# taxonomy

Topics: Logic, Reasoning, Inference Pages: 10 (2520 words) Published: March 2, 2014
﻿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 Recognition of Comparison
The student is requested to locate or identify likenesses and differences in characters, times, and places that are explicitly stated in the selection. (Levels 1.14, 1.24, and 3.4 involve comparisons. Seeing likenesses and differences, seeing relationships, and making comparisons between characters, incidents, and situations are fairly synonymous at these levels.

EXAMPLES AND PATTERNS:
1. Read to find out the differences between _____ and _____ . 2. Look for ideas which conflict with each other.
3. Are _____ and _____ the same?
4. Find similes; find metaphors.
5. Read to find out how _____ changed.
1.1.5 Recognition of Cause and Effect Relationships
The student in this instance may be required to locate or identify the explicitly stated reasons for certain happenings or actions in the selection. (Cause and effect are not restricted to motivations and interests EXAMPLES AND PATTERNS:

1. Find out the reasons for _____ ?
2. What caused _____ ?
3. What were the results of _____ ? (In this example the effect has to be recognized.)
4. Find the sentence that tells why _____ did (or was) _____ . 5. What happened to shorten his stay at _____ ?
1.1.6 Recognition of Character Traits
The student is required to identify or locate explicit statements about a character which help to point up the type of person he or she is. 1.2 Recall
Recall requires the student to produce from memory ideas and information explicitly stated in the reading selection. Recall tasks are: 1.2.1 Recall of Details
The student is asked to produce from memory facts such as the names of characters, the time of the story, or the place of the story. 1.2.2 Recall of Main Ideas
The student is required to state the main idea of a paragraph or a larger portion of the selection from memory, when the main idea is explicitly stated in the selection.
EXAMPLES AND PATTERNS:
1. What did the _____ mean to this world?[
2. What important statement did he make?
3. What uses were made of...