|
Literal Reading Comprehension –
Students can recall, identify, classify, and sequence details, facts, and stated
main ideas from a variety of written materials, and can interpret directions.
Skills and
Concepts
RIT Scores between
151 and 160
Sequencing
 |
Format: Read
approximately 30 word passages |
|
Follow
straightforward sequence of events |
|
Use clue words
supplied: first, next, last, before, after, later… |
|
Identify what
happened after another event |
|
Identify what
happened last in a sequence of events |
Reading for Detail
|
Format: Read short
passages – up to 40 words |
|
Locate answers by
finding exact words from question |
New Vocabulary: last, after, story
RIT Scores between 161
and 170
Reading Directions
|
Format: Read short
simple sentences |
|
Follow 3-6 steps, no
more than 60 words |
|
Find literal detail
in simple directions |
|
Determine the
purpose of simple directions |
Sequencing
|
Format: Read up to
70 word passages where clue words are rarely supplied |
|
Identify what
happened after another event |
|
Identify what
happened first or last |
|
Recognize first or
last in a subset of events from a passage |
Locating Information
|
Use a sign:
understand the meaning of information |
|
Use a title:
determine the content of a book |
|
Use a simple index
(one word descriptors, each on one page): page numbers where information can
be found |
|
Use a table of
contents: identify which story is found on a particular page |
Reading for Detail
|
Format: Read short
passages up to 50 words, which range from very short, simple sentences to
longer more complex sentences |
|
Locate answers by
finding exact words in passage |
|
Recognize pronoun
substitutions for nouns |
|
Combine details from
two simple sentences to arrive at answer |
|
Understand the
meaning of details to generalize an answer |
|
Discriminate between
similar sentences and details to find an answer |
|
Isolate details
necessary to answer question when given many details |
New Vocabulary: after, book, first, directions,
sentences, poem, index, table of contents, sign, passage
RIT Scores between 171
and 180
Reading Directions
|
Format: Read some
complex sentences in passages that include up to 7 steps, 60 words |
|
Determine what to do
before or after specific steps |
|
Understand
directions in a simple label |
|
Find detail in
simple directions |
Sequencing
|
Format: Read up to
150 word passages with clue words rarely given |
|
Determine first or
last event from list of events in scrambled order |
|
Recognize
simultaneous events (when this happens, something else happens) |
|
Recognize first in
order of events when written not in actual order of occurrence |
|
Identify what
happens first in a subset of events from a longer passage |
|
Recognize what
happens after another event when reading a schedule |
|
Identify what
happens next or second, clue words supplied |
|
Paraphrase events,
recognizing first or last in order |
|
Discriminate small
but import details in ordering events |
Locating Information
|
Use table of
contents: |
 |
Find page number
for a particular story |
|
In which part of a
book information can be found |
Reading for Detail
|
Format: Read longer
passages, some up to 100 words; at upper RIT ranges, passages contain less
familiar content and more difficult vocabulary |
|
Isolate details
necessary to answer a question when given many details |
|
Find exact words in
a passage to answer a question |
|
Recognize pronoun
substitution for noun |
|
In a letter,
understand “I” and the author are the same person |
|
Recognize important
details when in a sentence with complex phrasing (no longer simple, straight
forward sentences) |
|
Combine details from
several sentences or rephrase details to answer a question |
|
Identify the speaker
in a short one-speaker passage |
|
Use important
details to generalize an answer |
|
In a longer passage
with longer, more complex sentences and more difficult vocabulary, locate
important details necessary to answer a question |
|
Understand the
relationship between details |
|
Discriminate between
details that are and are not stated in a passage |
|
Use reasoning, word
clues, and recognition of pronoun meaning to identify speaker in a short
passage containing more than one person |
Cause and Effect
|
Format: Read short
passages with relatively simple sentences and basic vocabulary where cause and
effect are stated in same sentence with some clue words supplied (because,
so…) |
|
Determine cause and
