Educator Reference Guide
Reading Comprehension &
Higher-Order Thinking Resources
Curated resources, sentence starters, Bloom's Taxonomy question stems,
and inference strategies for K–12 literacy instruction.
⚠ Link Status Notice: Some resources listed in the original document were referenced as PDFs without live URLs. Where verified search paths exist, links are provided to authoritative sources. Resources marked "Search recommended" are best located through your school library database, ERIC (eric.ed.gov), or a direct Google/Google Scholar search.
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PDF Resource Library
Download / SearchThe following resources are widely cited in literacy education. Where no stable direct URL exists, a recommended search path is provided.
Worksheet PacketInference and Drawing Conclusions WorksheetsMulti-grade practice worksheets for building inference skills.Search on TPT ↗
Instructional PacketInferential Reading Comprehension Considerations PacketResearch-based considerations for teaching inferential comprehension.Search ERIC ↗
Teaching GuideGuide to Teaching Inference — with Sample QuestionsIncludes classroom-ready sample inference questions by grade band.Reading Rockets ↗
Research-Based GuideEffective Teaching of Inference Skills for ReadingDCSF / UK research publication on evidence-based inference instruction.Search ERIC ↗
Strategy ToolThink Aloud Sentence StartersFrames for modeling metacognitive thinking during read-alouds.Search on TPT ↗
Reading StrategyThinking Stems: Being an Active ReaderPrompts that encourage active, analytical engagement with text.Search on TPT ↗
Standards AlignmentK–12 Standards-Based Question StemsQuestion stems mapped to Common Core ELA standards, K–12.Common Core ELA ↗
Reading StrategyActive Reading Strategies & Sentence StartersPractical sentence frames to use before, during, and after reading.Reading Rockets ↗
Response FrameworkReader-Response StemsStructured stems for literary response and personal connection.Search on TPT ↗
Thinking FrameworkHigher-Order Thinking Question StemsBloom's-aligned HOT question stems for classroom discussion and assessment.Search on TPT ↗
Taxonomy ResourceBloom's Question Starters for Higher Order ThinkingClassic and revised Bloom's question starters organized by cognitive level.Vanderbilt CFT ↗
Comprehension ToolkitReading Comprehension Strategies Question StemsStrategy-specific question stems (predicting, inferring, visualizing, etc.).Reading Rockets ↗
Assessment ToolReading 3D TRC Question StemsText Reading and Comprehension (TRC) question stems for running records.Amplify (Reading 3D) ↗
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100 Reading Comprehension Sentence Starters
Student-FacingThese editable sentence starters support reading response, reflection, and critical thinking across grade levels. Organized by thinking type.
📖 Story Element Responses
My favorite character was…
My favorite setting was…
My favorite plot element was…
I can summarize the exposition in one sentence…
I can summarize the rising action in one sentence…
I can summarize the climax in one sentence…
I can summarize the falling action in one sentence…
I can summarize the resolution in one sentence…
I can summarize the obligatory scene in one sentence…
I would change the plot by…
🎭 Tone, Mood & Theme
The mood of the text is highlighted by the author's use of…
The tone of the author's word choice conveys…
The big theme I noticed was…
The main message of the text/poem is…
The author uses imagery words to convey…
I think the story is mainly about…
The plot was flawed because… / The plot was flawless because…
🔍 Inference & Evidence
I inferred from the characters' dialogue that…
I inferred that…
After reading I concluded…
Based on the facts/evidence I inferred…
After examining the facts I…
The facts are easy/hard to understand because…
I was shocked when…
💭 Wonder, Discovery & Questions
I wonder what happened after/before…
I discovered…
I have a few questions I would ask…
I ponder…
There is one thing that intrigues me about…
I am really intrigued to know/learn that…
What I was hoping to learn/discover/uncover is…
I recently figured out why/how/who…
🪞 Reflection & Growth
I think… / I learned… / I've reflected on…
After further reflection I…
What I thought (believed) was wrong…
My mind was changed after reading…
I have improved my understanding of…
Previously I thought (did not think)…
My new understanding of… began after I…
I have developed a deep appreciation for…
Initially, I questioned my understanding about…
I changed my mind about…
I was challenged when…
This new insight/knowledge/understanding is essential for me because…
🌱 Personal Connection & Takeaways
Having learned about… I feel/know/question/think/wonder…
This knowledge could be essential for me in my…
I have two/three takeaways after reading…
For me the most important/interesting idea/issue/fact was…
A few suggestions I will give myself after reading/learning…
Because I do not fully comprehend I will need to…
My comprehension/understanding was expanded after/when I…
This makes me feel…
If given a chance to speak with… I would…
✨ Creative & Open-Ended Starters
My imagination was on fire after…
I've cogitated and digested many ideas on…
I've found a new way to look at this…
I see some ideas in a new light…
What I never considered before was…
Today, I was inspired to…
There are many/different ways to look at…
After careful deliberation…
I'm thoroughly impressed with…
An interesting thing that I discovered was…
The more I read/researched/studied, the more I realize…
Wow! Sometimes the truth hurts because I…
It might be crazy to think…
More often than not I…
If we really want to make a difference then…
3
Inference & Drawing Conclusions — Sample Questions
Discussion PromptsClassroom-Ready Inference Questions
- What might the character's intentions be?
- Why did the author write this story?
- What conclusions can you make based on…?
- What can you infer by the author's words?
- What might be the theme or main ideas of this…?
- What might be a better or different outcome?
- What is a logical sequence for the story?
- What can you infer from the characters' actions?
- What is the main idea?
- What details are important to the story or the characters?
- How are the character's actions/traits similar?
- How are the character's actions/traits different?
4
Bloom's Taxonomy — Overview
BackgroundBloom's Taxonomy is a classification of learning objectives proposed in 1956 by a committee of educators chaired by Benjamin Bloom. It was revised in 2001 by Lorin Anderson and David Krathwohl to use action verbs and reorder the top two levels.
The taxonomy divides educational objectives into three domains: Cognitive (knowing/head), Affective (feeling/heart), and Psychomotor (doing/hands). Higher-level learning depends on prerequisite knowledge at lower levels. Its goal is to motivate educators to address all three domains for holistic education.
Vanderbilt Center for Teaching — Bloom's Taxonomy ↗ | Wikipedia — Bloom's Taxonomy ↗
For K–12 Common Core ELA standards alignment: corestandards.org/ELA-Literacy ↗
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Bloom's Question Stems by Level
Grades 1–6Student-friendly question stems organized across all six levels of the revised Bloom's Taxonomy. Suitable for Grades 1–6 and adaptable for middle school.
↑ Back to top
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Reading Comprehension Question Stems
4 Categories🔎 Initial Understanding
- What is the plot of the story?
- What words are clues to the author's feelings?
- Which is an example of figurative speech?
- What is the main problem or conflict in the story?
- What can you tell from the conversation about…?
- Based on this story, how would you describe…?
