Activities

Developing an original plan Create a new song to the melody of Mary

Had a Little Lamb
Hypothesizing
Develop a plan for your class to earn money
Creating an original story, poem, song
Create a new game that includes memory,
Formulating a new schema for classifying luck, and teamwork
objects
Fine a new way to communicate the plot of a
Finding new combinations book you have read

Showing how an idea or product might be Given the preferences of a species of bird,
changed or improved design the optimum birdhouse for it

Write a new ending for one of the fairy tales

we read this month

Source: api.ning.com/files/mbRJqP.../bloomstaxonomy.doc