effect relationship in a passage containing extraneous information |
|
Identify causes and
effects stated in different sentences |
|
Identify causes and
effects implied, not stated directly |
|
Read longer passages
containing less familiar content |
New Vocabulary: before, second, paragraph, following,
letter, label, note, article, list
RIT Scores between 181
and 190
Reading Directions
|
Format: Read more
complex sentences with up to 9 steps and 100 words |
|
Find literal detail
in “how to” directions |
|
Understand literal
detail in directions to a place using “left” or “right” or compass directions |
|
Determine what to do
before or after certain steps |
|
Understand
directions on a typical label |
|
Infer the purpose of
written directions |
|
Find the detail in a
typical recipe |
|
Determine the order
of simple directions |
Sequencing
|
Determine correct
order of events when presented in scrambled order |
|
Paraphrase order of
events in a longer passage (up to 150 words) |
|
Use clue words and
reasoning skills to determine order of events when written out of order of
occurrence (understanding flashbacks) |
Locating Information
|
Use an index: |
|
More complex with
main topics and subtopics |
|
Information listed
on multiple pages |
|
Use a table of
contents:
|
Understand that
page number listed is the beginning page and that information continues on
subsequent pages |
|
Use chapter title
to determine content and page number to read |
|
|
Use a title: Use
word clues to determine content |
|
Use a weather
report: Paraphrase information |
|
Use a sign or
announcement: Understand the meaning of information |
|
Use a bibliography:
|
How to read |
|
Understand the
meaning of (ed.) for editor |
|
Reading for Detail
|
Format: Read
passages frequently around 100 words, containing a variety of descriptive
sentences and vocabulary, rich with detail |
|
Isolate small but
significant details necessary to answer a question |
|
Understand sentences
containing explanatory phrases set off by commas (my dog, Spot… my friends,
Jane and Sally…), recognizing that they are not items in a list |
|
Understand
relationships between details, combining details from several sentences to
form an answer |
|
Recognize and
understand pronouns substituted for nouns |
|
Note he/she pronoun
use to determine gender |
|
Isolate significant
detail, combine with prior knowledge to answer a question |
|
Discriminate between
details which are and are not stated in a passage |
|
Determine who is the
speaker in a passage |
Cause and Effect
|
Format: At lower
RITs, read simpler passages, vocabulary, and content; at higher RITs, read
more complex content in passages |
|
Identify basic cause
and effect relationships, stated in same or adjoining sentences |
|
Use clue word
“because” supplied in answer choices to help focus thinking |
|
Identify implied
cause and effect relationships |
Compare and Contrast
·
Given factual paragraph, compare information
(how are they alike?)
New Vocabulary: recipe, instructions, order of events,
information, describe, ad, bibliography, editor, character
RIT Scores between 191
and 200
Reading Directions
|
Format: Read some
adult vocabulary, vocabulary difficulty increases as RIT increases with up to
12 steps and 200 words |
|
Understand specific
detail in a typical recipe |
|
Analyze detail in
directions: |
|
Determine
important information in directions |
|
Determine missing
steps in a set of directions |
|
Given directions
and actions taken, determine which part of directions not followed
correctly |
|
Understand
directions on a label containing adult vocabulary |
|
Determine purpose of
directions |
|
Understand
directions in a recipe written in paragraph rather than list format |
|
Understand
directions on a test or worksheet |
Sequencing
|
Format: Determine
order of events in a passage containing more difficult vocabulary, more
complex phrasing, or less familiar content |
|
Determine sequence
of events in a passage containing a flashback |
|
Paraphrase order of
events in passage containing more complex vocabulary, phrasing, or figurative
language |
|
Use re-reading and
cross checking to determine specific order of events |
|
Determine which
event comes before another |
|
Determine which
events occur simultaneously |
|
Use reasoning and
word clues to determine sequence of events in a passage contain a flashback |
|
Determine order of
events when presented in a scrambled order (more complex sentences, less
direct language than previous RIT levels) |
|
Determine which
