DOK 1, 2, 3 and 4 Question Stems | Blooms Taxonomy Questions Stems for Teachers and Students
Creating a dialogue with the literature using Blooms higher level questions!
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals (referred to as simply "the Handbook" below). Although named for Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.
It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. source wiki http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy
Creating a dialogue with the literature using Blooms higher level questions!
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals (referred to as simply "the Handbook" below). Although named for Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.
It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. source wiki http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy
Reading Comprehension
Connections: Go beyond the text. Apply knowledge of links and connections from text to text or from the text to the world. - Knowing questions focus on clarifying, recalling, naming, and listing
- Which resources would be most likely to give you more information about...?
- Organizing questions focus on arranging information, comparing similarities/ differences, classifying, and sequencing
- Which experience is most similar to...'s experience in the selection?
- In what way are these selections the same?
- Which experience is most similar to the author's?
- What modern symbol can be used to compare... to...?
- How are... and... similar?
- Applying questions focus on prior knowledge to solve a problem
- A theme of both selections might be....
- What other things cause...?
- Analyzing questions focus on examining parts, identifying attributes/ relationships/ patterns, and main idea
- Which experience most likely helped the author write this...?
- How do you think... felt after...?
- What are some effects that people experience because of this...?
- People who ... would most likely have which characteristics?
- Who would most likely need...?
- Generating questions focus on producing new information, inferring, predicting, and elaborating with details
- How would this experience help... the next time s/he...?
- How do you think this experience will change in the future?
- Which is an example of an activity that would result in...?
- Which would most people who share this author's opinion believe?
- What are some other ways... could have...?
- Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information
- Which relationship is most similar to the relationship below? X:Y (based on personal knowledge, initial relationships from text, others from outside experience)
- ...'s relationship to... is most like....
- Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
- What is the most likely reason... instead of...?
- What part of this selection could be true in real life?
- Knowing questions focus on clarifying, recalling, naming, and listing
- Which words used in the selection were designed to arouse emotion? Which emotion?
- Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
- How is... different from...?
- What do... and... have in common?
- Which word would have been a better word choice in this sentence?
- Applying questions focus on prior knowledge to solve a problem
- What are some specific elements of this author's style?
- What technique does the author use to create an effect? (a dramatic beginning, short quick sentences, long sentences, repetition)
- This is an example of...? (technical language, dialect, informal speech, formal speech)
- What supporting evidence does... give for her/his argument?
- What is the impact of the organization of the selection?
- Why does the author use flashbacks?
- What generalization does the author probably want you to make about...?
- In the statement..., why is the word... in (quotation marks, italics, bold, etc.)?
- Analyzing questions focus on examining parts, identifying attributes/ relationships/ patterns, and main idea
- How does... change from the beginning to the end of the selection? (Also considered an interpretation)
- What is the effect of beginning the selection with... (simile)?
- Based on the information in the selection, which relationship is most similar to the relationship below? X:Y (based on the selection and all relationships found in the text)
- The way that this character is described suggests that s/he is ....
- What technique does the author use to make his selection colorful? (precise details, short sentences, dialect, figurative language)
- The author alludes to....
- ... is a symbol of what?
- What is the message of this ironic selection?
- What is ...'s attitude to...?
- What is the most likely reason the... is included in the selection?
- What is the impact of the author's word choice?
- What is the impact of the use of a propaganda technique?
- Which statement is the main idea of paragraph...?
- What evidence reflects the author's biases?
- Why does the author compare... to...?
- Why did the author choose this title?
- Why does the author use... as a symbol for...?
- What could the author have added that would make his/her position stronger?
- How is the selection organized?
- Why did the author choose to use dialect in this selection?
- What effect does... have on the selection?
- What is the purpose of comparing... to...?
- In what way does the author of this selection best help the reader to understand...?
Generating questions focus on producing new information, inferring, predicting, and elaborating with details
- How does... justify his/her position?
- What impact does the author's use of foreshadowing have on the selection?
- In what way could the author make... more believable?
- Why does the author most likely (include...?) (begin/end the selection by saying...?) (mention...?)
- Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information
- How are ...'s and ...'s feelings at the end of this selection similar?
- What are some things the author does to make sure this selection... (entertains, informs, persuades, etc.)?
- Which details offer support of the author's suggested solution?
- What are some details the author uses to help you visualize the images in the selection?
- Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
- Which ... does the author believe is the most important reason for...?
- Which details are most relevant to the author's point of view?
- What could the author have added to make her/his opinion more valid?
- Which detail is irrelevant to the author's judgment?
- With which statement would the author most likely agree?
- Knowing questions focus on clarifying, recalling, naming, and listing
- Based on the context of paragraph ..., what does... mean? (vocabulary in context)
- Which best describes...? (clearly stated in the selection)
- What metaphor does the author use to compare... to...?
- Which word would best be substituted for the word... in paragraph/line...?
- When and where did this event occur?
- What is the selection supposed to help you do?
- What does the word... mean in paragraph...?
- Which clue helped you determine the meaning of the word... as it is used in this selection?
- What is the purpose of guidewords?
- How is the text organized?
- When the author uses the word..., which meaning does s/he want you to associate with it?
- What is the plot of this selection?
- How would you describe...?
- What is another meaning for the word...?
- What is the purpose of the stage directions?
- What kind of source would you use to find information about...?
- What is the rhyme scheme?
- Who is the speaker in this selection?
- Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
- Which detail best completes the graphic organizer?
- The author compares... to...?
- What are some words the author uses that are clues to his/her feelings?
- What is the difference between a primary source and a secondary source?
