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    Ela Question Stems

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    api-260890993
    This document discusses Bloom's Taxonomy and how to write higher and lower order questions. It provides the six levels of Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) along with common verbs used at each level and sample question stems for that level. The levels progress from remembering factual information to creating new ideas to making judgments.

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    Ela Question Stems

    Uploaded by

    api-260890993
    139 views2 pages
    This document discusses Bloom's Taxonomy and how to write higher and lower order questions. It provides the six levels of Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) along with common verbs used at each level and sample question stems for that level. The levels progress from remembering factual information to creating new ideas to making judgments.

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    ela question stems

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    This document discusses Bloom's Taxonomy and how to write higher and lower order questions. It provides the six levels of Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) along with common verbs used at each level and sample question stems for that level. The levels progress from remembering factual information to creating new ideas to making judgments.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    139 views2 pages

    Ela Question Stems

    Uploaded by

    api-260890993
    This document discusses Bloom's Taxonomy and how to write higher and lower order questions. It provides the six levels of Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) along with common verbs used at each level and sample question stems for that level. The levels progress from remembering factual information to creating new ideas to making judgments.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    ELA: Blooms Taxonomy and How to Write Higher and Lower Order

    Questions
    Cognitive
    Useful
    Level
    Verbs
    Knowledge
    tell
    Recognizing
    list
    and recalling
    describe
    information.
    relate
    (E.g., when
    locate
    shown an
    write
    exclamation
    find
    point, a
    state
    student will
    name
    identify it by
    name.)
    Comprehensio
    explain
    n
    interpret
    Understanding
    outline
    the meaning
    discuss
    of information. distinguish
    (E.g., the
    predict
    student can
    restate
    describe the
    translate
    use of an
    compare
    exclamation
    describe
    point.)
    classify

    Sample Question Stems

    Application
    Using
    information.
    (E.g., the
    student can
    use an
    exclamation
    point in a
    sentence.)

    solve
    show
    use
    illustrate
    calculate
    construct
    complete
    examine
    classify

    How would you use...?


    What examples can you find to...?
    What would result if...?
    What facts would you select to show...?
    What are some specific elements of this authors style?
    What technique does the author use to create an effect?
    What supporting evidence doesgive for her / his argument?
    In the statement, why is the word in.?
    Which word would have been a better word choice in this
    sentence?
    A theme of both selections might be
    What other things cause?

    analyze
    distinguish
    examine
    compare
    contrast
    investigate
    categorize
    identify
    explain
    separate
    advertise

    What are the parts or features of...?


    How isrelated to...?
    Why do you think...?
    What is the theme...?
    Can you list the parts...?
    What inference can you make...?
    What conclusions can you draw...?
    How would you classify...?
    How is the function of...?
    What evidence can you find...?
    What is the relationship between...?
    Which experience most likely helped the author write this?
    How doeschange from the beginning to the end of the
    selection?

    Analysis
    Dissecting
    information
    into its
    component
    parts to see
    their
    relationships.
    (E.g., the
    student can
    identify an
    exclamation
    points misuse

    What is...? How is...?


    Where is...? When didhappen?
    How didhappen? When did...? Can you recall...?
    How would you show...? Can you select...?
    Who were the main...? Can you list three...?
    Which one...? Who was...?

    How would you compare...? Contrast...?


    Will you state or interpret in your own words...?
    What facts or ideas show...?
    What is the main idea of...?
    Which text evidence supports...?
    Can you explain what is happening . . .? Why did?
    How would you summarize...?
    Which words used best described...?
    Where in the text can you find...?
    This is an example of...(literary device)?

    in a
    paragraph.)

    Synthesis
    Putting
    components
    together to
    form new
    ideas. (E.g.,
    the student
    can use
    exclamation
    points,
    questions
    marks, and
    periods
    appropriately
    in a piece of
    writing.)

    create
    invent
    compose
    predict
    plan
    construct
    design
    imagine
    improve
    propose
    devise
    formulate
    elaborate
    estimate

    Evaluation
    Judging the
    worth of an
    idea. (E.g., the
    student can
    evaluate the
    effective use
    of exclamation
    points in
    creating the
    mood in a
    descriptive
    passage.)

    judge
    select
    choose
    decide
    justify
    debate
    verify
    argue
    recommen
    d
    discuss
    determine
    prioritize
    access

    The way that this character is described suggests that they


    are
    What technique does the author use to make the selection
    ____?
    The author alludes to
    is a symbol of what?
    Whats the impact of _____ (authors craft, literary device,
    word, etc.)?
    What evidence reflects the authors biases?
    Why does the author use ___ as a symbol / metaphor?
    Why did the author choose to use ___ for?
    What is the purpose of comparingto?
    In what way does the author of the selection best help the
    reader to understand?
    What changes would you make to solve...?
    How would you improve...?
    What would happen if...?
    Can you elaborate on the reason...?
    Can you propose an alternative...?
    Can you invent...?
    How could you change (modify) the plot (plan)...?
    What could be done to minimize (maximize)...?
    What could be combined to improve (change)...?
    Suppose you couldwhat would you do...?
    How would you test...?
    Can you formulate a theory for...?
    Can you predict the outcome if...?
    How would you estimate the results for...?
    Can you construct a model that would change...?
    Which relationship is most similar to the relationship below?
    How doesjustify their position?
    What impact does the authors use of ___ (literary device)
    have on the text?
    Why does the author most likely include / mention?
    Do you agree with the actions...?
    How would you prove...? disprove...?
    Can you assess the value or importance of...?
    Would it be better if...?
    Why did they (the character) choose...?
    What would you recommend...?
    How would you rate the...?
    What would you cite to defend the actions...?
    How would you evaluate...?
    How could you determine...?
    What choice would you have made...?
    How would you prioritize...?
    What judgment would you make about...?
    What information would you use to support the view ?
    How would you justify...?
    What is the most likely reasoninstead of?
    What details are most relevant to the authors point of view?
    To what extent is this text effective in . . . (conveying the
    authors purpose, etc.)?
    With which statement would the author most likely agree?

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