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Each level of Bloom's original taxonomy has been restated for

By Bertha Ross,2014-06-30 22:04
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Each level of Bloom's original taxonomy has been restated for

Use of Appropriate Questions in Story Telling

    The story of Goldilocks and the Three Bears is used to simplify and

    clarify each level of Bloom’s original Taxonomy. Nursery Staff and

    Support Assistants worked together during Formative Assessment CPD Opportunities to choose a familiar story and identify 2/3 key questions to meet Bloom’s criteria of Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.

    These have been collated to produce a set of Higher Order Questions which can be used as an AifL Resource during story telling activities. Stories covered include The Gruffalo, Cinderella, Snow White, The Ugly Duckling, Rumplestiltskin, Pinocchio, Cinderella, The Three Billy Goats Gruff, The Gingerbread Man, The 3 Little Pigs and Little Red Riding Hood

Goldilocks and the Three Bears

    Knowledge the recall of specific information

    Who was Goldilocks?

    Where did she live? With whom?

    What did her mother tell her not to do?

    Comprehension an understanding of what was read

    This story was about __________. (Topic)

    The story tells us ________. (Main Idea)

    Why didn't her mother want her to go to the forest?

    What did Goldilocks look like?

    What kind of girl was she?

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the converting of abstract content to concrete Application

     situations

    How were the bears like real people?

    Why did Goldilocks go into the little house?

    Write a sign that should be placed near the edge of the forest.

    Draw a picture of what the bear's house looked like.

    Draw a map showing Goldilocks house, the path in the

    forest, the bears’ house, etc.

    Show through action how Goldilocks sat in the chairs, ate the porridge, etc.

    Analysis the comparison and contrast of the content to personal

     experiences

    How did each bear react to what Goldilocks did?

    How would you react?

    Compare Goldilocks to any friend.

    Do you know any animals (pets) that act human?

    When did Goldilocks leave her real world for fantasy? How do you know?

    Synthesis the organization of thoughts, ideas, and information

     from the content

    List the events of the story in sequence.

    Point out the importance of time sequence words by asking: What happened after Goldilocks ate the Baby Bear's porridge? What happened before Goldilocks went into the forest? What is the first thing she did when she went into the house?

    Draw a cartoon or stories about bears. Do they all act like

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humans?

    Do you know any other stories about little girls or boys who escaped from danger?

    Make a puppet out of one of the characters. Using the puppet, act out his/her part in the story.

    the judgment and evaluation of characters, actions, Evaluation

    outcome, etc., for personal reflection and

     understanding

    Why were the bears angry with Goldilocks?

    Why was Goldilocks happy to get home?

    What do you think she learned by going into that house?

    Do you think she will listen to her mother’s warnings in

    the future? Why?

    Do parents have more experience and background than their children?

    Would you have gone in the bear's house? Why or why not?

    Do you think this really happened to Goldilocks? Why?

    Why would a grown-up write this story for children to

    read?

    Why has the story of Goldilocks been told to children for many, many years?

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The Ugly Duckling

    Knowledge the recall of specific information

    Who was the Ugly Duckling?

    What did the other birds say about the ugly duckling?

    What happened to the ugly duckling in the end?

Comprehension an understanding of what was read

    Why was the ugly duckling different from the other

    ducklings?

    Why did the ugly duckling hide himself away?

    Why did the other birds call him the ugly duckling?

    Application the converting of abstract content to concrete

     situations

    Draw a picture of the ugly duckling at the beginning,

    middle and end of the story.

    How do you think the ugly duckling felt when the other

    birds left him out?

    How do you think the ugly duckling felt when he became a

    swan?

    Analysis the comparison and contrast of the content to personal

    experiences

    Tell about a time when you saw someone being left out.

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the organization of thoughts, ideas, and information Synthesis

    from the content

    How did the story begin?

    What happened before the ugly duckling went away to hide?

    Make a puppet of the ugly duckling. Using the puppet, tell what happened in the ugly duckling’s own words.

    Evaluation the judgment and evaluation of characters, actions, outcome, etc., for personal reflection and

     understanding

    Why were the other ducklings unkind to the ugly duckling?

    How do you think they felt when the ugly duckling became a swan?

    Could anyone have helped the ugly duckling when he was sad? How?

    What lesson do you think the other ducklings learned in the story?

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Pinocchio

    Knowledge the recall of specific information

    Who was Pinocchio?

    Where did he live?

Comprehension an understanding of what was read

    What kind of boy was Pinocchio?

    What was the Main Idea of the story?

    Why was Giuseppe worried about Pinocchio’s first day at

    school?

    Application the converting of abstract content to concrete

     situations

    Draw a picture of what happens to Pinocchio’s nose when

    he tells lies.

    How was Pinocchio like a real person?

    Analysis the comparison and contrast of the content to personal

     experiences

     How did Giuseppe feel when Pinocchio did not return home

     from school?

    How would your parents feel?

    What happens when people tell lies?

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Cinderella

    Knowledge the recall of specific information

    Who was Cinderella?

    Who did she live with?

    How did Cinderella spend her time?

    Comprehension an understanding of what was read

    What kind of person was Cinderella? How do you know

    this?

    How was Cinderella treated?

    Why did her sisters not want her to go to the ball? Application the converting of abstract content to concrete

     situations

    Write a list of chores that Cinderella’s family might ask

    her to do.

    Draw a picture of Cinderella’s carriage.

    Make an invitation to the ball.

    Why do you think the Fairy Godmother wanted to help

    Cinderella?

    How would you warn Cinderella about the time? Analysis

    the comparison and contrast of the content to personal

    experiences

     How would you feel if you were treated like Cinderella? What would you do?

     Have you been anywhere special that you had to get dressed up for? How did you feel?

     What story character would you like to be? Why?

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the organization of thoughts, ideas, and information Synthesis

    from the content

    What happened at the beginning, middle and end of the

    story?

    Draw a picture of what Cinderella was doing just before the clock struck twelve.

    Draw what happened just after it struck twelve.

    Do you know any other stories about someone who was rescued from a miserable life?

    Evaluation the judgment and evaluation of characters, actions, outcome, etc., for personal reflection and

     understanding

    Why do you think the step-mother and step-sisters

    treated Cinderella so badly?

    What lesson do you think they learned when Cinderella married the prince?

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    The Three Billy Goats Gruff Knowledge the recall of specific information

    How many goats were there?

    Where did the troll live?

    Why did the goats want to cross the bridge?

    Comprehension an understanding of what was read

    What was the story about?

    Why was it difficult for the goats to cross the bridge?

    Why did the troll not eat the smallest goat?

Application the converting of abstract content to concrete

     situations

    .Why did the goats think the grass would be better on the

    other side of the bridge?

    Use finger puppets to act out the story.

    Draw a troll

    Analysis

     the comparison and contrast of the content to personal

     experiences

     Why would a bigger goat be better for the troll to eat?

    How did the goats feel when the troll jumped out?

    Has anything ever frightened you? What did you do about

    it?

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