1. Reading Comprehension and
Levels of Questioning
in the Content Area
AEDR 518 and AEDS 446

2. Levels of Questioning
• Context: Bloom’s Taxonomy (revised)
• Strategy: Ciardiello’s Levels of Questioning
AEDR 518 and AEDS 446

3. AEDR 518 and AEDS 446

4. AEDR 518 and AEDS 446

5. Bloom | Verb List
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6. The Nature of the Question
• Name and label the parts of a castle.
• Compare the lifestyles of a knight, a serf, and
a manor lord in the Middle Ages.
• How did the invention of the Gutenberg
printing press propel the Renaissance
forward?
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7. Question Analysis
Q1: What is the capital of Maine?
Q2: What do you think Hamlet meant when he said,
"to be or not to be, that is the question?"
Q3: According to our definition of socialism, which of
the following nations would be considered to be
socialist?
AEDR 518 and AEDS 446

8. Question Analysis
Q4: After studying the French, American, and Russian
revolutions, what can you conclude about the
causes of a revolution?
Q5: Write a letter to the editor on a social issue of
concern to you.
Q6: Make a collage of pictures and words that
represents your beliefs and feelings about the issue.
AEDR 518 and AEDS 446

9. The Nature of the Question
• Find the perimeter. • Draw a six-sided
4 cm
irregular polygon with a
3 cm 3 cm perimeter of 23 units.
Show all dimensions.
3 cm 3 cm
4 cm
AEDR 518 and AEDS 446

10. • Altering assessment can “open” them to
provide truer pictures of what students
know and can do.
• With alternative tasks students are more
engaged in target knowledge and have a
greater range of opportunity to
demonstrate what they know and can do.
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11. Deconstructing the CCSS
• CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an
author uses to organize a text, including how the major
sections contribute to the whole and to an
understanding of the topic.
• CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s
purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text.
• CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the
information gained from experiments, simulations,
video, or multimedia sources with that gained from
reading a text on the same topic.
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12. Deconstructing the CCSS
• CCSS.ELA-Literacy.RH.9-10.1 Cite specific
textual evidence to support analysis of
primary and secondary sources, attending to
such features as the date and origin of the
information.
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13. Resources
• SC State Department Supporting Documents
http://www.ed.sc.gov/
http://ed.sc.gov/agency/se/teacher-effectiveness/standards-and-curriculum/
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-
Curriculum/Mathematics.cfm
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/Science.cfm
• Common Core Standards
http://www.corestandards.org/
AEDR 518 and AEDS 446

14. Ciardiello’s Four Levels of Questioning
Memory
Convergent
Divergent
Evaluative
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15. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
AEDR 518 and AEDS 446

16. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words
Cognitive
operations
AEDR 518 and AEDS 446

17. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what,
where, when?
Cognitive
operations
AEDR 518 and AEDS 446

18. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what,
where, when?
Cognitive Naming,
operations defining,
identifying,
designating
AEDR 518 and AEDS 446

19. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in
where, when? what ways?
Cognitive Naming,
operations defining,
identifying,
designating
AEDR 518 and AEDS 446

20. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in
where, when? what ways?
Cognitive Naming, Explaining,
operations defining, stating
identifying, relationships,
designating comparing and
contrasting
AEDR 518 and AEDS 446

21. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in Imagine,
where, when? what ways? suppose,
predict, if/then
Cognitive Naming, Explaining,
operations defining, stating
identifying, relationships,
designating comparing and
contrasting
AEDR 518 and AEDS 446

22. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in Imagine,
where, when? what ways? suppose,
predict, if/then
Cognitive Naming, Explaining, Predicting,
operations defining, stating hypothesizing,
identifying, relationships, inferring,
designating comparing and reconstructing
contrasting
AEDR 518 and AEDS 446

23. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in Imagine, Defend, judge,
where, when? what ways? suppose, justify/what do
predict, if/then you think?
Cognitive Naming, Explaining, Predicting,
operations defining, stating hypothesizing,
identifying, relationships, inferring,
designating comparing and reconstructing
contrasting
AEDR 518 and AEDS 446

24. Ciardiello’s Four Levels of Questioning
Memory Convergent Divergent Evaluative
Signal words Who, what, Why, how, in Imagine, Defend, judge,
where, when? what ways? suppose, justify/what do
predict, if/then you think?
Cognitive Naming, Explaining, Predicting, Valuing,
operations defining, stating hypothesizing, judging,
identifying, relationships, inferring, defending,
designating comparing and reconstructing justifying
contrasting
AEDR 518 and AEDS 446

25. Poll
• http://www.polleverywhere.com/multiple_ch
oice_polls/ODQ0NTY5MDUw
• http://www.polleverywhere.com/multiple_ch
oice_polls/LTE1MjU1NDQxNjU
• http://www.polleverywhere.com/multiple_ch
oice_polls/MTA0ODUxNDUzOQ
AEDR 518 and AEDS 446

26. Ciardiello’s Four Levels of Questioning
Content area examples
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27. Ciardiello’s Four Levels of Questioning
Activity
1. Think about generating questions.
2. Choose a section from your content textbook.
3. Develop two questions at each Ciardello level .
4. Share your questions with others in the group.
5. Select the “best” question for each level.
6. Report that best question to the class. Explain
the level and where it fits on Bloom’s taxonomy
as well.
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28. Let’s Try It!
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29. Q&A
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