The document describes activities for a kindergarten library lesson based on Bloom's Taxonomy of learning domains. It includes activities and assessments for each of the six domains: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. For the Understanding domain, an activity is described where students retell part of a story using hand puppets after listening to a read aloud.

1. Bloom’s
Taxonomy
Group 1

2. All activities mentioned are
Kindergarten library lessons
developed to extend the
classroom curriculum based on
the state standards (TEKS).

3. Remembering
 “Retrieving, recognizing, and recalling
relevant knowledge from long-term
memory” (Forehand, 2005)

4. Activity to Enforce Remembering
Skills
 The librarian reads aloud Gingerbread Baby by Jan Brett.
As the librarian reads aloud to the students, he/she
should scaffold the children’s understanding and model
comprehension strategies for making inferences,
explanations, vocabulary, and story elements. The
librarian stops several times throughout the read-aloud
to provide students the opportunity to participate and
apply their skills. Once the story is over, students
participate in remembering the places Gingerbread Baby
visits as he avoids being captured. For this activity, the
librarian draws an oven on one end of a length of bulletin
board paper and a gingerbread house on the opposite
end. To begin, attach a gingerbread baby cutout to the
oven with sticky-tac. Then revisit the story and invite
students to recall, in order, the places Gingerbread Baby
visits after leaving the house. As a child names each
location, sketch it on the paper. Then encourage
students to retell the story by moving Gingerbread Baby
along the path until he is safely in his home. (Brugger-
Murphy & Miner, 2009, 38).

5. Assessment
 The librarian would asses the
students by asking each student to
retell a portion of the story. If
students are able to successfully do
this, they are able to think on the
Remembering level.

6. Understanding
 “Constructing meaning from oral,
written, and graphic messages
through interpreting, exemplifying,
classifying, summarizing, inferring,
comparing, and explaining”
(Forehand, 2005)

7. Activity to Enforce Understanding
Skills
 The librarian will read aloud Goldisocks and
the Three Libearians. Throughout the book,
she will stop to allow students to discuss
the events and the actions of the
characters. When the story is done,
students will receive materials to draw color
and cut out a puppet of Goldisocks. Then,
together with an assigned buddy, the
students will take turns using the
Goldisocks puppet to retell the part of the
story when she uses the five finger rule to
pick out a just right book.

8. Assessment
 This level of thinking can be
demonstrated when a student retells
and explains the actions of an event
or character from a story. In this
lesson, students demonstrate their
understanding by using a puppet to
retell an event.

9. Applying
 “Carrying out or using a procedure
through executing, or implementing”
(Forehand, 2005)

10. Applying Activity
 As the library media specialist reads the story aloud,
students will share their perceptions of the characters as
the story progresses. The library media specialist will ask
guiding questions pertaining to the personality and traits of
the characters. Afterwards, students will voluntarily share
their thoughts and ideas concerning the characters.
Students may choose to share which character they feel
they relate the most to (as time permits). Then, students
will be arranged into groups where they will play “character
charades”. Each group will have a bag with the name of
each character from the story. As students take turns, they
will randomly draw a name from the bag and attempt to
portray that character as the other students within that
particular group guess which character the student is
constructing a representation of. Students may be
challenged to attempt to construct a representation of the
character without using any verbal signals. In the end, the
library media specialist may allow students to demonstrate
their representation of the various characters for the whole
group.

11. Assessment
 This level is demonstrated when the
students are able to successfully
portray a character, as well as being
able to successfully identifying the
representation.

12. Analyzing
 “Breaking material into constituent
parts, determining how the parts
relate to one another and to an overall
structure or purpose through
differentiating, organizing, and
attributing” (Forehand, 2005)

13. Analyzing Activity
 A librarian reads Goldilocks and the Three
Bears to kindergarten students. As she
reads, she points out key places where
Goldilocks must react to the action of the
story. Then the students must write a diary
in which they explain how they would react
to the action, not Goldilocks.

14. Assessment
 The assessment for this level of
knowledge occurs when the librarian
recognizes whether or not the
students can differentiate between
Goldilocks' reactions and what the
students’ reactions would be.

15. Evaluating
 “Making judgments based on criteria
and standards through checking and
critiquing” (Forehand, 2005)

16. Evaluating Activity
 The librarian chooses to read two different
versions of The Gingerbread Man. The librarian
assesses for background knowledge prior to
reading the two books. As the librarian reads,
she stops several times through each story,
allowing for predictions. Next the students are
asked to explain the similarities and differences
between the two versions of text. The librarian
will then ask students to choose their favorite
ending to the story. Finally, students will create a
picture illustrating a unique ending. Students will
use invented spelling to write/illustrate about
their chosen ending. Students will use a visual
rubric to critique their writing.

