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    48 views18 pages

    Ela Blooms Question Stems

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    Blooms Taxonomy Question Stems for Teachers and Students The overarching highlighted headings are the question stems organized by types. Under those headings, the questions stems are organized further using Marzano's Levels of Thinking. Reading Comprehension (GENITENEIES 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... experience in the selection? In what way are these selections the same? ‘Which experience is most similar to the author's? What modem symbol can be used to compare... o..? 0 Howare... and... similar? * Applying questions focus on prior knowledge to solve a problem ‘© Atheme 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) © 8 elationship to... is most lke. + 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 ofthis selection could be true in real life? eooo -valuate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decisions, comparing and contrasting, and evaluating the accuracy of information and ideas. * 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 simiarities/differences, classifying, and sequencing © Howis... 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? ‘0 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 isthe impact of the organization ofthe selection? © Why does the author use flashbacks? © What generalization does the author probably want you to make about...? © Inthe statement. why is the word... in (quotation marks, italics, bold, etc.)? ‘+ Analyzing questions focus on examining parts, identiying 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. © ...i8 a symbol of what? ‘© What is the message of this ironic selection? © Whats .'s atitude 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 reffects 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? © Howis 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 ofthis selection best help the reader to understand. * Generating questions focus on producing new information, inferring, predicting, and elaborating with detaiis ‘0 How does... justify his/her position? ‘© What impact does the author's use of foreshadowing have on the selection? ‘© Inwhat way could the author make... more believable? © Why does the author most lkely (include...?) (begin/end the selection by saying...) (mention...2) ‘+ Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information 0 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...2 ‘© Which details are most relevant to the author's point of view? © What could the author have added to make herthis opinion more valid? Which detail is irrelevant to the author's judgment? With which statement would the author most likely agree? 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 © 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... o...? Which word would best be substituted for the word... in paragraphilne...? 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 its used in this selection? ‘© Whats the purpose of guidewords? © Howis the text organized? © When the author uses the word..., which meaning does s/he want you to associate with it © Whatis the plot ofthis selection? © How would you desoribe...? © 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...? © Whattis the rhyme scheme? © Whois the speaker in this selection? ‘+ Organizing questions focus on arranging information, comparing similaritiesidferences, 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? © Whats 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? ‘© Whatis 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 attibutes/relationships/pattems, 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 conflc 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? e000 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 isthe 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...? ns, interpretation: making generalizations and predict ig deeper. Clarify, explain by making inferences, drawing conc ns, determining 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..2 © Which words can the author use that has a more positive connotation? © How did the plot develop? © What does... think about...? ‘© What's... (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 similarties/ differences, classifying, and sequencing © Howis... different from...2 ‘© Which detail belongs in the empty circle? © People who... are most ikely to have which characteristics? © Howare... (e.,,a modem fable) and... e.g., an ancient fable) different? ‘+ Applying questions focus on prior knowledge to solve a problem ‘© Whatis the tone/mood of this selection? © How did... solve the problem? ‘What wil be the result of this step in the directions? ‘0 In what ways are these ideas important to the topicltheme? ‘© How does the setting impact the mood or tone? © Why does the author compare this problem to...? © How does the authors use of... irony, humor, personification) contribute to...? © Which... is an example of...? ‘© Hows informational text organized differently from narrative text? © What are strategies for reading...?, © Whats 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, eto.? 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 lear 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 oo0000c000000 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..2 ‘What could you infer about the author from this information? With which opinion would the author probably agree? It. what else would be true? What was most likely the situation at the beginning of the selection? What isthe selection meant to explain? What does the final paragraphistanza 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 ifthe setting were...” How would.’ actions be differentif 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 oo00 ‘What could the author add to this selection to help you understand it better? Which theme best fits the story? Which facts and detaiss that suppor the author's view are relevant? Which statement is rue? Which... is most important in tis selection? Blooms Question Stems are Part of The North Carolina Reading Standards Tier 3 Academic Vocabulary & Phrases to Targe ad claims advertisement/product allude(s) associate/associations author's view! message! general atitude/style biasesibiased causes and effects clue(s) charactericharacteristios compares/comparisons; compare and contrast connotation context contribute/contributions costumes details (precise; in graphic organizers) dialect dialogue effect(s)/mutiple effects elements emotions/arouse emotion entertains vs, informs vs, persuades ‘evidencelrelevant ‘evidencelsupporting evidence ‘exaggerationlexaggerate faulty judgment figurative language flashback foil foreshadow free verse generalization genre! kind of text ‘groups authors target uidewords humor illustrations impact(s) inferfinferences informal speech vs, formal speech informational text vs. narrative text interpret ironyfironic justify main ideal purpose/ summary main problem/confiict metaphorfextended metaphor modem fable vs. ancient fable onomatopoeia opinion vs. fact personification plot point of view! alternative point of view primary! secondary sources prior knowledge: propaganda reading strategies relationships. (personal, intial, Outside, in