comes last from up to 9 events presented in scrambled order |
|
Determine which
occurs first AND last from events presented in scrambled order |
|
Find first in a
subset of events in the middle of a passage |
|
Use re-reading and
cross-checking to identify the order of events in a passage up to 200 words |
Locating Information
|
Use a table of
contents:
|
Locate information
on multiple pages |
|
Use clue words
from chapter title to determine contents |
|
|
Use a list of facts:
Use to find information |
|
Use a schedule:
|
Understand the
format, how days, events, and times are listed |
|
Read to understand
how long particular events last |
|
Understand when
events start |
|
|
Use an index:
|
Meaning of “see”
and “see also” |
|
Organized in main
topics and subtopics |
|
How drawings,
photos, and maps are listed |
|
Difference between
pages separated by commas or by hyphens (45, 48, 50-53) |
|
|
Use an
advertisement:
|
Determine what is
being advertised |
|
Locate and
understand specific details in ad |
|
|
Use reference
materials: Determine best source of information (dictionary, encyclopedia,
television program guide, almanac, field guide, atlas) |
|
Use a recipe:
|
Determine number
served |
|
Determine amounts
of ingredients |
|
|
Use a glossary:
Understand relationship between dictionary and glossary |
|
Use a title: Use
clue words to determine content |
Reading for Detail
|
Format: Read
passages containing rich detail, vocabulary, description, and complex phrasing
with extensive vocabulary necessary to understand meaning of detail |
|
Locate specific
details in a passage to discriminate between similar answer choices |
|
Recognize
significant details when paraphrased |
|
Recognize and
understand detail referenced by “this, that, these, or those” |
|
Recognize and
understand characters when referred to alternately by name and by descriptive
phrases |
|
Understand and
interpret significant details |
Cause and Effect
|
Format: Read
passages with complexity of content and vocabulary, that include some clue
words like “since” and “so” and “because” |
|
Identify “cause”
presented at beginning of passage relating to “effect” presented at end of
passage |
New Vocabulary: literature, advertising, schedule,
statement, announcement, biography, entries, chapter, introduction, comparison,
glossary
RIT Scores between 201
and 210
Reading Directions
|
Find detail in a
typical adult language recipe |
|
Understand complex
directions involving multiple variables (if you want this, do that, if you
want something else, do something else…) |
|
Understand typical
medicine or product labels |
|
Understand
vocabulary specific to typical recipes and product labels |
|
Find detail in
complex, multi-step directions containing adult language |
|
Paraphrase complex
directions |
|
Understand complex
directions—must find one detail, then re-read to incorporate previous
information |
|
Use skills that
progress in difficulty:
|
Skim, scan to
locate details |
|
Re-read specific
parts |
|
Combine two or
more sets of information to complete understanding |
|
Paraphrase |
|
Sequencing
|
Format: Read longer
and more complex sentences where the content becomes less familiar and the
difficulty of the vocabulary increases (soon after this happened, that
happened) |
|
Read passages where
word clues are less direct: from “first, later, and finally” to “after the
frost”, “in the spring”, “when they had eaten lunch” |
|
Use indirect word
clues to determine sequence of sentences from scrambled order |
|
Determine which
event came second or next from sentences in scrambled order |
|
Determine sequence
of key events from complex paragraph |
|
Determine events
that occur after or simultaneously in longer, more complex paragraph |
|
Determine first
event from a sequence of events written in the middle of a paragraph |
|
Use key words to
paraphrase order of events |
|
Use re-reading and
cross checking to identify order of events |
|
In a paragraph of
unfamiliar content and vocabulary, determine what comes next, after another
event |
|
Use direct word
clues to determine what comes before |
|
Determine what comes
first in a paragraph containing a flashback |
Locating Information
|
Use a table of
contents:
|
Use chapter
summaries to determine contents |
|
Use clue words
from chapter title to determine contents |
|
Determine the LAST
page of a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19) |
|
|
Use an announcement:
(lengthy and detailed, containing common abbreviations, and adult level
