The document discusses reading comprehension strategies and levels of questioning that can be used in content area classrooms. It introduces Ciardiello's four levels of questioning: memory, convergent, divergent, and evaluative. Each level has its own signal words and cognitive operations based on Bloom's taxonomy, ranging from basic recall to evaluation and judgment. Examples are provided for how teachers can generate questions at each level based on content area textbooks.
4. Reading Comprehension Strategies AEDR 518 | Spring 2010 Before Reading During Reading After Reading Previewing Setting Purposes for Reading Predicting and Inferring Self-Questioning Modifying/Clarifying Visualizing Summarizing Evaluating
12. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative
13. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Cognitive operations
14. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Cognitive operations
15. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Cognitive operations Naming, defining, identifying, designating
16. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Cognitive operations Naming, defining, identifying, designating
17. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting
18. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting
19. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing
20. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Defend, judge, justify/what do you think? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing
21. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Defend, judge, justify/what do you think? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing Valuing, judging, defending, justifying
22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
23. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Changes were based on 50+ years of consistent history of using Taxonomy for Learning Teaching and Assessing (Bloom’s Taxonomy) The names of six major categories were changed from noun to verb forms. The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix
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