Bloom's Taxonomy Question Frames

I've been posting a lot  about sentence frames. This time, I want to integrate sentence frames to Bloom's Taxonomy when helping students ask questions about their reading, writing or any content area.

Sentence Frames_Bloom's Taxonomy

Readers' Workshop---Reading Journal Topics and Frames

READING JOURNAL FRAMES

1. I like/dislike this book because___________________________.

2. This book makes me want to______________________________.

3. The big ideas in the book were___________________________.

4. If I were the author I would change___________________________.

5. I noticed that the author___________________________.

6. My feelings about the (book, characters) changed when_____________________.

7. What I want to remember about this book is___________________________.

8. I think that the illustrations___________________________.

9. I question the accuracy of___________________________.

10. The genre of this book is…because___________________________.

11. I thought the book was unrealistic/realistic because_______________________.

12. I found this book hard to follow because___________________________.

13. The title of this book says to me___________________________.

14. My prediction about the book is___________________________.

15. This book reminds me of another book I read___________________________.

16. Some important details I noticed were___________________________.

17. The author got me interested when___________________________.

18. I think the setting _______ (could/could not) be a real place because__________.

19. One powerful character in the story is___________________________.

20. I think the _________ (season/time) affects the characters because _________.

21. I believe the bravest character is ________ because______________.

22. I think ________ could also be in the story because_______________________.

23. I _______(like/dislike) the part in the book when __________ because________.

READING JOURNAL TOPICS

1. I like/dislike this book because… 2. This book makes me want to… 3. The big ideas in the book were… 4. If I were the author I would change… 5. I noticed that the author… 6. My feelings about the (book, characters) changed when… 7. What I want to remember about this book is… 8. I think that the illustrations… 9. I question the accuracy of… 10…The genre of this book is… because… 11….I thought the book was unrealistic/realistic because… 12. I found this book hard to follow because… 13. The title of this book says to me…

14. My prediction about the book is… 15. This book reminds me of another book I read… 16. Some important details I noticed were… 17. The author got me interested when… 18. Could the setting be a real place in our time? 19. Are there any powerful characters in the story? 20. Does the season or time affect the characters? 21. Who is the bravest character? Why? 22. Who else could be in the story? 23. I like/dislike this part of the book because… 24. Other topic…

Using Sentence Frames to Jumpstart Writing - Grades 3-5, ELA, ELL

Going through my district's website and looking for more classroom ideas, I run into this great short quick little video on sentence frames. I know I have posted several comments and videos on the subject, but it is truly a great strategy to be shared with anybody that teaches English Language Learners. 

 

To access this video (that is below!), I had to create an account and that only took me a few seconds. There are hundreds of videos on www.teachingchannel.org. Share your favorite!!

 

Questions to Consider while watching this short video:

• Why does Ms. Brewer give students the option of using sentence frames?

• How can you create a sentence frame that encourages varied responses?

• What makes sentence frames an effective strategy for English Language Learners?

More sentence frames

AUTHOR’S VIEWPOINT

1.)       The author believes/thinks/argues that __________________.

2.)     The author believes/thinks/argues that __________________ because ________________.

3.)     To support his/her belief/argument/opinion that _______________, the author says/states that ________________.

4.)      The author supports his/her belief/argument/opinion that ________,             is (stating the fact/pointing our) that _____________.

CAUSE & EFFECT

 

1.)        _____________is __________.

2.)      ____________ came to __________, so ______________ went to __________. He/she ____________, because.

3.)      Since/Because ____________ is ______________, ____________ decides to ____________.If ______________, then ____________________.

4.)      Since/Because _______________ is ________________, _____________.

5.)      Due to the fact that ______________, _________________ decided to  ____________. If _________________, then ______________ would have __________.

6.)     Due to the fact that ____________________. If __________ would have  _____, then ______

 

CLASSIFYING & CATEGORIZING

 

1.)        There are __________types of ________.  _________ and _____________ are ___________.  A category is _____________.  The categories are _________.

 

2.)      __________, ____________, and ___________ all have __________. _____________, __________ and ___________are all examples of ________.

