Bloom’s TaxonomyBloom’s Taxonomy

Group 1Group 1

All activities mentioned are All activities mentioned are Kindergarten library lessons Kindergarten library lessons developed to extend the developed to extend the classroom curriculum based on classroom curriculum based on the state standards (TEKS).the state standards (TEKS).

RememberingRemembering

““Retrieving, recognizing, and recalling Retrieving, recognizing, and recalling relevant knowledge from long-term relevant knowledge from long-term memory” (Forehand, 2005)memory” (Forehand, 2005)

Activity to Enforce Remembering Activity to Enforce Remembering SkillsSkills The librarian reads aloud Gingerbread Baby by Jan Brett. The librarian reads aloud Gingerbread Baby by Jan Brett.

As the librarian reads aloud to the students, he/she As the librarian reads aloud to the students, he/she should scaffold the children’s understanding and model should scaffold the children’s understanding and model comprehension strategies for making inferences, comprehension strategies for making inferences, explanations, vocabulary, and story elements. The explanations, vocabulary, and story elements. The librarian stops several times throughout the read-aloud librarian stops several times throughout the read-aloud to provide students the opportunity to participate and to provide students the opportunity to participate and apply their skills. Once the story is over, students apply their skills. Once the story is over, students participate in remembering the places Gingerbread Baby participate in remembering the places Gingerbread Baby visits as he avoids being captured. For this activity, the visits as he avoids being captured. For this activity, the librarian draws an oven on one end of a length of bulletin librarian draws an oven on one end of a length of bulletin board paper and a gingerbread house on the opposite board paper and a gingerbread house on the opposite end. To begin, attach a gingerbread baby cutout to the end. To begin, attach a gingerbread baby cutout to the oven with sticky-tac. Then revisit the story and invite oven with sticky-tac. Then revisit the story and invite students to recall, in order, the places Gingerbread Baby students to recall, in order, the places Gingerbread Baby visits after leaving the house. As a child names each visits after leaving the house. As a child names each location, sketch it on the paper. Then encourage location, sketch it on the paper. Then encourage students to retell the story by moving Gingerbread Baby students to retell the story by moving Gingerbread Baby along the path until he is safely in his home. (Brugger-along the path until he is safely in his home. (Brugger-Murphy & Miner, 2009, 38).Murphy & Miner, 2009, 38).

AssessmentAssessment

The librarian would asses the The librarian would asses the students by asking each student to students by asking each student to retell a portion of the story. If retell a portion of the story. If students are able to successfully do students are able to successfully do this, they are able to think on the this, they are able to think on the Remembering level.Remembering level.

UnderstandingUnderstanding

““Constructing meaning from oral, Constructing meaning from oral, written, and graphic messages written, and graphic messages through interpreting, exemplifying, through interpreting, exemplifying, classifying, summarizing, inferring, classifying, summarizing, inferring, comparing, and explaining” comparing, and explaining” (Forehand, 2005) (Forehand, 2005)

Activity to Enforce Understanding Activity to Enforce Understanding SkillsSkills

The librarian will read aloud Goldisocks and The librarian will read aloud Goldisocks and the Three Libearians. Throughout the book, the Three Libearians. Throughout the book, she will stop to allow students to discuss she will stop to allow students to discuss the events and the actions of the characters. the events and the actions of the characters. When the story is done, students will When the story is done, students will receive materials to draw color and cut out a receive materials to draw color and cut out a puppet of Goldisocks. Then, together with puppet of Goldisocks. Then, together with an assigned buddy, the students will take an assigned buddy, the students will take turns using the Goldisocks puppet to retell turns using the Goldisocks puppet to retell the part of the story when she uses the five the part of the story when she uses the five finger rule to pick out a just right book.finger rule to pick out a just right book.

AssessmentAssessment

This level of thinking can be This level of thinking can be demonstrated when a student retells demonstrated when a student retells and explains the actions of an event and explains the actions of an event or character from a story. In this or character from a story. In this lesson, students demonstrate their lesson, students demonstrate their understanding by using a puppet to understanding by using a puppet to retell an event. retell an event.