- Which is the most important reason for…?
- When and where did this story occur?
- Who is the speaker in…?
💡 Interpretation
- How did the plot develop, from beginning to end?
- How is _____ different from _____?
- How did _____ solve the problem?
- Why was _____ important?
- What is another possible solution to this problem?
- What can a reader tell about… from…?
- What does… think about…?
- What lesson should… have learned about…?
- If…, what else would be true?
- What is the story meant to explain?
📝 Evaluation of Author's Skills
- Which words aroused emotion? Which emotion?
- Which word would have been a better choice in this sentence?
- Why is _____ in italics (or underlined)?
- Why did the author choose this title?
- What details help you visualize the story?
- What is the author's most important reason for…?
- How does the author make the story colorful? (imagery)
- Which statement is the main idea of paragraph…?
🌐 General Reading Comprehension
- What resources would give more information about…?
- How are… and… similar?
- What other things cause…?
- Who would most likely need…?
- What are some other ways… could have…?
- ___'s relationship to… is most like…
- What part of the story could happen in real life?
- How do you think… felt after…?
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Bloom's Taxonomy Verb Quizzes
Student ActivityInstructions for each quiz: Write the correct word in the space before its definition. There may be more than one correct answer for some definitions.
Level 1 — Knowledge (Remembering)
Word Bank: count · define · describe · draw · find · identify · label · list · match · name · quote · recall · recite · tell · write
| # | Definition | Answer |
|---|---|---|
| 1 | To discover. | find |
| 2 | To bring a past event into the mind; remember. | recall |
| 3 | To make a picture of with a pen, pencil, or other writing tool. | draw |
| 4 | To choose a word that will be what someone or something is called. | name |
| 5 | To express or record in written symbols. | write |
| 6 | To speak the words of from memory and in front of others. | recite |
| 7 | To tell or write about; create a picture of in words. | describe |
| 8 | To explain or state the meaning of. | define |
| 9 | To list or name one by one in order to find the total. | count |
| 10 | To identify through the use of a label. | label |
| 11 | To bring together because of being equal or alike. | match |
| 12 | To figure out or show who someone is or what something is. | identify |
| 13 | To write down a series of names, numbers, or other items one after another. | list |
| 14 | To repeat a passage or information from. | quote |
| 15 | To express in spoken or written words. | tell |
Level 2 — Comprehension (Understanding)
Word Bank: conclude · demonstrate · discuss · explain · generalize · identify · illustrate · interpret · paraphrase · predict · report · restate · review · summarize · tell
| # | Definition | Answer |
|---|---|---|
| 1 | To restate in somewhat different words. | paraphrase |
| 2 | To figure out or show who someone is or what something is. | identify |
| 3 | To explain or make clear by giving examples. | illustrate |
| 4 | To come to a broad idea or rule after considering particular facts. | generalize |
| 5 | To express in spoken or written words. | tell |
| 6 | To bring to an end; finish or complete. | conclude |
| 7 | To prepare and present an account or statement of. | report |
| 8 | To tell in advance that something will happen. | predict |
| 9 | To restate in a concise form. | summarize |
| 10 | To explain or describe, especially by modeling or using many examples. | demonstrate |
| 11 | To state again or in a different way. | restate |
| 12 | To make clear in speech or writing; show in detail. | explain |
| 13 | To examine or look over again. | review |
| 14 | To talk together about. | discuss |
| 15 | To decide on or explain the meaning of. | interpret |
Level 3 — Application (Applying)
Word Bank: apply · change · choose · compute · dramatize · interview · prepare · produce · role-play · select · show · transfer · use
| # | Definition | Answer |
|---|---|---|
| 1 | To display or exhibit. | show |
| 2 | To make exciting or dramatic, sometimes by exaggerating. | dramatize |
| 3 | To make or put together from different parts. | produce |
| 4 | To choose; pick. | select |
| 5 | To make use of or put to use. | apply / use |
| 6 | To act the part of in a drama. | role-play |
| 7 | To put together and present for the public to enjoy. | prepare / produce |
| 8 | To move or carry from one person or place to another. | transfer |
| 9 | To make different; alter the content or form of. | change |
| 10 | To pick one or more from a group. | choose / select |
| 11 | To figure out or calculate by using arithmetic. | compute |
| 12 | To have a formal meeting with. | interview |
Level 4 — Analysis (Analyzing)
Word Bank: analyze · characterize · classify · compare · contrast · debate · deduce · diagram · differentiate · discriminate · distinguish · examine · outline · relate · research · separate
| # | Definition | Answer |
|---|---|---|
| 1 | To note or describe the similarities or differences of. | compare |
| 2 | To draw a conclusion by reasoning from given information or general principles. | deduce |
| 3 | To show by a drawing or chart. | diagram |
| 4 | To look at closely and carefully. | examine |
| 5 | To give the main ideas or topics of. | outline |
| 6 | To discuss the different sides of a subject or issue. | debate |
| 7 | To cause to become different or distinct. | differentiate |
| 8 | To tell apart by seeing differences (often followed by "from"). | discriminate |
| 9 | To divide into parts or break the connection between. | separate |
| 10 | To compare in order to make differences clear. | contrast |
| 11 | To describe the particular character or qualities of. | characterize |
| 12 | To separate into parts for close study; examine and explain. | analyze |
| 13 | To put or order into groups of similar things. | classify |
| 14 | To see a clear difference; make a distinction. | distinguish |
| 15 | To see or find connections between; link. | relate |
| 16 | To do careful study or investigation into. | research |
Level 5 — Synthesis (Creating)
Word Bank: compose · construct · create · design · develop · integrate · invent · make · organize · perform · plan · produce · propose · rewrite
| # | Definition | Answer |
|---|---|---|
| 1 | To bring together and mix into a whole. | integrate |
| 2 | To do or present for the entertainment of an audience. | perform |
| 3 | To bring into being. | create / make |
| 4 | To plan for a certain goal or purpose. | design |
| 5 | To think of, come up with, or create something new. | invent |
| 6 | To put together and present for the public to enjoy. | produce |
| 7 | To create or write (music, text, etc.). | compose |
| 8 | To think about and decide ahead of time how to do something. | plan |
| 9 | To bring out the potential of; advance to a more effective condition. | develop |
| 10 | To bring into being by building from separate parts. | construct |
| 11 | To present or suggest as an idea to be considered. | propose |
| 12 | To write again using different words or a different form. | rewrite |
| 13 | To build; put together. | construct / make |
| 14 | To set in order; arrange in an orderly way. | organize |
Level 6 — Evaluation (Evaluating)
Word Bank: appraise · argue · assess · choose · conclude · critic · decide · evaluate · judge · justify · predict · prioritize · prove · rank · rate · select
| # | Definition | Answer |
|---|---|---|
| 1 | To think about carefully and form an opinion. | evaluate / judge |
| 2 | To judge the quality or nature of. | assess / appraise |
| 3 | To show to be true or correct. | prove |
| 4 | To form an opinion of or about. | judge |
| 5 | To make up one's mind about something; make a choice. | decide |
| 6 | To pick one or more from a group. | select / choose |
| 7 | Anyone who judges or evaluates. | critic |
| 8 | To place in order; classify. | rank |
| 9 | To give reasons for or against something. | argue |
| 10 | To show to be true or right; prove. | justify |
| 11 | To judge or set the worth of. | appraise / rate |
| 12 | To put or do in order of priority. | prioritize |
| 13 | To set or try to find the importance or value of. | assess / appraise |
| 14 | To put in a certain rank or order. | rank / rate |
| 15 | To tell in advance that something will happen. | predict |
| 16 | To choose; pick. | select / choose |
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Higher-Order Thinking Question Stems — Full Reference
All 6 Levels🔵 Level 1 — Remember
Recognizing and recalling
- Describe what happens when…
- How is/are…?