text) relevant relevance Vs. irrelevance/ irrelevant information resolution resources rhyme scheme setting significance situations stage directions subheading substitute(s) symbol! symbolism/ symbolic! symbolize technical language technique text organization! effective organization theme thesaurus tone! mood unreliable sources) witnesses Useful information valid viable solution visualize the images Critical Stance Questions Compare and Contrast * How is X different from ¥? + How does Joe (or Joe's feelings) change from the beginning to the end of the selection? * Based on the information from the selection, which of the following relationships is most similar to the relationship below? -xXy All relationships found in text + How is the structure in the magazine article similar to the structure in the textbook excerpt? * How is the information in the article the same/different to that in the poem/letter/etc.? + Howare the two characters similar to each other? * What is the significance of the map to the article? Impact of literary elements * Which character seems the most (excited) about xxx? * What effect did the author achieve by writing the selection from XXX point of view? How would the story have changed if written from X point of view? * How does the mood impact the story? * What is ironic about x? * How would the story change if the setting/characters were different? * How did the author's choice of setting affect the characters in the selection? + What makes this story a fable? A myth? A legend? etc. + How does the author show that this story is a fantasy? + How does the author make this fantasy seem real? Give examples. * Why does the author explain the problem in the first part of the story? * How does the author explain how the characters act/feel? Kelli Harrell/Randolph County Schools Effects of text organization * What is the effect of beginning the selection (with a question)? * What is the most likely purpose of the last sentence in the selection? What is the most likely reason this poem is written ina shape? What is the effect of the short lines in the poem? What did the author do to make this selection easier to read/understand? What did the author do to present the information clearly? Why did the author give a definition of in paragraph 2? Why did the author write these words/this phrase in boldface print (italics, capital letters, brackets, etc.)? The information in this selection is presented mainly by: — Comparing... — Discussing... — Describing... —Providing details about... * Inwriting this article, the author mostly made use of — Broad ideas — Specific details — Important questions Interesting characters + The author wrote XXX in capital letters to emphasize which of the following? Why did the author put some of the information ina chart/table? + How effective is the use of the illustrations in this story? Kelli Harrell/Randolph County Schools Usefulness of text for specific purpose + Information in this selection would be useful if you were writing an article about which of the following? + Information in this selection would be useful for which of the following? * What information would be useful for the author to add to the selection? * What would the author most likely add to the selection? Why? * Why would you most likely read this selection? Author's purpose * Based on what you read, why did the author most likely write this selection? ~To inform/to give technical information —To persuade ~To frighten —To entertain/amuse * Which statement from the selection most likely reflects the author's purpose in writing this selection? * What information did the author need to know in order to write this article? * Why did the author most likely include (a list of ingredients, a graphic, statements in parenthesis, a picture, etc.)? Kelli Harrell/Randolph County Schools Author's craft * Lines 6-9 appeal most to which of the following senses? + What strategy does the speaker use to show the result of Daddy's cooking? Asks questions, describes daddy's reaction, uses exaggeration, uses personification * Which of the following techniques does the author use to create the mood of the selection? + How does the author use (irony, personification, humor’ effectively? * How does the author's use of irony, etc. contribute to the selection? + Inwriting this selection, the author made use of which of the following: * Quotes from famous people * specific details/important questions + figurative language * Think about the way the author describes the setting. Did the author choose the words well to describe the setting? Why or why not? Evaluating accuracy of information/ideas * What would be the best way to make sure the information in this passage is accurate? * Who would be the best person to ask if the information in the table is accurate? * Where would you find the most current information about this topic? Kelli Harrell/Randolph County Schools Fact/Opinion * Which of the following statements is fact/opinion? * Which of the following statements shows evidence that the author is biased? * How does the author present his/her opinion? * Based on the selection, which type of person would the author most likely think of as successful? + With which statement would the author most likely agree? * Which statement from the selection best reflects the author's message? Kelli Harrell/Randolph County Schools * Questioning the Author's Dec Reading like a Writer ns, © Comparing/Contrasting (within the text) Evaluating Information Strategies for teaching: Connect reading and writing Use reflection journals Model “think alouds” Use graphic organizers Daily analogies QAR's (Question, Answer, Response) Skills to be taught: © Examine author's craft © Impact literary elements * Effects of author's word choice, author's purpose. Author's decisions * Compare and contrast with the Text * Evaluate information and ideas » What was an important part of.......? » What did two characters have in common? » Which statement would the author most likely agree with? > What is the most likely reason why...? » What is most important way that was similar to (or different from) ? » Do you agree with the author's opinion of this event? > Does the author use (irony, personification, humor) effectively? Explain. > What could be added to improve the author’s argument? Why? > Is this information needed? » What other information would need to find out that you don’t know now? SN N < Reading Response Journal Prompts For: Critical Stance- How does the author describe things in this (passage, article, selection) so you can see them? Why do you think the author wrote this (passage, article, selection)? ‘What was the author’s purpose for writing this (passage, article, selection)? How did the author capture your interest in this (passage, article, selection)? Write any questions you would like to ask the author or one of the characters if you could interview him/her. How would you change the story if you could suddenly be a character in the passage, article, and selection)? Rewrite this selection with asa setting or as a character. esoponsiad. 40 “suey ‘urea uons9[0s 2p ‘ams ayer oxime 3p S20p MOH, noo Aes eys uy your zoypne ay uwonnadar 80] !soouaauas yornb “yous ‘Sura taBuesp) 9ay39 gy sasn sompne ‘up sanbyunjay,

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