Classify, Thinking Skills
| Identify common words, generally nouns |
| Identify word that belongs in broad category based on type |
| Identify word not like the others, based on type |
New Vocabulary: none
Classify, Thinking Skills
| Identify general category name for specific word based on type |
| Identify items belonging to a category based on use |
| Identify items that do not belong to a category based on use |
New Vocabulary: thing
Classify, Thinking Skills
| Format: At beginning of range, distracters very different from correct answer choices. As RIT increases, distracters become more similar, requiring the use of more specific vocabulary |
| Identify which item is not like the others based on type or use |
| Identify which item is not a member of a broad category or group |
| Complete a simple analogy, matching a common tool to the user |
| Identify which item is a member of a category based on type or use |
| Identify category name for a specific item |
Fact and Opinion
| Read information presented in one or two very simple statements |
| Distinguish fact from that which is inferred |
New Vocabulary: sentence, page, missing word, belongs
Bias, Assumptions, Stereotype
| Format: Read simple text, generally less than 50 words, basic vocabulary, where the speaker/writer’s opinions are stated directly and obviously |
| Determine speaker/writer’s opinion or way of thinking about a topic |
| Understand meaning of the word "bias" |
Classify, Thinking Skills
| Identify which are not members of a group based on defined characteristics |
| Identify the group name or category in which it belongs when given a noun |
| Identify which noun is not like the others |
| Identify which word belongs in the same category when given a list of descriptive words |
| Identify another member of the group when given a group name |
| Identify which sentence is not on a specific topic |
| Generalize how items or ideas are alike |
| Find relationships between words based on analogous relationships (things to eat – hunger) |
Fact and Opinion
| Format: Read information presented in short simple paragraph |
New Vocabulary: story, paragraph, bias, passage, writer
Persuasive Elements
| Format: Read simple, short text and basic vocabulary |
| Determine what the writer wants the reader to notice, care about, or feel |
| Determine which words persuade the reader or catch the reader’s attention |
| Determine the purpose of an advertisement |
| Determine to which senses certain words appeal |
Bias, Assumptions, Stereotype
| Read simple text, generally less than 50 words, basic vocabulary where the speaker/writer’s opinions stated directly and obviously |
Classify, Thinking Skills
| Apply logic to analyze simple relationships |
| Identify which sentence does not relate to a story topic |
| Identify analogous relationships between words |
| Identify lists of words that all belong to the group when given a category name |
| Distinguish between factual and inferential observations when given a simple situation |
| Determine probable common use of a list of items |
| Tell how items on a list are all alike |
| Identify items that belong in a named group |
| Classify types of writing based on purpose |
| Identify which items do not belong to a group, based on secondary attributes |
| Identify how phrases are alike based on what they tell |
| Identify which word is not a member of a group or category based on specific definitions |
Evaluate Validity
| Determine why a simple story is fiction |
| Determine which statement is untrue based on information given in a short, simple passage |
| Determine which person would be more likely to have more relevant information when given an event described by different people |
Fact and Opinion
| Format: Read information presented in short simple paragraph where the paragraphs get longer with more detail and vocabulary as RIT increases |
| Given a short paragraph, distinguish a factual statement about the information from statements of opinion |
| Distinguish statements of fact from statements of opinion |
New Vocabulary: classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts
Persuasive Elements
| Format: Read simple, short text and basic vocabulary |
| Determine the purpose of an advertisement or other persuasive writing |
| Determine what the writer wants the reader to notice or care about |
| Recognize techniques used in ads or other persuasive writing to persuade readers |
| Distinguish facts from persuasive elements in an advertisement |
Bias, Assumptions, Stereotype
| Format: Read longer passages, up to 100 words, where situations are still fairly straightforward, with basic vocabulary |
| Infer errors in a character’s thinking that lead to stereotyping when given a basic scenario |
| Infer who is speaking/writing based on his/her opinions or way of thinking |
Classify, Thinking Skills