- How would you define…?
- How would you identify…?
- How would you outline…?
- How would you recognize…?
- List the _____ in order.
- What do you remember about…?
- What is/are…?
- What would you choose…?
- When did…? / Where is/are…?
- Which one…? / Who was/were…?
- Why did…?
🟢 Level 2 — Understand
Interpreting, classifying, summarizing, inferring, comparing, explaining
- Elaborate on…
- How can you describe…?
- How would you clarify the meaning of…?
- How would you compare/contrast…?
- How would you differentiate between… and…?
- How would you express…?
- How would you generalize…?
- What can you infer from…?
- What can you say about…?
- What did you observe…?
- What is the main idea of…?
- What would happen if…?
- Will you restate…?
🟣 Level 3 — Apply
Executing and implementing
- How would you develop…?
- How would you change…? / How would you modify…?
- How would you demonstrate…?
- How would you present…?
- How would you solve…?
- What actions would you take to perform…?
- What examples can you find that…?
- What other way would you choose to…?
- What would the result be if…?
- Why does _____ work?
🟠 Level 4 — Analyze
Differentiating, organizing, attributing
- Discuss the pros and cons of…
- How can you classify… according to…?
- How can you compare the different parts of…?
- How is _____ connected to _____?
- How would you explain…?
- What are the advantages and disadvantages of…?
- What evidence in the text can you find that…?
- What ideas support/validate…?
- What is the problem with…?
- What is your analysis of…?
- Why do you think…?
🔴 Level 5 — Evaluate
Checking and critiquing
- Create a poem/riddle/song that explains…
- Devise a way to…
- How would you compile the facts for…?
- How would you elaborate on the reason…?
- How would you generate a plan to…?
- How would you improve…?
- How would you portray…?
- Predict the outcome if…
- What alternative would you suggest for…?
- What changes would you make to revise…?
- What could you invent…?
- What would happen if…?
🟤 Level 6 — Create
Generating, planning, producing
- Determine the value of…
- How could you verify…?
- How would you determine which facts…?
- How would you grade…?
- Rank the importance of…
- Rate the _____. Explain your rating.
- What choice would you have made…? Explain your reasoning.
- What criteria would you use to assess…?
- What data was used to evaluate…?
- What information would you use to prioritize…?
- What is the most important…? Tell why.
- What is your favorite…? Why?
- What would you suggest…?
- What is your opinion of…? Support your response.
Free Educator Resource · Updated 2025–2026
State End-of-Grade Reading Tests
Free PDF & Printable Resource Guide
A curated directory of official state department of education websites offering released, printable reading assessment tests — including STAAR, FCAT, MCAS, EOG, and more — for grades 3–10.
🗺️15+States Covered
📄PDFLinks Verified
🏫Grades 3–10ELA Reading
🔓100% FreeOfficial Sources
📌 Important Notes: Many states have transitioned to computer-based adaptive testing and no longer release full-form PDF tests annually. Where official PDFs are no longer available, this guide links to (1) the official state portal for online released items, (2) archived PDF tests from prior years, and (3) official sample/practice test PDFs that mirror the real exam. All links go directly to state .gov or .edu education department domains unless otherwise noted. Always verify copyright permissions before duplicating or distributing tests commercially.
Featured States — Most-Used Released Reading Tests
Highest-volume released test archives with printable PDFs↑ Back to top
Additional State Reading Assessments
Official portals for sample items, practice tests, and released questions↑ Back to top
Complete State-by-State Quick Reference
PDF availability, grades, and official link for all 50 states↑ Back to top
Multi-State Aggregator Resources
Sites that index tests from multiple states in one placeThe following sites aggregate reading test materials from multiple states. These are especially useful for cross-state comparisons, supplementary practice, or accessing older test forms that states have removed from their own sites.
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Tips for Using Released Tests Effectively
Print Settings
When printing, set your print menu to 100% scale (not "fit to page") to ensure reading passages and graphics render at their intended size, especially for math rulers and diagrams.
Use Multiple Years
Download 3–5 years of the same state's released tests. This gives students exposure to varied passages and question styles while revealing consistent skill expectations year to year.
Check Standards Alignment
Older tests (pre-2015) may align to former standards, not Common Core or current state standards. Check each test's metadata or answer key for standard strand labels before using.
Use Answer Keys
Most released tests include answer keys and rationales. Use rationales — not just answer keys — to teach students why correct answers are correct using evidence from the passage.
Online vs. Paper Format
Computer-adaptive tests (CAASPP, M-STEP, SOL) can't be fully replicated on paper. Use the official online practice portals for the most authentic test experience for these states.
Copyright Reminder
Released test materials are copyrighted by state education departments. Most allow classroom, non-commercial reproduction. Do not post tests to paid platforms or distribute commercially.
OLD POST
Inference and Drawing Conclusion Worksheets pdf
Inferential Reading Comprehension Considerations Packet pdf
Guide to teaching inference pdf Sample questions on inference
Effective Teaching of Inference Skills for Reading pdf
Think Aloud Sentence Starters PDF
Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF
ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF
Bloom’s Question Starters for Higher Order Thinking
Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF
What might the character's intentions be?
Why did the author write this story?
What conclusions can you make based on,...
What can you infer by the author's words?
What might be the theme or main ideas of this,...
What might be a better or different outcome?
What is a logical sequence for the story?
What can you infer from the characters' actions?
What is the main idea?
What details are important to the story or the characters?
How are the character's actions/traits similar?
How are the character's actions/traits different?
100 Editable and Free Reading Comprehension Sentence Stems and Sentence Starters
Inference and Drawing Conclusion Worksheets pdf
Inferential Reading Comprehension Considerations Packet pdf
Guide to teaching inference pdf Sample questions on inference
Effective Teaching of Inference Skills for Reading pdf
Think Aloud Sentence Starters PDF
Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF
ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF
Bloom’s Question Starters for Higher Order Thinking
Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF
My favorite character was...
My favorite setting was...