- What are the characteristics of this specific genre that make it different from others?
- Applying questions focus on prior knowledge to solve a problem
- What is the purpose of the ... subheading in the selection?
- Which is an example of figurative language?
- Which details support her/his opinion?
- What is the extended metaphor the author uses?
- What did the author want you to consider as you read this selection?
- Analyzing questions focus on examining parts, identifying attributes/relationships/patterns, and main idea
- Why does the selection include illustrations/a list of materials, etc.?
- What is the main idea of the selection? (purpose, summary)
- What piece of information is missing from the selection?
- What is the author's purpose?
- Which are the most important reasons for...?
- What is the author's message?
- Which is the best statement of the theme of this selection?
- What significance does the title have?
- What is the main problem or conflict in the selection?
- What does... symbolize in this selection?
- If this skit was performed, what costumes would the characters wear?
- Generating questions focus on producing new information, inferring, predicting, and elaborating with details
- What can you tell from the dialogue about...?
- Why did the author write this selection?
- Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information
- Why did the author write this selection?
- Based on the information in the selection, how would you describe...?
- Which is the best summary for this selection?
- What is the author's general attitude about...?
- What are the multiple effects of...?
- What does the author think about this topic?
- Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
- Which is the most important reason for...?
- Knowing questions focus on clarifying, recalling, naming, and listing
- During the selection, the mood changes from... to....
- Which word means the same as...?
- Based on the selection, which is the best definition of...?
- Which words can the author use that has a more positive connotation?
- How did the plot develop?
- What does... think about...?
- What is... (part of the selection) supposed to help you do?
- How did... feel at the end of this selection?
- Why did...?
- Organizing questions focus on arranging information, comparing similarities/ differences, classifying, and sequencing
- How is... different from...?
- Which detail belongs in the empty circle?
- People who... are most likely to have which characteristics?
- How are... (e.g., a modern fable) and... (e.g., an ancient fable) different?
- Applying questions focus on prior knowledge to solve a problem
- What is the tone/mood of this selection?
- How did... solve the problem?
- What will be the result of this step in the directions?
- In what ways are these ideas important to the topic/theme?
- How does the setting impact the mood or tone?
- Why does the author compare this problem to...?
- How does the author's use of... (irony, humor, personification) contribute to...?
- Which... is an example of...?
- How is informational text organized differently from narrative text?
- What are strategies for reading...?
- What is the result of...?
- In which part of the selection does the author give information about what happened before the selection began?
- Analyzing questions focus on examining parts, identifying attributes/ relationships/ patterns, and main idea
- What is the significance of ...'s decision to...?
- What was the significance of ...?
- Which statement about... is supported by the selection?
- Which best describes...? (not clearly stated in the selection)
- Which quotation from the selection tells the most about...?
- This character could be described as...?
- What is the main problem?
- What caused this event/problem?
- Which detail explains the significance of...?
- What is the significance of the author's statement that...?
- Which particular group is the author targeting?
- What caused... to...? Use information from the selection to support your answer.
- Which... does the author offer as evidence of the effect of...?
- What has been the effect of ...'s decision, actions, etc.?
- What mood does the author create? How?
- What is most likely true about...?
- In which situation would you use this ...?
- What is most likely the reason...?
- Which is the most important information about... given in the selection?
- What lesson should... have learned from his/her experience with...?
- What is the lesson that the reader can learn from this selection?
- According to the selection, how does ... affect...?
- What is the main message of this selection?
- What is the main reason...?
- Which characteristics are given to...?
- Why was... important to...?
- Generating questions focus on producing new information, inferring, predicting, and elaborating with details
- What conclusion about ... can be made from...?
- What might be inferred from the fact that...?
- Where might the author have gotten the idea for this selection?
- What is another viable solution to this problem?
- What might be another cause that is suggested but not clearly stated?
- What will most likely happen? ...next? if...?
- What could you infer about the author from this information?
- With which opinion would the author probably agree?
- If..., what else would be true?
- What was most likely the situation at the beginning of the selection?
- What is the selection meant to explain?
- What does the final paragraph/stanza suggest about...?
- Which... best expresses ...'s attitude toward ... as shown in the beginning of the selection?
- Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information
- How would the mood change if the setting were...?
- How would ...'s actions be different if the setting were...?
- Which group of people might this problem impact most?
- Why is this information significant to this topic?
- What can a reader tell about... from...?
- Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
- What could the author add to this selection to help you understand it better?
- Which theme best fits the story?
- Which facts and details that support the author's view are relevant?
- Which statement is true?
- Which... is most important in this selection?
Blooms Question Stems are Part of The North Carolina Reading Standards
Tier 3 Academic Vocabulary & Phrases to Target:
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The Creative Reading Methodology, originally inspired by Paulo Freire's work, sees reading as a dialogue with the text, with the reader as an active participant in the dialogue. It recognizes four aspects of questions that will allow students to have a fruitful dialogue with the text, rather than passively accept its information. Students are encouraged to relate the content to their own lives and experiences, to ask the deep critical questions [what do these ideas lead to? who benefits? is everyone included? what would be the consequences? etc] and finally encourage them to use what they have learned through their reflections in future actions. For more information you may want to download this pdf: -Alma Flor Ada
http://almaflorada.com/doc/Creative-Reading.pdf
http://almaflorada.com/doc/Creative-Reading.pdf
The Creative Reading Methodology -Alma Flor Ada
Student Friendly
Blooms Taxonomy Question Stems
“Extending Children’s Special Abilities
– Strategies for primary classrooms”
by Joan Dalton & Smith, DKnowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Books By Joan Dalton
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