| Identify words belonging to the same category based on attributes of the words themselves |
| Identify which item belongs to a group based on secondary attributes |
| Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic |
| Identify which word is not a member of a group or category based on information in a passage or specific definitions |
| Identify which items belong in a common group when given words that may have multiple meanings |
| Determine simple logical relationships (if – then) |
| Determine where information will most likely be found based on attributes |
| Determine category names for words in up to three different categories |
| Determine how sentences are all alike (main topic) |
| Determine which would not be attributes of another item when given words, some with multiple meanings |
| Determine analogous relationships |
Evaluate Validity
| Determine the most qualified source of information |
| Determine which facts best support a conclusion or an opinion |
| Determine the most valid conclusion when given a simple event or situation |
| Distinguish what is true or factual from what might be inferred when given a simple passage |
| Determine the validity of opinions based on facts given in a short simple passage |
Fact and Opinion
| Format: As RIT increases, difficulty of vocabulary increases, longer sentences or passages are used, and content becomes less familiar and more difficult |
| Distinguish what is fact from that which is inferred when given a short passage |
| Know the meaning of the words "fact" and "opinion" |
| Determine if statements are true, false, fact, or opinion |
| Identify factual statements made based on information found in a longer passage |
| Identify word clues that signal an opinion |
New Vocabulary: opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase
Inference
| Infer/evaluate content based on small sample of writing |
| Infer/evaluate what is important to a character |
| Infer/evaluate character’s feelings or interests |
Persuasive Elements
| Format: Read generally short text, some longer with slightly more difficult vocabulary |
| Recognize persuasive techniques or methods |
| Determine to whom an ad will appeal |
| Determine how an ad gets your attention |
| Determine the effectiveness of persuasive arguments |
| Determine the action the ad persuades the reader to take |
Bias, Assumptions, Stereotype
| Format: Read longer passages, generally less than 150 words but some longer where the difficulty of vocabulary increases as RIT increases |
| Infer errors in reasoning that lead to stereotypical thinking |
| Infer beliefs, opinions, or way of thinking of speaker, writer, or character |
| Understand and apply meaning of "bias" |
| Recognize bias or assumptions as opinions |
At upper range of RIT –
| Generalize type of people who would agree or disagree with specific opinions |
| Understand the meaning of "assumption" or "underlying assumption" |
| Understand why people have different opinions or ways of thinking |
Classify, Thinking Skills
| Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words |
| Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic |
| Put ideas in appropriate groups when given two category names |
| Match information in a passage with informal outline of information |
| Identify items not like others based on secondary attributes provided in written definitions |
| Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing |
| Identify topics that could be added to an existing outline |
| Identify which word is not like the others based on secondary attributes |
| Find common attributes of a defined list of items |
Evaluate Validity
| Determine which facts do or do not support a conclusion |
| Given a simple passage, distinguish what is true or factual |
| Determine the most qualified source of information |
| Evaluate and prioritize reasons |
| At upper range of RITs, determine which fact supports more than one conclusion |
| Determine which statement best supports a specific conclusion |
| Determine statements that cannot be concluded from information in a passage |
| Use logical reasoning to determine the validity of a statement |
Fact and Opinion
| Identify which specific words are opinions |
| In a longer passage, distinguish which statements are facts from those that are opinions |
| Identify word clues that signal fact, not opinion |
| Determine that which is fact from that which is inferred |
| Analyze a passage to determine proportion of fact or opinion |
New Vocabulary: comments, persuasion, technique, editorial
Inference
| Evaluate relative importance of information |
Persuasive Elements
| Read some longer ads longer with more difficult vocabulary |
| Determine how assertions of persuasive writing are supported |
| Determine to whom and to what feelings ads appeal |
