Sunteți pe pagina 1din 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?