My favorite plot element was...
I can summarize the exposition of the story in one sentence...
I can summarize the rising action of the story in one sentence...
I can summarize the climax of the story in one sentence...
I can summarize the falling action of the story in one sentence...
I can summarize the resolution of the story in one sentence...
I can summarize the obligatory scene of the story in one sentence...
I would change the plot by...
The mood of the text is highlighted by the author's use of...
The tone of the author's word choice conveys...
The plot was flawed because...
The plot was flawless because...
After examining the facts I...
The big theme I noticed was...
The facts are easy/hard to understand because...
I inferred from the characters' dialogue that...
I wonder what happened after/before,…
I discovered,...
I have a few questions I would ask...
I inferred that...
After reading I concluded...
Based on the facts/evidence I inferred...
I ponder,…
The main message of the text/poem is...
The author uses imagery words to convey...
I was shocked when...
I think the story is mainly about...
I think,…
I learned,…
I've reflected on,...
After further reflection I,...
What I thought (believed) was wrong,...
My imagination was on fire after,...
I know my understanding is,...
My mind was changed after reading,...
I have considered many ideas/thoughts/facts,…
How did/do I feel after learning/ reading,…
What would I say about,…
If given a chance to speak with,.... I would,…
I have two/three takeaways after reading,…
For me the most important/interesting idea/issue/fact was,…
A few suggestions that I will give myself after reading/learning,…
I have improved my understanding of,…
Having learned about,… I feel/ know/ question/ think/ wonder/ understand/ doubt/ felt/ realized,…
Because I do not fully comprehend I will need to,…
My comprehension/ understanding/ knowledge was expanded after/ when I,…
This knowledge could be essential for me in my,…
Previously I thought (did not think),…
My new understanding of,…began after I…
I have developed a deep appreciation for,…
Initially, I questioned my understanding about,…
Having learned/ studied/ read I know feel/ think/ know/ realize/ wonder/ question/ know,…
Initially, I never questioned my,…
This new insight/knowledge/understanding is essential for me because,…
After researching the important facts, I was surprised by,…
This makes me feel,…
For me, I am not yet certain about...
The significant/relevant/poignant/important for me was,…
What I discovered today is,…
I've cogitated and digested many ideas on,…
I've deliberated on many issues,…
I've found a new way to look at this,…
I see some ideas in a new light,…
What I never considered before was,…
What I was hoping to learn/discover/uncover is...
I recently figured out why/how/who,…
I was challenged when,…
How I changed my mind and my stars (future) was,…?
I changed my mind about,…
I have some pretty strange notions about,…
I know a little about,…
It might be crazy to think,…
I learned that...
More often than not I …
A different idea I have on,…
A few interesting things I've learned,…
Today, I was inspired to,…
I’ve discovered that,…
There are many/different ways to look at,…
After careful deliberation,…
What I like about,…
I know there’s
I’ve reflected on,....
There is one thing that intrigues me about…
I’m thoroughly impressed with …
What I thought is,…
The main theme of the poem is...
If we really want to make a difference then …
I have an exciting announcement …
There are many proven strategies that I …
I thought it would be interesting to share …
I now know that...
An interesting thing that I discovered was…
The more I read/researched/studied the more I realize that …
I am really intrigued to know/learn that …
When ‘fishing for ideas’ I tend to …
Wow! Sometimes the truth hurts because I…
PLEASE SHARE A SENTENCE STARTER OF YOUR OWN
Student-Friendly Bloom's Taxonomy Question Stems
Grades 1st, 2nd, 3rd, 4th, 5th, and 6th.
Common Core Standards English Language Arts
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.
My New Blooms Charts!
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
My Old Blooms Charts!
Student-Friendly Blooms Taxonomy Question Stems
Reading Comprehension Connections: Students need to go beyond
the text and find the deeper meaning and understanding of complex concepts. Teacher need to use HOT (Higher Order Thinking) question stems while reading to develop students reasoning skills, connecting prior knowledge with new information. Questions Stems help Students Apply New Thinking Comprehension Strategies, Building Background Knowledge, Develop Effective Questioning Skills, Reflective Thinking Skills, and Making Connections with Complex Texts. Reading Comprehension Questions: Text to Self, Text to Text, Text to World.
Knowing questions focus on making clear, recalling, naming, and listing
Which resources would give more information about ...?
Organizing questions focus on arranging information, comparing similarities/differences, classifying, and order
Which experience is most similar to ...'s experience in the story?
In what way are these stories the same?
Which experience is most similar to the author?
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, qualities/ 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 adding more details
How would this experience help... the next time 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... Evaluation of the Author's Skills: 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 story could happen in real life? (Or not happen in real life?)
Critical Stance: Evaluate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decision, comparing and contrasting, and evaluating the accuracy of information and ideas.
Knowing questions focus on clarifying, recalling, naming, and listing
Which words aroused emotion? Which emotion? Organizing questions focus on arranging information, comparing similarities /differences, classifying, and putting in order
How is... different from...?
What do... and ... have in common?
Which word would have been a better word to use 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, slang, informal speech, formal speech)
What supporting evidence does... give for her 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 (quotations marks, italics, bold, etc.)?
Why is ... in italics? (or underlined?) Analyzing questions focus on examining parts, identifying qualities /relationships /patterns, and main idea
How does... change from the beginning to the end of the story? (Also considered an interpretation)
What is the effect of beginning the selection with a... (simile/metaphor)?
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)
What technique does the author use to make his selection colorful? (precise details, short sentences, slang, figurative language)
How does the author make the story colorful?
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 words are clue to the author's feelings?
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... to stand for...?
What could the author have added that would made his position stronger?
How is the selection organized?
Why did the author choose to use dialect/slang/regional speech 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 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?
What details help you to visualize the story? Evaluating questions focus on reasonableness and quality of ideas, standards for making judgments, and confirming accuracy of claims
Which... does the author believe is the most important reason for...?
What is the author's most important reason for ...?
Which details are most relevant to the author's point of view?
What could the author have added to make his opinion more valid?
Which detail is irrelevant to the author's judgment?
With which statement would the author most likely agree? Cognition: Develop an initial understanding. Identify purpose, main ideas, supporting details, vocabulary in context, parts of books.
Knowing questions focus on clarifying, recalling, naming and listing
1. Based on the context of paragraph..., what does... mean? (vocabulary in context)
2. Which best describes...? (clearly stated in the selection)
3. What metaphor does the author use to compare... to...?
4. Which word would best be substituted for the word... in paragraph/line...?
5. When and where did this story occur?
6. What is the selection supposed to help you do?
7. What does the word... mean in paragraph...?
8. Which clue helped you determine the meaning of the word... as it is used in this selection?
9. What is the purpose of guide words?
10. How is the text organized?
11. When the author used the word..., which meaning does she want you to associate with it?
12. What is the plot of the story?
13. Based on this story, how would you describe...?
14. What is another meaning for the word...?
15. What is the purpose of the stage directions?
16. What kind of source would you use to find information about...?
17. What is the rhyme scheme?
18. Who is the speaker in this selection?
19. What can you tell from the conversation about ... ?
Organizing question focus on arranging information, comparing similarities/ differences, classifying, and putting in order
Which detail best completes the graphic organizer?
