Updated: 27 Apr 2023
A set of reading question and sentence starter cards aligned with Bloom's Taxonomy.
Non-Editable: PDF
Pages: 43 Pages
Grades: 1 - 6
Read grade-level text with purpose and understanding.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Read grade-level text with purpose and understanding.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Read grade-level text with purpose and understanding.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Read grade-level text with purpose and understanding.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Read grade-level text with purpose and understanding.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
A set of reading question and sentence starter cards aligned with Bloom's Taxonomy.
Use these Bloom’s Taxonomy question/sentence starter cards for fast finishers, as extension activities, or for group work.
The task cards cover the following Bloom’s Taxonomy learning objectives:
Read grade-level text with purpose and understanding.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Read grade-level text with purpose and understanding.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Read grade-level text with purpose and understanding.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Read grade-level text with purpose and understanding.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Read grade-level text with purpose and understanding.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (1) describe pers...
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