Pre-reading Bloom’s Taxonomy – Hierarchy of Skills

1. General question around the type/style/genre of the narrative.

2. Keywords:

Remembering
1. What were .... and what did they signify?
2. List the sounds that you would hear in the text.
3. Construct a timeline of the events in the story.
4. Who was the (last/first/only...) to ............................? Why was this
and what do you think it meant?

Understanding
1. In small groups, design five questions that could be put on a text about this narrative.
2. Identify the subject of the story. Explain your choice using evidence from the text.
3. Turn this story into a piece of reader’s theatre. Forms groups of eight to ten. One will narrate while the others form
a reader’s theatre chorus. The role of the chorus is to make up a saying or sound effect that symbolises each
character or thing that occurs frequently in the story. The narrator tells the story and each time that person or thing
is mentioned the chorus, in unison, makes th sound they have decided upon. Present to the class.
4. Select or create an illustration of the [character/setting].
5. Give this story another title and explain your choice.

Applying
1. You are the [character from narrative] and a popular television [genre] show has heard about your remarkable
(experience/possession/actions ...) and wants to interview you for their next program. Use a video camera to record
your interview.
2. If this story were to be turned into a pop-up book, describe four images that you think will pop up. Explain your
choices.
3. The [character] observes, ‘............................................’. Explain why he/she said/felt/did this and the consequences
of this action.
4. Create a map of the character’s travels/movements using clues from the story. Also add some features of your own
to make the map more interesting and exciting. You should use all the conventions of map-drawing, including a
border, the orientation, a legend, a title and a scale.

Analysing
1. Compare and contrast [event/characters/settings] in this narrative. How do they help us to understanding the
author’s messages.
2. Compare and contrast [one narrative to another]. How do both authors [aspect/feature evident in both texts]?
3. If [event from the story] had not occurred, what do you think would have happened? What do you see as possible
outcomes of the story?
4. Using logic and clues from the text, answer the following questions:
a) How long ....?
b) When ....?
c) Deduce ....
d) What does it mean ... or can you explain it in other ways?

Evaluating
1. Is there a better solution to ....? What do you think that might be?
2. Make a list of reasons why ......
3. How would you feel if [situation from text]? What do you think you could say to persuade/effect/stop ......? Prepare
a dialogue and read it to the class.
4. Conduct some research around [aspect of the text] to find out ..... . If you discover the facts around this issue/topic
contradict the text, does that make a difference to your reading of the narrative?

Creating
1. Both this text and [other text] speak of [theme/s]. What is your most powerful/vivid/memorable/ painful ...
experience of this? Create a memory/experience board of the event using words, phrases, pictures, illustrations and
concepts. Select a piece of music that is evocative of that memory.
2. Turn this text into a short pantomime for children 5-7 years old. Perform the pantomime for the class or a visiting
group of students.
3. Create or select a song that reflects your feelings about this text’s message about ....... .
4. Create a bookmark that the publishing house will give away to potential buyers in order to sell this text to the public.