The author compares... to...?
What are some words the author uses that are clues to 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 details support 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 is the most important reason 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/conversation 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...? Interpretation: Dig deeper. Clarify, explain by making inferences, drawing conclusions, making generalizations and predictions, determining the meaning of figurative language.
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 have a more positive connotation?
How did the plot develop, from the beginning to the end?
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...?
Which is an example of figurative speech?
Organizing questions focus on arranging information, comparing similarities/differences, classifying, and putting in order
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 a 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 story 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 about...?
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 possible 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 story 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 important?
Which statement is true? Which... is most important in this story?
Reading Comprehension
What resources would give more information about ...?
How are ... and ... similar?
What other things cause .... ?
Who would most likely need ... ?
What are some other ways ... could have ... ?
.......'s relationship to .... is most like ....
What part of the story could happen in real life? (Or not happen in real life?)
How do you think .... felt after ....?
Evaluation of the Author's Skills
Which words aroused emotion? (Which emotion?)
Which word would have been a better word to use in this sentence?
Why is ..... in italics? (or underlined?)
Why did the author choose this title?
What details help you to visualize the story?
What is the author's most important reason for ..... ?
How does the author make the story colorful? (imagery)
Which statement is the main idea of paragraph .......?
Initial Understanding
What is the plot of the story?
What words are clues to the author's feelings?
Which is an example of figurative speech?
What is the main problem or conflict in the story?
What can you tell from the conversation about ...?
Based on this story, how would you describe ........ ?
Which is the most important reason for .... ?
When and where did this story occur?
How would you describe ... ?
Who is the speaker in ..... ?Interpretation
How did the plot develop, from the beginning to the end ?
How is ..... different from ..... ?
How did ..... solve the problem?
Why was ..... important?
What is another possible solution to this problem?
What can a reader tell about ... from .... ?
Which .... is most important in this story?
What does .... think about ... ?
In what part of the story does the author give information about what happened before the story began?
What lesson should .... have learned about ....?
Why was .... important to ....?
If ..... , what else would be true?
What is the story meant to explain?Revised Bloom’s Taxonomy Verbs Quiz
Knowledge (Remembering)
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Blooms Taxonomy Verb Quiz Knowledge
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
count define describe draw find identify label list match name quote recall recite tell write
1. to discover.
2. to bring a past event into the mind; remember.
3. to make a picture of with a pen, pencil, or other writing tool.
4. to choose a word that will be what someone or something is called.
5. to express or record by __________.
6. to speak the words of from memory and in front of others.
7. to tell or write about; create a picture of in words.
8. to explain or state the meaning of.
9. to list or name one by one in order to find the total.
10. to identify through the use of a __________.
11. to bring together because of being equal or alike.
12. to figure out or show who someone is or what something is.
13. to write down a series of names, numbers, or other items, one after another.
14. to repeat a passage or information from.
15. to express in spoken or written words.
Comprehension (Understanding)
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Blooms Taxonomy Verb Quiz Comprehension (Understanding)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word. conclude demonstrate discuss explain generalize identify illustrate interpret paraphrase predict report restate review summarize tell
1. to restate in somewhat different words.
2. to figure out or show who someone is or what something is.
3. to explain or make clear by giving examples.
4. to come to a broad idea or rule about something after considering particular facts.
5. to express in spoken or written words.
6. to bring to an end; finish or complete.
7. to prepare and present an account or statement of.
8. to tell in advance that something will happen.
9 to restate in a concise form.
10. to explain or describe, especially by modeling or using many examples.
11. to state again or in a different way.
12. to make clear in speech or writing; show in detail.
13. to examine or look over again.
14. to talk together about.
15. to decide on or explain the meaning of.
16. to draw pictures to go along with a book or other written material.
Application (Applying)
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use
Blooms Taxonomy Verb Quiz Application (Applying)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word. apply change choose to compute dramatize interview play prepare to produce select show transfer
1. to display or exhibit.
2. to make it exciting or dramatic, sometimes by exaggerating.
3. to make or put together from different parts.
4. to choose; pick.
5. to make use of or put to use.
6. to act the part of in a drama.
7. to put together and present for the public to enjoy.
8. to move or carry from one person or place to another.
9. to make different; alter the content or form of.
10. to pick one or more from a group.
11. to figure out or calculate by using arithmetic.
12. to have an __________ with or of.
Analysis (Analyzing)
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate
Blooms Taxonomy Verb Quiz Analysis (Analyzing)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word. analyze characterize classify compare contrast debate deduce diagram differentiate discriminate distinguish examine outline relate research separate
1. to note or describe the similarities or differences of.
2. to draw (a conclusion) by reasoning from given information or general principles.
3. to show by a __________.
4. to look at closely and carefully.
5. to give the main ideas or topics of.
6. to discuss the different sides of a subject or issue.
7. to cause to become different or distinct, especially by changing.
8. to tell apart by seeing differences (often followed by "from").
9. to divide into parts or break the connection between.
10. to compare in order to make differences clear.
11. to describe the particular character or qualities of; give certain characteristics to.
12. to separate into parts for close study; examine and explain.
13. to put or order into groups of similar things.
14. to see a clear difference; make a distinction.
15. to see or find connections between; link.
16. to do __________ into.
Synthesis (Creating)
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite
Blooms Taxonomy Verb Quiz Synthesis (Creating)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word. compose construct create design develop integrate invent make organize perform plan produce propose rewrite
1. to bring together and mix into a whole.
2. to do or present for the entertainment of an audience.
3. to bring into being.
4. to plan for a certain goal or purpose.
5. to think of, come up with, or create something new.
6. to put together and present for the public to enjoy.
7. to create or write.
8. to think about and decide ahead of time how one is going to do something.
9. to bring out the potential of; advance to a more complete or more effective condition.
10. to bring into being by building from separate parts.
11. to present or suggest as an idea to be considered.
12. to write again using different words or a different form or style; revise.
13. to build; put together.
14. to set in order; arrange in an orderly way.
Evaluation (Evaluating)
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word. appraise argue assess choose conclude critic decide evaluate judge justify
predict prioritize prove rank rate select
1. to think about carefully and form an opinion.
2. to judge the quality or nature of.
3. to show to be true or correct.
4. to form an opinion of or about.
5. to make up one's mind about something; make a choice to do something.
6. to pick one or more from a group.
7. anyone who judges or evaluates.
8. to place in order; classify.
9. to give reasons for or against something.
10. to show to be true or right; prove.
11. to judge or set the worth of.
12. to put or do in order of priority.
13. to set or try to find the importance or value of; evaluate; estimate.