17. Assessment
 This level is of thinking is
successfully demonstrated when
students are able to create, write, and
draw a unique ending.

18. Creating
 “Putting elements together to form a
coherent or functional whole;
reorganizing elements into a new
pattern or structure through
generating, planning, or producing”
(Forehand, 2005)

19. Creating Activity
 The librarian will read Goldilocks and the
Three Bears. Throughout the reading, she
will stop to ask answers of the students to
ensure comprehension. She will ask the
students how the characters would
physically react to the action in the book,
not just the words the story already uses.
Then the students will be split into groups
and asked to compose a song to tell the
story of Goldilocks and the Three Bears.

20. Assessment
 The students have successfully
demonstrated this level of thinking if
they are able to write and sing a song
of Goldilocks and the Three Bears.

21. Bloom’s Taxonomy
Quiz

22. 1. When the librarian taught this lesson to the first
kindergarten class, it went very well. However, she
believes the next kindergarten class will have a more
difficult time working with a partner to retell that part of the
story. She would like to give them a different activity. How
can she change this activity but continue to ensure that the
students are still only thinking at the Understand level of
Blooms?
a) Students can draw a picture of each of the characters from
the story and label the drawings with each character’s
name.
b) Students can make a cartoon strip to show how
Goldisocks used the five finger rule to help her pick out a
just right book.
c) Students can pretend that Goldisocks is having a birthday
party at the Three Libearian’s house. Students will
describe a gift that would be just right for Goldisocks.
d) Students can take a survey of their friends to see how
many of them use the five finger rule to help them pick out
a book from the library. Students will analyze the results to
see if the five finger rule is a useful tool.

23. 2. After reading/listening to the story Goldilocks
and the Three Bears, students construct a
representation of a specific character from the
story Goldilocks and the Three Bears based on
their perception of the story, students are
demonstrating which level of Bloom’s
Taxonomy?
A. Creating
B. Evaluating
C. Analyzing
D. Applying
E. Understanding
F. Remembering

24. 1. If students are asked to express a story in a
different form, which level of Bloom’s
Taxonomy are they be asked to reach?
A. Creating
B. Evaluating
C. Analyzing
D. Applying
E. Understanding
F. Remembering

25. 4. Which activity is designed to reach the “Evaluation” level of
Blooms Taxonomy?
A. Middle school students, enrolled in a theatre class, are asked
to interview ten middle school students regarding their favorite
play.
B. Fifth grade students are asked to sort and classify rocks
composed of different minerals.
C. A kindergarten teacher asks students to predict what will
come next in a story about The Three Little Bears.
D. Third grade students are asked to match synonym word cards
with matching antonym word cards.
E. Seventh grade Language Arts students are asked to critique,
judge and evaluate poetry. Students will write a 400 word essay
stating their assessments.
F. After studying famous inventors. Third grade students are
asked to create a useable invention out of recycled products.
Students will produce plans and propose their idea to the
teacher for approval.

26. 5. Which verb listed best describes the
Analyzing level of Bloom’s Taxonomy?
A. Describe
B. Summarize
C. Construct
D. Differentiate
E. Assess
F. Compose

27. 6. A kindergarten teacher asks her students to
draw a story sequence to recall the main
events. This question exhibits which level of
Bloom’s Taxonomy?
 A. Creating
 B. Evaluating
 C. Analyzing
 D. Applying
 E. Understanding
 F. Remembering

28. Answers
1. B
2. D
3. A
4. E
5. D
6. F

29. References
Brugger-Murphy, K. & Miner, B. (2009). Gingerbread Baby. Seasonal
Storytime Grades PreK-K (38). Greensboro, NC: The Mailbox Books.
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M.
Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved June 8, 2012 from
http://projects.coe.uga.edu/epltt/
Hopkins, Jackie M. (2007). Goldisocks and the three libearians.
Madison, WI: Upstart Books.
Overbaugh, R.C. & Schultz, L. (2012). Bloom's digital taxonomy.
Retrieved June 25, 2012 from
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
Tarlinton, D. (2003). Blooms Revised Taxonomy [Power Point Slides].
Retrieved from http://www.slideshare.net/castanlucy/blooms-
taxonomy-457128?ref=
Technology (n.d). Bloom’s Taxonomy Verbs. Retrieved June 9, 2012
from http://www.teach-nology.com/worksheets/time_savers/bloom/