ApplyingApplying

““Carrying out or using a procedure Carrying out or using a procedure through executing, or implementing” through executing, or implementing” (Forehand, 2005) (Forehand, 2005)

Applying ActivityApplying Activity As the library media specialist reads the story aloud, As the library media specialist reads the story aloud,

students will share their perceptions of the characters as students will share their perceptions of the characters as the story progresses. The library media specialist will ask the story progresses. The library media specialist will ask guiding questions pertaining to the personality and traits of guiding questions pertaining to the personality and traits of the characters. Afterwards, students will voluntarily share the characters. Afterwards, students will voluntarily share their thoughts and ideas concerning the characters. their thoughts and ideas concerning the characters. Students may choose to share which character they feel Students may choose to share which character they feel they relate the most to (as time permits). Then, students they relate the most to (as time permits). Then, students will be arranged into groups where they will play “character will be arranged into groups where they will play “character charades”. Each group will have a bag with the name of charades”. Each group will have a bag with the name of each character from the story. As students take turns, they each character from the story. As students take turns, they will randomly draw a name from the bag and attempt to will randomly draw a name from the bag and attempt to portray that character as the other students within that portray that character as the other students within that particular group guess which character the student is particular group guess which character the student is constructing a representation of. Students may be constructing a representation of. Students may be challenged to attempt to construct a representation of the challenged to attempt to construct a representation of the character without using any verbal signals. In the end, the character without using any verbal signals. In the end, the library media specialist may allow students to demonstrate library media specialist may allow students to demonstrate their representation of the various characters for the whole their representation of the various characters for the whole group. group.

AssessmentAssessment

This level is demonstrated when the This level is demonstrated when the students are able to successfully students are able to successfully portray a character, as well as being portray a character, as well as being able to successfully identifying the able to successfully identifying the representation.representation.

AnalyzingAnalyzing

““Breaking material into constituent Breaking material into constituent parts, determining how the parts parts, determining how the parts relate to one another and to an overall relate to one another and to an overall structure or purpose through structure or purpose through differentiating, organizing, and differentiating, organizing, and attributing” (Forehand, 2005) attributing” (Forehand, 2005)

Analyzing ActivityAnalyzing Activity A librarian reads Goldilocks and the Three A librarian reads Goldilocks and the Three

Bears to kindergarten students. As she Bears to kindergarten students. As she reads, she points out key places where reads, she points out key places where Goldilocks must react to the action of the Goldilocks must react to the action of the story. Then the students must write a diary story. Then the students must write a diary in which they explain how they would react in which they explain how they would react to the action, not Goldilocks. to the action, not Goldilocks.

AssessmentAssessment

The assessment for this level of The assessment for this level of knowledge occurs when the librarian knowledge occurs when the librarian recognizes whether or not the recognizes whether or not the students can differentiate between students can differentiate between Goldilocks' reactions and what the Goldilocks' reactions and what the students’ reactions would be.students’ reactions would be.

EvaluatingEvaluating

““Making judgments based on criteria Making judgments based on criteria and standards through checking and and standards through checking and critiquing” (Forehand, 2005)critiquing” (Forehand, 2005)

Evaluating ActivityEvaluating Activity The librarian chooses to read two different The librarian chooses to read two different

versions of The Gingerbread Man. The librarian versions of The Gingerbread Man. The librarian assesses for background knowledge prior to assesses for background knowledge prior to reading the two books. As the librarian reads, reading the two books. As the librarian reads, she stops several times through each story, she stops several times through each story, allowing for predictions. Next the students are allowing for predictions. Next the students are asked to explain the similarities and differences asked to explain the similarities and differences between the two versions of text. The librarian between the two versions of text. The librarian will then ask students to choose their favorite will then ask students to choose their favorite ending to the story. Finally, students will create a ending to the story. Finally, students will create a picture illustrating a unique ending. Students will picture illustrating a unique ending. Students will use invented spelling to write/illustrate about use invented spelling to write/illustrate about their chosen ending. Students will use a visual their chosen ending. Students will use a visual rubric to critique their writing. rubric to critique their writing.