14. to put in a certain rank or order.
15. to tell in advance that something will happen.
16. to choose; pick.
HIGHER ORDER THINKING QUESTION STEMS REMEMBER (Level 1)
Recognizing and recalling
Describe what happens when___________.
How is (are) _________?
How would you define_________?
How would you identify_________?
How would you outline_________?
How would you recognize_________?
List the _________ in order.
What do you remember about_________?
What is (are) _________?
What would you choose_________?
When did _________?
Where is (are) _________?
Which one_________?
Who was (were) _________?
Why did _________?
UNDERSTAND (Level 2)
Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Elaborate on__________.
How can you describe_________?
How would you clarify the meaning _________?
How would you compare/contrast_________?
How would you differentiate between________ and _________?
How would you express_________?
How would you generalize_________?
How would you identify_________?
What can you infer from_________?
What can you say about_________?
What did you observe_________?
What is the main idea of _________?
What would happen if _________?
Will you restate_________?
APPLY (Level 3)
Executing and implementing
How would you develop_________?
How would you after _______ to _________?
How would you change_________?
How would you modify_______?
How would you demonstrate_________?
How would you develop________ to present _________?
How would you present _________?
How would you solve_________?
What actions would you take to perform_____?
What examples can you find that _________?
What other way would you choose to _________?
What would the result be if _________?
Why does ________ work?
ANALYZE (Level 4)
Differentiating, organizing, attributing
Discuss the pros and cons of __________.
How can you classify ________ according to _________?
How can you compare the different parts of _________?
How can you sort the parts of _________?
How is _________ connected to _________?
How would you explain _________?
What are the advantages and disadvantages of _________?
What can you infer _________?
What can you point out about _________?
What evidence in the text can you find that _________?
What explanation do you have for _________?
What ideas support/validate_________?
What is the problem with _________?
What is your analysis of _________?
Why do you think _________?
EVALUATE (Level 5)
Checking and critiquing Create a poem/riddle/song that explains_________?
Devise a way to_________?
How would you compile the facts for_________?
How would you elaborate on the reason_________?
How would you generate a plan to_________?
How would you improve_________?
How would you portray_________?
Predict the outcome if _________?
What alternative would you suggest for_________?
What changes would you make to revise_________?
What could you invent_________?
What facts can you gather_________?
What would happen if _________?
CREATE (Level 6)
Generating, planning, producing
Determine the value of _____.
How could you verify_________?
How would you determine which facts__________?
How would you grade_________?
Rank the importance of ______.
Rate the _________.
Explain your rating.
What choice would you have made_________?
Explain your reasoning.
What criteria would you use to assess_________?
What data was used to evaluate_________?
What information would you use to prioritize_________?
What is the most important_________?
Tell why. What is your favorite_________?
Why? What would you suggest_________?
What is your opinion of _________?
Support your response.
Inference and Drawing Conclusion Worksheets pdf
Inferential Reading Comprehension Considerations Packet pdf
Guide to teaching inference pdf Sample questions on inference
Effective Teaching of Inference Skills for Reading pdf
Think Aloud Sentence Starters PDF
Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF
ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF
Bloom’s Question Starters for Higher Order Thinking
Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF
What might the character's intentions be?
Why did the author write this story?
What conclusions can you make based on,...
What can you infer by the author's words?
What might be the theme or main ideas of this,...
What might be a better or different outcome?
What is a logical sequence for the story?
What can you infer from the characters' actions?
What is the main idea?
What details are important to the story or the characters?
How are the character's actions/traits similar?
How are the character's actions/traits different?
100 Editable and Free Reading Comprehension Sentence Stems and Sentence Starters
Inference and Drawing Conclusion Worksheets pdf
Inferential Reading Comprehension Considerations Packet pdf
Guide to teaching inference pdf Sample questions on inference
Effective Teaching of Inference Skills for Reading pdf
Think Aloud Sentence Starters PDF
Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF
ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF
Bloom’s Question Starters for Higher Order Thinking
Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF
My favorite character was...
My favorite setting was...
My favorite plot element was...
I can summarize the exposition of the story in one sentence...
I can summarize the rising action of the story in one sentence...
I can summarize the climax of the story in one sentence...
I can summarize the falling action of the story in one sentence...
I can summarize the resolution of the story in one sentence...
I can summarize the obligatory scene of the story in one sentence...
I would change the plot by...
The mood of the text is highlighted by the author's use of...
The tone of the author's word choice conveys...
The plot was flawed because...
The plot was flawless because...
After examining the facts I...
The big theme I noticed was...
The facts are easy/hard to understand because...
I inferred from the characters' dialogue that...
I wonder what happened after/before,…
I discovered,...
I have a few questions I would ask...
I inferred that...
After reading I concluded...
Based on the facts/evidence I inferred...
I ponder,…
The main message of the text/poem is...
The author uses imagery words to convey...
I was shocked when...
I think the story is mainly about...
I think,…
I learned,…
I've reflected on,...
After further reflection I,...
What I thought (believed) was wrong,...
My imagination was on fire after,...
I know my understanding is,...
My mind was changed after reading,...
I have considered many ideas/thoughts/facts,…
How did/do I feel after learning/ reading,…
What would I say about,…
If given a chance to speak with,.... I would,…
I have two/three takeaways after reading,…
For me the most important/interesting idea/issue/fact was,…
A few suggestions that I will give myself after reading/learning,…
I have improved my understanding of,…
Having learned about,… I feel/ know/ question/ think/ wonder/ understand/ doubt/ felt/ realized,…
Because I do not fully comprehend I will need to,…
My comprehension/ understanding/ knowledge was expanded after/ when I,…
This knowledge could be essential for me in my,…
Previously I thought (did not think),…
My new understanding of,…began after I…
I have developed a deep appreciation for,…
Initially, I questioned my understanding about,…
Having learned/ studied/ read I know feel/ think/ know/ realize/ wonder/ question/ know,…
Initially, I never questioned my,…
This new insight/knowledge/understanding is essential for me because,…
After researching the important facts, I was surprised by,…
This makes me feel,…
For me, I am not yet certain about...
The significant/relevant/poignant/important for me was,…
What I discovered today is,…
I've cogitated and digested many ideas on,…
I've deliberated on many issues,…
I've found a new way to look at this,…
I see some ideas in a new light,…
What I never considered before was,…
What I was hoping to learn/discover/uncover is...
I recently figured out why/how/who,…
I was challenged when,…
How I changed my mind and my stars (future) was,…?
I changed my mind about,…
I have some pretty strange notions about,…
I know a little about,…
It might be crazy to think,…
I learned that...
More often than not I …
A different idea I have on,…
A few interesting things I've learned,…
Today, I was inspired to,…
I’ve discovered that,…
There are many/different ways to look at,…
After careful deliberation,…
What I like about,…
I know there’s
I’ve reflected on,....
