Reading in the Elementary Classroom Chapter Two: Passage ...

knowledge, better preparing them to contextually understand new passages and to think
beyond those passages.
Bloom’s Taxonomy
Bloom’s levels of questioning reflect a six-fold model: knowledge, comprehension,
application, analysis, synthesis, and evaluation. Though the most precise definitions of these
categories overlap, generally accepted definitions of these levels of questioning are as
follows.
Knowledge
Knowledge level questions are factual recall, “right there,” “on the line” questions.
Key words, like who, what, when, where, why, identify, and find clue the reader into the
type of on the line, factual information the test writer or reading teacher is seeking. Students
can regurgitate knowledge level questions without fully understanding the passage. For
example:
1. Who were the main characters?
2. What did they do?
3. When did Columbus sail the ocean blue?
Comprehension
The comprehension level of Bloom’s taxonomy requires the reader to reflect the intent
of the passage. The reader does not provide exact facts or information, but processes the
information in his or her own words. Cue words, like explain, paraphrase, distinguish
interpret, defend, and summarize let the reader know that a higher level of processing is
required to reflect his or her own personal comprehension of the passage. A reader cannot
fake the comprehension of a passage.
1. Explain why the Gold Rush created such “gold fever.”
2. Defend the author’s argument for school choice.
3. Summarize the four major sections of the book.
© June Hetzel, Ph.D., 2000 Chapter Two: Passage Comprehension 10