vocabulary)
|
Find and
understand information |
|
|
Use an
advertisement:
|
Find and
understand specific information |
|
Determine what is
being advertised |
|
Understand
abbreviations and shortened phrases in a classified ad |
|
|
Use a food label:
Determine the relative amounts of ingredients |
|
Use reference
materials:
|
Determine the best
source of information (encyclopedia, catalog, advertisement, magazine
article, picture book) |
|
Understand
information contained in a dictionary entry |
|
|
Use a bibliography:
|
How it is
organized |
|
How to read
information (author, title, publisher, etc.) |
|
Recognizing simple
listing of magazines |
|
|
Use a list: Meaning
of information |
Reading for Detail
|
Format: Read
passages that contain rich and varied detail, often unfamiliar content,
extensive vocabulary, complex sentence phrasing |
|
Recognize and
understand a variety of word referents |
|
Recognize and
understand sentences containing explanatory phrases, sometimes set off by
commas |
|
Isolate small but
significant detail necessary to answer a question in long, detail-filled
passages |
Cause and Effect
|
Read slightly longer
passages, with more difficult content and vocabulary which use clue words
“since” and “because of” |
|
Demonstrate
combining several pieces of information to understand the cause and effect
relationship |
|
Identify which is
the “cause” and which is the “effect” when given a situation |
Compare and Contrast
·
Contrast information (how are they different?) when given a factual paragraph
·
Locate appropriate information to compare or contrast in longer passages with
unfamiliar content
New Vocabulary: indicated, series of events,
chronological order, definition, dictionary, sequence, description, catalog,
journal, report
RIT Scores between 211
and 220
Reading Directions
|
Synthesize/paraphrase directions |
|
Follow multi-step
directions containing adult vocabulary where the outcome is not obvious |
|
Follow detail in
typical medicine or product label |
|
Synthesize intention
of directions |
|
Understand small but
significant detail in directions |
Sequencing
|
Format: Read
passages that contain unfamiliar content, adult vocabulary, few word clues,
longer sentences, and complex phrasing |
|
Paraphrase sentence
order from passage with phrases like “just before this happened, that
happened” and “after this happens but before that happens” |
|
Determine last,
first, and next, paraphrasing events from passage |
|
Use indirect word
clues to determine the order of scrambled sentences |
|
Determine what comes
after another event |
|
Determine the
sequence of events in a subset of events in the middle of a passage |
|
Paraphrase the
sequence of events in a complex passage |
Locating Information
|
Format: Read
passages that are lengthy, detailed, and contain adult vocabulary. They are
typical examples one would find everyday, not specific to children |
|
Use an
announcement: find and understand specific information |
|
Use a handbook: Find
and understand specific information |
|
Use a shipping and
handling chart: Recognize, know it by name |
|
Use a phone book:
|
Yellow pages: how
to read, find, and understand specific information |
|
White pages: how
to use guide letters |
|
|
Use a catalogue:
|
Use summary
information to determine which product to purchase |
|
Find and
understand specific information |
|
|
Use an index:
|
Organization of
topics |
|
Using increased
specificity of terms to locate information |
|
Understand page
list format, difference between use of commas and hyphens (43, 57, 60-62) |
|
|
Use a bibliography:
|
Find and
understand information in an annotated bibliography |
|
|
Use a glossary: How
to use |
|
Use a field guide:
Find and understand specific information |
|
Use a dictionary:
How to use to find word meaning |
Reading for Detail
|
Format: Read
passages that contain rich and varied detail, often unfamiliar content,
extensive vocabulary, complex sentence phrasing |
|
Locate small but
significant detail in a detail-filled passage |
|
Understand and
interpret significant detail |
|
Understand and
paraphrase significant detail |
|
Discriminate between
details which are and are not stated in a passage |
|
Locate more than one
detail in a detail-filled passage |
Cause and Effect
|
Read longer
passages, with more difficult content and vocabulary |
|
Identify which is
not the effect of a stated cause |
Compare and Contrast
·
Locate multiple pieces of information to compare or contrast
|