AssessmentAssessment

This level is of thinking is This level is of thinking is successfully demonstrated when successfully demonstrated when students are able to create, write, and students are able to create, write, and draw a unique ending.draw a unique ending.

CreatingCreating

““Putting elements together to form a Putting elements together to form a coherent or functional whole; coherent or functional whole; reorganizing elements into a new reorganizing elements into a new pattern or structure through pattern or structure through generating, planning, or producing” generating, planning, or producing” (Forehand, 2005)(Forehand, 2005)

Creating ActivityCreating Activity The librarian will read Goldilocks and the The librarian will read Goldilocks and the

Three Bears. Throughout the reading, she Three Bears. Throughout the reading, she will stop to ask answers of the students to will stop to ask answers of the students to ensure comprehension. She will ask the ensure comprehension. She will ask the students how the characters would students how the characters would physically react to the action in the book, physically react to the action in the book, not just the words the story already uses. not just the words the story already uses. Then the students will be split into groups Then the students will be split into groups and asked to compose a song to tell the and asked to compose a song to tell the story of Goldilocks and the Three Bears.story of Goldilocks and the Three Bears.

AssessmentAssessment

The students have successfully The students have successfully demonstrated this level of thinking if demonstrated this level of thinking if they are able to write and sing a song they are able to write and sing a song of Goldilocks and the Three Bears.of Goldilocks and the Three Bears.

Bloom’s Taxonomy QuizBloom’s Taxonomy Quiz

1. When the librarian taught this lesson to the first 1. When the librarian taught this lesson to the first kindergarten class, it went very well. However, she kindergarten class, it went very well. However, she believes the next kindergarten class will have a more believes the next kindergarten class will have a more difficult time working with a partner to retell that part of the difficult time working with a partner to retell that part of the story. She would like to give them a different activity. How story. She would like to give them a different activity. How can she change this activity but continue to ensure that the can she change this activity but continue to ensure that the students are stillstudents are still only only thinking at the Understand level of thinking at the Understand level of Blooms?Blooms?

a) Students can draw a picture of each of the characters from a) Students can draw a picture of each of the characters from the story and label the drawings with each character’s the story and label the drawings with each character’s name.name.

b) Students can make a cartoon strip to show how b) Students can make a cartoon strip to show how Goldisocks used the five finger rule to help her pick out a Goldisocks used the five finger rule to help her pick out a just right book.just right book.

c) Students can pretend that Goldisocks is having a birthday c) Students can pretend that Goldisocks is having a birthday party at the Three Libearian’s house. Students will party at the Three Libearian’s house. Students will describe a gift that would be just right for Goldisocks.describe a gift that would be just right for Goldisocks.

d) Students can take a survey of their friends to see how d) Students can take a survey of their friends to see how many of them use the five finger rule to help them pick out many of them use the five finger rule to help them pick out a book from the library. Students will analyze the results to a book from the library. Students will analyze the results to see if the five finger rule is a useful tool.see if the five finger rule is a useful tool.

2. After reading/listening to the story Goldilocks 2. After reading/listening to the story Goldilocks and the Three Bears, students construct a and the Three Bears, students construct a representation of a specific character from the representation of a specific character from the story Goldilocks and the Three Bears based on story Goldilocks and the Three Bears based on their perception of the story, students are their perception of the story, students are demonstrating which level of Bloom’s demonstrating which level of Bloom’s Taxonomy?Taxonomy?

A. CreatingA. CreatingB. EvaluatingB. EvaluatingC. AnalyzingC. AnalyzingD. ApplyingD. ApplyingE. UnderstandingE. UnderstandingF. RememberingF. Remembering

3.3. If students are asked to express a story in a If students are asked to express a story in a different form, which level of Bloom’s different form, which level of Bloom’s Taxonomy are they be asked to reach?Taxonomy are they be asked to reach?

A. CreatingA. Creating

B. EvaluatingB. Evaluating

C. AnalyzingC. Analyzing

D. ApplyingD. Applying

E. UnderstandingE. Understanding

F. RememberingF. Remembering

4. Which activity is designed to reach the “Evaluation” level of 4. Which activity is designed to reach the “Evaluation” level of Blooms Taxonomy?Blooms Taxonomy?

