Teachers' Corner Comprehension: Bloom's Taxonomy Reading Services Center

PURPOSE	To apply Bloom's theory of developing higher levels of thought processes to everyday classroom reading.
EXPLANATION	Many students are directed to read narrative or expository selections for classroom assignments for the purpose of answering factual questions. This type of reading for literal comprehension is often emphasized because of the ease and equity of evaluation. The emphasis is limiting because many students do not develop a personal attachment to books they read. They do not see reading as a bridge to their imaginations, a way to understand how others live their lives, or a method to gain self-understanding and evaluation. Questions that teachers ask can direct the students to the realization that reading has a greater and more diverse purpose than just the simple recall of facts. If this can be accomplished, it is likely that students will place a higher value on reading, continue to turn to it for pleasure and as a resource, and will establish it as a life-long habit.
PROCEDURE	For any assigned reading selection, develop questions that reflect the progression of thinking and responding from the literal level to the evaluative. Not all levels need to be developed for every selection. Consider a range that will lead the student to the greater purpose of reading. Each level of Bloom's original taxonomy has been restated for clarity and simplification. Examples of appropriate questions or directives are given to illustrate each level. The story of Goldilocks and the Three Bears was used for general understanding. 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? Application the converting of abstract content to concrete 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 Goldilock's house, the path in the forest, the bear's 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 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. Make a diorama of the bear's house and the forest. Evaluation the judgment and evaluation of characters, actions, outcome, etc., for personal reflection and understanding Why were the bear's 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 mothers'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? home |Blooms Taxonomy|Teachers' Corner

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