3.)      Both __________ and ___________ could be classified as ___________. I should classify ______, _______ and __________ in the category of ________.

4.)      Given the  _________ of ____________, we should categorize them as _______. Since ____________ have __________, I should classify _______ in this category

 

KNOWLEDGE

 

KNOWLEDGE:  I can recall or recognize information, ideas, and principles in the

                         approximate form in which they are learned.

·      How is (are) _____?

·      How would you define _____?

·      How would you identify _____?

·      How would you recognize _____?

·      What do you remember about _____?

·      What is (are) _____?

·      When did _____?

·      Where did _____?

·      Where is (are) _____?

·      Which one ______?

·      Who was ______?

·      Who were _____?

·      Why did ______?

·       You can tell that _____?

COMPREHENSION

COMPREHENSION:  I can understand the main idea of material heard, viewed,

or read.  I am able to interpret or summarize the ideas in my own words. 

·      How can you describe _____?

·      How would you generalize ____?

·      How would you clarify the meaning _____?

·      How would you compare _____?  Contrast?

·      How would you distinguish the type of ____?

·      How would you express _____?

·      How would you identify _____?

·      What can you infer from _____?

·      What can you predict about _____?

·      What did _____ look like?

·      What did you observe _____?

·      What facts or ideas demonstrate _____?

·      Which statements explain _____?

·       Will you restate _____?  Elaborate? 

 

APPLICATION 

APPLICATION:  I am able to apply an abstract idea in a concrete situation to solve

                           a problem or relate it to prior experience.

·       How could you apply what you read to construct___?

·       How could you develop _____?

·       How could you dramatize ____ after reading___?

·       How could you illustrate ____ after writing___?

·       How would you change _____?

·       How would you demonstrate _____?

·       How would you develop ____ to present___?

·       How would you gain control of _____ to adapt___?

·       How would you present ____?

·       How would you use the facts to investigate ___?

·       What actions would you take to perform _____?

·       What other action would you use to ______?

·       What other way would you choose to ______?

·       What would the result be if ______?

·       How would you alter _____ to ______?

·       How would you manipulate ______ to ______?

ANALYSIS

ANALYSIS:  I can break down a concept or idea into parts and show relationships

                     among the parts. 

·       How can you classify _____ according to _____?

·       How can you compare the different parts _____?

·       How can you sort the parts _____?

·       How can you distinguish the parts of _____?

·       How is ______ connected to _____?

·       How would you explain _____?

·       How would you monitor _____?

·       What can you infer ____?

·       What can you point out about _____?

·       What conclusions can you deduce _____?

·       What evidence can you list for _____?

·       What explanation do you have for ____?

·       What ideas validate ______?

·       What is the reason _____?

·       What is the relationship between _____?

·       What is your analysis of _____?

·       Why do you think _____?

 

SYNTHESIS

SYNTHESIS:  I can brings together parts (elements, compounds) of knowledge to

                        form a whole and build relationships for new situations.

 

·       How could you improve the plan for _____?

·       How could you write (publish) a story about _____?

·       How would you combine ____to create a different ____?

·       How would you compile the facts for _____?

·       How would you design a model that would change _____?

·       How would you explain the reason _____?

·       How would you formulate ______?

·       How would you generate a plan to _____?

·       How would you portray _____?

·       Predict the outcome if ______?

·       What alternative would you suggest for _____?

·       What changes would you make to revise _____?

·       What could be combined to improved (modify) _____?

·       What could be done to integrate _____?

·       What could you invent _____?

·       What facts can you gather _____?

·       What theory can you develop about ____?

·       What would happen if _____?

Evaluate

EVALUATION:  Makes informed judgments about the value of ideas or materials.

                          Uses standards and criteria to support opinions and views.

·     How could you verify? Perceive? Decide _____?

·     How would you assess the _____?

·     How would you critique the ideas _____?

·     How would you determine the facts _____?

·     How would you prove?  Disprove _____?

·     What choice would you have made _____?

·     What data was used to evaluate _____?

·     What information would you use to prioritize the facts?

·       What is your opinion of__? 

·       What would you choose _____?