There is one thing that intrigues me about…
I’m thoroughly impressed with …
What I thought is,…
The main theme of the poem is...
If we really want to make a difference then …
I have an exciting announcement …
There are many proven strategies that I …
I thought it would be interesting to share …
I now know that...
An interesting thing that I discovered was…
The more I read/researched/studied the more I realize that …
I am really intrigued to know/learn that …
When ‘fishing for ideas’ I tend to …
Wow! Sometimes the truth hurts because I…
PLEASE SHARE A SENTENCE STARTER OF YOUR OWN
Student-Friendly Bloom's Taxonomy Question Stems
Grades 1st, 2nd, 3rd, 4th, 5th, and 6th.
Common Core Standards English Language Arts 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.
My New Blooms Charts!
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
My Old Blooms Charts!
Student-Friendly Blooms Taxonomy Question Stems
Reading Comprehension Connections: Students need to go beyond
the text and find the deeper meaning and understanding of complex concepts. Teacher need to use HOT (Higher Order Thinking) question stems while reading to develop students reasoning skills, connecting prior knowledge with new information. Questions Stems help Students Apply New Thinking Comprehension Strategies, Building Background Knowledge, Develop Effective Questioning Skills, Reflective Thinking Skills, and Making Connections with Complex Texts. Reading Comprehension Questions: Text to Self, Text to Text, Text to World.
Knowing questions focus on making clear, recalling, naming, and listing
Which resources would give more information about ...?
Organizing questions focus on arranging information, comparing similarities/differences, classifying, and order
Which experience is most similar to ...'s experience in the story?
In what way are these stories the same?
Which experience is most similar to the author?
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, qualities/ 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 adding more details
How would this experience help... the next time 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... Evaluation of the Author's Skills: 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 story could happen in real life? (Or not happen in real life?)
Critical Stance: Evaluate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decision, comparing and contrasting, and evaluating the accuracy of information and ideas.
Knowing questions focus on clarifying, recalling, naming, and listing
Which words aroused emotion? Which emotion? Organizing questions focus on arranging information, comparing similarities /differences, classifying, and putting in order
How is... different from...?
What do... and ... have in common?
Which word would have been a better word to use 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, slang, informal speech, formal speech)
What supporting evidence does... give for her 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 (quotations marks, italics, bold, etc.)?
Why is ... in italics? (or underlined?) Analyzing questions focus on examining parts, identifying qualities /relationships /patterns, and main idea
How does... change from the beginning to the end of the story? (Also considered an interpretation)
What is the effect of beginning the selection with a... (simile/metaphor)?
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)
What technique does the author use to make his selection colorful? (precise details, short sentences, slang, figurative language)
How does the author make the story colorful?
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 words are clue to the author's feelings?
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... to stand for...?
What could the author have added that would made his position stronger?
How is the selection organized?
Why did the author choose to use dialect/slang/regional speech 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 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?
What details help you to visualize the story? Evaluating questions focus on reasonableness and quality of ideas, standards for making judgments, and confirming accuracy of claims
Which... does the author believe is the most important reason for...?
What is the author's most important reason for ...?
Which details are most relevant to the author's point of view?
What could the author have added to make his opinion more valid?
Which detail is irrelevant to the author's judgment?
With which statement would the author most likely agree? Cognition: Develop an initial understanding. Identify purpose, main ideas, supporting details, vocabulary in context, parts of books.
Knowing questions focus on clarifying, recalling, naming and listing
1. Based on the context of paragraph..., what does... mean? (vocabulary in context)
2. Which best describes...? (clearly stated in the selection)
3. What metaphor does the author use to compare... to...?
4. Which word would best be substituted for the word... in paragraph/line...?
5. When and where did this story occur?
6. What is the selection supposed to help you do?
7. What does the word... mean in paragraph...?
8. Which clue helped you determine the meaning of the word... as it is used in this selection?
9. What is the purpose of guide words?
10. How is the text organized?
11. When the author used the word..., which meaning does she want you to associate with it?
12. What is the plot of the story?
13. Based on this story, how would you describe...?
14. What is another meaning for the word...?
15. What is the purpose of the stage directions?
16. What kind of source would you use to find information about...?
17. What is the rhyme scheme?
18. Who is the speaker in this selection?
19. What can you tell from the conversation about ... ?
Organizing question focus on arranging information, comparing similarities/ differences, classifying, and putting in order
Which detail best completes the graphic organizer?
The author compares... to...?
What are some words the author uses that are clues to 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 details support 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 is the most important reason 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/conversation 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...? Interpretation: Dig deeper. Clarify, explain by making inferences, drawing conclusions, making generalizations and predictions, determining the meaning of figurative language.
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 have a more positive connotation?
How did the plot develop, from the beginning to the end?
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...?
Which is an example of figurative speech?
Organizing questions focus on arranging information, comparing similarities/differences, classifying, and putting in order
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 a 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 story 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 about...?
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 possible 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 story 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 important?
Which statement is true? Which... is most important in this story?
Reading Comprehension
What resources would give more information about ...?
How are ... and ... similar?
What other things cause .... ?
Who would most likely need ... ?
What are some other ways ... could have ... ?
.......'s relationship to .... is most like ....
What part of the story could happen in real life? (Or not happen in real life?)
How do you think .... felt after ....?
Evaluation of the Author's Skills
Which words aroused emotion? (Which emotion?)
Which word would have been a better word to use in this sentence?
Why is ..... in italics? (or underlined?)
Why did the author choose this title?
What details help you to visualize the story?
What is the author's most important reason for ..... ?
How does the author make the story colorful? (imagery)
Which statement is the main idea of paragraph .......?
Initial Understanding
What is the plot of the story?
What words are clues to the author's feelings?
Which is an example of figurative speech?
What is the main problem or conflict in the story?
What can you tell from the conversation about ...?
Based on this story, how would you describe ........ ?
Which is the most important reason for .... ?
When and where did this story occur?
How would you describe ... ?
Who is the speaker in ..... ?Interpretation
How did the plot develop, from the beginning to the end ?
How is ..... different from ..... ?
How did ..... solve the problem?
Why was ..... important?
What is another possible solution to this problem?
What can a reader tell about ... from .... ?
Which .... is most important in this story?
What does .... think about ... ?
In what part of the story does the author give information about what happened before the story began?
What lesson should .... have learned about ....?
Why was .... important to ....?
If ..... , what else would be true?