A. Middle school students, enrolled in a theatre class, are asked A. Middle school students, enrolled in a theatre class, are asked to interview ten middle school students regarding their favorite to interview ten middle school students regarding their favorite play. play.

B. Fifth grade students are asked to sort and classify rocks B. Fifth grade students are asked to sort and classify rocks composed of different minerals.composed of different minerals.

C. A kindergarten teacher asks students to predict what will C. A kindergarten teacher asks students to predict what will come next in a story about The Three Little Bears.come next in a story about The Three Little Bears.

D. Third grade students are asked to match synonym word cards D. Third grade students are asked to match synonym word cards with matching antonym word cards.with matching antonym word cards.

E. Seventh grade Language Arts students are asked to critique, E. Seventh grade Language Arts students are asked to critique, judge and evaluate poetry. Students will write a 400 word essay judge and evaluate poetry. Students will write a 400 word essay stating their assessments.stating their assessments.

F. After studying famous inventors. Third grade students are F. After studying famous inventors. Third grade students are asked to create a useable invention out of recycled products. asked to create a useable invention out of recycled products. Students will produce plans and propose their idea to the Students will produce plans and propose their idea to the teacher for approval.teacher for approval.

5. Which verb listed best describes the Analyzing 5. Which verb listed best describes the Analyzing level of Bloom’s Taxonomy?level of Bloom’s Taxonomy?

A. DescribeA. Describe

B. SummarizeB. Summarize

C. ConstructC. Construct

D. DifferentiateD. Differentiate

E. AssessE. Assess

F. ComposeF. Compose

6. A kindergarten teacher asks her students to 6. A kindergarten teacher asks her students to draw a story sequence to recall the main draw a story sequence to recall the main events. This question exhibits which level of events. This question exhibits which level of Bloom’s Taxonomy?Bloom’s Taxonomy?

A. CreatingA. Creating B. EvaluatingB. Evaluating C. AnalyzingC. Analyzing D. ApplyingD. Applying E. UnderstandingE. Understanding F. RememberingF. Remembering

AnswersAnswers

1. B1. B

2. D2. D

3. A3. A

4. E4. E

5. D5. D

6. F6. F

ReferencesReferencesBrugger-Murphy, K. & Miner, B. (2009). Gingerbread Baby. Seasonal Brugger-Murphy, K. & Miner, B. (2009). Gingerbread Baby. Seasonal

Storytime Grades PreK-K (38). Greensboro, NC: The Mailbox Books.Storytime Grades PreK-K (38). Greensboro, NC: The Mailbox Books.

Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved June 8, 2012 from technology. Retrieved June 8, 2012 from http://projects.coe.uga.edu/epltt/http://projects.coe.uga.edu/epltt/

Hopkins, Jackie M. (2007). Goldisocks and the three libearians. Hopkins, Jackie M. (2007). Goldisocks and the three libearians. Madison, WI: Upstart Books.Madison, WI: Upstart Books.

Overbaugh, R.C. & Schultz, L. (2012). Bloom's digital taxonomy. Overbaugh, R.C. & Schultz, L. (2012). Bloom's digital taxonomy. Retrieved June 25, 2012 from Retrieved June 25, 2012 from http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomyhttp://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

Tarlinton, D. (2003). Blooms Revised Taxonomy [Power Point Slides]. Tarlinton, D. (2003). Blooms Revised Taxonomy [Power Point Slides]. Retrieved from http://www.slideshare.net/castanlucy/blooms-Retrieved from http://www.slideshare.net/castanlucy/blooms-taxonomy-457128?ref=taxonomy-457128?ref=

Technology (n.d). Bloom’s Taxonomy Verbs. Retrieved June 9, 2012 Technology (n.d). Bloom’s Taxonomy Verbs. Retrieved June 9, 2012 from http://www.teach-nology.com/worksheets/time_savers/bloom/from http://www.teach-nology.com/worksheets/time_savers/bloom/