Varying Thinking - Highly Tested Process Standards

Planning and Delivering Intervention
Process Standards
Thinking / Sentence Stems
Generalize /

You can generally say that the more ______, then the more ______because ______.
Overall, I can generally say that most of the time ______, and I believe that because ______.
Based on ______, I think ______is the lesson this teaches.
While there may be some exceptions, you can generally say that according to this information, ______because ______.

Predict /

Based on this information, I predict that ______is likely to happen in the future because ______.
If I could change ______, I predict that the outcome would be ______because ______.
If I could continue or add to this [story, lab experiment, historical event, math problem, writing prompt, etc.], I predict that ______might happen because ______.
I think ______could have happened next because ______.
If ______happened, the ending might have been ______.
I am guessing this will be about ______because ______.
I think ______is going to happen next because ______.
I predict that ______because ______.
______makes me think that ______will happen.
Since ______happened, I think ______will happen.
If my prediction is right/wrong, then ______.
From this, I can guess that ______.
If ______variables are changed, I predict ______.

Analyze & Interpret /

This table includes ______and ______information and tells me ______, ______and ______.
This information indicates ______.
The data are ______and ______; and if that is the case, then ______.
The most important ideas/concepts/evidence in this were ______.
In a nutshell this says ______.
My explanation of this is ______.
My analysis of this is ______.
______described ______to show ______.
The key information in this is ______.

Planning and Delivering Intervention
Process Standards
Thinking / Sentence Stems
Draw Conclusion /

I conclude from this information that if ______, then ______.
I conclude that this information is not significant because ______.
The information is so varied that I cannot make a generalization. However, I can draw a conclusion that ______because ______.
Based on the information I just learned, I conclude that ______is important because ______.
Because of ______, I now understand why ______.
I’ve changed my mind about ______because ______.
I used to think ______, but now I think ______.
I can draw a conclusion that ______significantly ______by ______.

Infer /

I can infer from this information that if ______, then ______because ______.
While the information did not specifically state this, I can infer that ______because ______.
Looking at the clues in this information, I can read between the lines and infer that ______because ______.
From the facts about______, I can infer that it meant ______to ______and it meant______to ______.
After reading, hearing, examining…my guess is ______.
After reading, hearing, examining… maybe, ______.
After reading, hearing, examining… perhaps, ______.
After reading, hearing, examining…it could be that, ______.
Based on what this says and what I know, I think ______.
This information (explicit and implied) makes me think ______.
This evidence suggests ______; that is probably why ______.
Although the writer does not come right out and say it, I can figure out that ______.
After reading/hearing/examining ______, this could mean, ______.

Classify/Categorize /

Sequence/Order /

______happened before ______.
______happened after ______.
______happened first, then ______, and finally ______happened.
______happened between ______and ______.
The first/last step in ______is ______.
Least to greatest, this information can be ordered ______, ______and then ______.
From beginning to end, ______, ______, and ______occurred.
In sequential/logical order, this includes ______, ______, and ______.
This significant steps of this process include ______, ______, and ______.

Planning and Delivering Intervention
Process Standards
Thinking / Sentence Stems
Evaluate /

I evaluate ______and ______in this information as valid/invalid because ______.
In evaluating this information, I would say that what would be the best way to ______is to ______.
My point of view/position about this is ______because ______.
I find ______to be effective, however ______to be ineffective because ______.
After evaluating this information, I think a better solution to ______is ______because ______.
I would judge the value of ______as ______because ______.
My evaluation of what I learned leads me to believe that ______is a good/positiveand/or ______as a negative/bad thing because ______.
I believe I would have handled ______differently/similarly because ______.
I would recommend ______and ______changes based on my evaluation.

Compare/Contrast /

When looking at ______and ______in this table, I find ______and ______to be unique characteristics and ______to be a shared characteristic.
At first glance it appeared that ______; however, we noticed that ______and ______are both present in ______, but ______is not true in ______cases.
______is the distinction between ______and ______.
The differences exist between ______and ______are ______.
Grouping by similar characteristics would include ______, ______and ______.
This is like ______but not like ______.
I can compare ______with what was presented/found in ______.
______is similar to ______.
______is connected to ______because/by ______.

Revised 8-21-14