| Determine what the writer wants the reader to believe about their product or service |
| Determine information not given in an ad |
Bias, Assumptions, Stereotype
| Read passages that vary in length, while difficulty of vocabulary tends to increase |
| As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought |
| Understand meaning of the word "discrimination" |
| Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters |
| Generalize type of people who would agree or disagree with specific opinions |
| Compare and contrast opinions or assumptions of characters |
| Infer errors in reasoning that lead to stereotypical thinking |
| Infer assumptions reader can make from a passage |
| Generalize opinions or assumptions of writer |
| Discriminate between fact and bias |
Classify, Thinking Skills
| Demonstrate using alphabetical order to the fourth letter |
| Find words that are like or different from the others based on secondary attributes when given definitions of similar or related words |
| Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words |
| Identify analogous relationships |
| Find commonalities in a set of distinct descriptions |
| Determine which would be logical explanations for events |
Evaluate Validity
| Format: Read passages that are generally longer, with much detail, extensive vocabulary, and less familiar content |
| Determine which statement or detail best supports a specific conclusion |
| Determine most qualified source of information |
| Determine most valid conclusion based on information in a passage |
| Distinguish facts that can be concluded from that which is opinion or inferred when given a longer, more detailed passage |
| Determine additional information needed to evaluate information in a passage |
| Use logical reasoning to determine the validity of a conclusion |
| Note the clue word "probably" meaning not conclusively |
| Determine which statement or detail does not support a conclusion |
| Identify faulty reasoning leading to a conclusion |
| Evaluate the quality of information used to support a conclusion |
Fact and Opinion
| Analyze passage for opinion, inference, value judgment, or fact |
| Distinguish unsupported opinion from fact |
| Determine content of passage—proportion of fact to opinion |
| Distinguish that which is fact from that which is inferred |
| Identify a sentence as being an editorial comment or part of a factual news story |
New Vocabulary: evaluate, assumption, logical argument, factual, unbiased, propaganda
Persuasive Elements
| Determine purpose of persuasive ad or argument |
| Determine persuasive techniques or methods |
| Determine tone or effect of persuasive writing |
| Analyze persuasive statements |
| Determine to whom or what feelings persuasive writing will appeal |
Bias, Assumptions, Stereotype
| Read passages where topics are less familiar, with rich, varied vocabulary |
| Higher level thinking required to understand topics and to differentiate between answer choices |
| Infer assumptions of writer or character |
| Generalize opinions or assumptions of writer |
| Generalize people likely to agree or disagree with opinion or assumption |
| Recognize difference between discriminatory and non-discriminatory statements |
| Recognize statements or thinking not assumed by the writer |
Classify, Thinking Skills
| Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes given more difficult vocabulary words |
| Identify the sentence that does not related to the specific topic in a long, complex passage |
| Find commonalities in a set of distinct descriptions |
Evaluate Validity
| Format: Read longer passages with more detail, more extensive vocabulary, and less familiar content |
| Evaluate whether or not an argument is consistent |
| Determine which conclusion is supported by facts in a passage |
| Determine which fact or detail supports a conclusion |
| Identify faulty reasoning leading to a conclusion |
| Identify a conclusion not supported by facts or details in a passage |
| Evaluate reasoning leading to a conclusion |
| Evaluate the quality of information sources |
Fact and Opinion
| Use word clues to distinguish opinions from fact |
New Vocabulary: observation, contradict
Persuasive Elements
| Imply purpose of persuasive writing |
Bias, Assumptions, Stereotype (Only three items in this range)
| Format: Read passages with complex topics, some quite difficult vocabulary, distracters more complex, require more thought to determine correct answer choice |
| Understand the meaning of the word "stereotype" |
| Infer and generalize assumptions of writer |
Evaluate Validity
| Determine the most qualified source of information |
| Analyze the reasoning used to support a conclusion or opinion |
| Determine which conclusion is supported by facts or details in a passage |
| Use logical reasoning to arrive at a conclusion |
New Vocabulary: analyze, stereotype