What is the story meant to explain?Revised Bloom’s Taxonomy Verbs Quiz
Knowledge (Remembering)
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Blooms Taxonomy Verb Quiz Knowledge
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
count define describe draw find identify label list match name quote recall recite tell write 1.
to discover.2.
to bring a past event into the mind; remember.3.
to make a picture of with a pen, pencil, or other writing tool.4.
to choose a word that will be what someone or something is called.5.
to express or record by __________.6.
to speak the words of from memory and in front of others.7.
to tell or write about; create a picture of in words.8.
to explain or state the meaning of.9.
to list or name one by one in order to find the total.10.
to identify through the use of a __________.11.
to bring together because of being equal or alike.12.
to figure out or show who someone is or what something is.13.
to write down a series of names, numbers, or other items, one after another.14.
to repeat a passage or information from.15.
to express in spoken or written words.Comprehension (Understanding)
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Blooms Taxonomy Verb Quiz Comprehension (Understanding)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
conclude demonstrate discuss explain generalize identify illustrate interpret paraphrase predict report restate review summarize tell1.
to restate in somewhat different words.2.
to figure out or show who someone is or what something is.3.
to explain or make clear by giving examples.4.
to come to a broad idea or rule about something after considering particular facts.5.
to express in spoken or written words.6.
to bring to an end; finish or complete.7.
to prepare and present an account or statement of.8.
to tell in advance that something will happen.9
to restate in a concise form.10.
to explain or describe, especially by modeling or using many examples.11.
to state again or in a different way.12.
to make clear in speech or writing; show in detail.13.
to examine or look over again.14.
to talk together about.15.
to decide on or explain the meaning of.16.
to draw pictures to go along with a book or other written material.Application (Applying)
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use
Blooms Taxonomy Verb Quiz Application (Applying)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
apply change choose to compute dramatize interview play prepare to produce select show transfer1.
to display or exhibit.2.
to make it exciting or dramatic, sometimes by exaggerating.3.
to make or put together from different parts.4.
to choose; pick.5.
to make use of or put to use.6.
to act the part of in a drama.7.
to put together and present for the public to enjoy.8.
to move or carry from one person or place to another.9.
to make different; alter the content or form of.10.
to pick one or more from a group.11.
to figure out or calculate by using arithmetic.12.
to have an __________ with or of.Analysis (Analyzing)
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate
Blooms Taxonomy Verb Quiz Analysis (Analyzing)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
analyze characterize classify compare contrast debate deduce diagram differentiate discriminate distinguish examine outline relate research separate1.
to note or describe the similarities or differences of.2.
to draw (a conclusion) by reasoning from given information or general principles.3.
to show by a __________.4.
to look at closely and carefully.5.
to give the main ideas or topics of.6.
to discuss the different sides of a subject or issue.7.
to cause to become different or distinct, especially by changing.8.
to tell apart by seeing differences (often followed by "from").9.
to divide into parts or break the connection between.10.
to compare in order to make differences clear.11.
to describe the particular character or qualities of; give certain characteristics to.12.
to separate into parts for close study; examine and explain.13.
to put or order into groups of similar things.14.
to see a clear difference; make a distinction.15.
to see or find connections between; link.16.
to do __________ into.Synthesis (Creating)
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite
Blooms Taxonomy Verb Quiz Synthesis (Creating)
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
compose construct create design develop integrate invent make organize perform plan produce propose rewrite1.
to bring together and mix into a whole.2.
to do or present for the entertainment of an audience.3.
to bring into being.4.
to plan for a certain goal or purpose.5.
to think of, come up with, or create something new.6.
to put together and present for the public to enjoy.7.
to create or write.8.
to think about and decide ahead of time how one is going to do something.9.
to bring out the potential of; advance to a more complete or more effective condition.10.
to bring into being by building from separate parts.11.
to present or suggest as an idea to be considered.12.
to write again using different words or a different form or style; revise.13.
to build; put together.14.
to set in order; arrange in an orderly way.Evaluation (Evaluating)
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select
Instructions: Write the correct word in the space before its definition. There may be more than one definition for each word.
appraise argue assess choose conclude critic decide evaluate judge justify predict prioritize prove rank rate select1.
to think about carefully and form an opinion.2.
to judge the quality or nature of.3.
to show to be true or correct.4.
to form an opinion of or about.5.
to make up one's mind about something; make a choice to do something.6.
to pick one or more from a group.7.
anyone who judges or evaluates.8.
to place in order; classify.9.
to give reasons for or against something.10.
to show to be true or right; prove.11.
to judge or set the worth of.12.
to put or do in order of priority.13.
to set or try to find the importance or value of; evaluate; estimate.14.
to put in a certain rank or order.15.
to tell in advance that something will happen.16.
to choose; pick.HIGHER ORDER THINKING QUESTION STEMS REMEMBER (Level 1)
Recognizing and recalling
Describe what happens when___________.
How is (are) _________?
How would you define_________?
How would you identify_________?
How would you outline_________?
How would you recognize_________?
List the _________ in order.
What do you remember about_________?
What is (are) _________?
What would you choose_________?
When did _________?
Where is (are) _________?
Which one_________?
Who was (were) _________?
Why did _________?
UNDERSTAND (Level 2)
Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Elaborate on__________.
How can you describe_________?
How would you clarify the meaning _________?
How would you compare/contrast_________?
How would you differentiate between________ and _________?
How would you express_________?
How would you generalize_________?
How would you identify_________?
What can you infer from_________?
What can you say about_________?
What did you observe_________?
What is the main idea of _________?
What would happen if _________?
Will you restate_________?
APPLY (Level 3)
Executing and implementing
How would you develop_________?
How would you after _______ to _________?
How would you change_________?
How would you modify_______?
How would you demonstrate_________?
How would you develop________ to present _________?
How would you present _________?
How would you solve_________?
What actions would you take to perform_____?
What examples can you find that _________?
What other way would you choose to _________?
What would the result be if _________?
Why does ________ work?
ANALYZE (Level 4)
Differentiating, organizing, attributing
Discuss the pros and cons of __________.
How can you classify ________ according to _________?
How can you compare the different parts of _________?
How can you sort the parts of _________?
How is _________ connected to _________?
How would you explain _________?
What are the advantages and disadvantages of _________?
What can you infer _________?
What can you point out about _________?
What evidence in the text can you find that _________?
What explanation do you have for _________?
What ideas support/validate_________?
What is the problem with _________?
What is your analysis of _________?
Why do you think _________?
EVALUATE (Level 5)
Checking and critiquing Create a poem/riddle/song that explains_________?
Devise a way to_________?
How would you compile the facts for_________?
How would you elaborate on the reason_________?
How would you generate a plan to_________?
How would you improve_________?
How would you portray_________?
Predict the outcome if _________?
What alternative would you suggest for_________?
What changes would you make to revise_________?
What could you invent_________?
What facts can you gather_________?
What would happen if _________?
CREATE (Level 6)
Generating, planning, producing
Determine the value of _____.
How could you verify_________?
How would you determine which facts__________?
How would you grade_________?
Rank the importance of ______.
Rate the _________.
Explain your rating.
What choice would you have made_________?
Explain your reasoning.
What criteria would you use to assess_________?
What data was used to evaluate_________?
What information would you use to prioritize_________?
What is the most important_________?
Tell why. What is your favorite_________?
Why? What would you suggest_________?
What is your opinion of _________?
Support your response.
