Guided Reading Questions by Bloom's Taxonomy

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Guided Reading Questions by Bloom's Taxonomy - question, read

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  • , rated this resource Oct 30th
  • The "Alternative Colours" file doesn't seem to be any different. They have different file names but when I open them side-by-side the colours appear to be the same on both.

    , Jun 17th
    • Good morning mrtodd,
      Thanks for your comment. Our team are looking into this as we speak. We'll be back in touch with an update shortly :)

      , Jun 18th
    • Hi there mrtodd,
      Thank you so much for letting us know about this issue! Our lovely resource creation team have amended the resource and the new version is now available to download.

      , Jun 18th
  • A good resource, except for the couple of errors/omissions. On the "Understanding" page: "What was the author's purpose IN writing this book?" and on the "Analysis" page: "Can you compare this book TO the last book you read?".

    , Apr 16th
    • Hi MrsJGrant,
      Thanks for spotting this! We'll let our design team know right away!

      , Apr 16th
    • Hi there MrsJGrant,
      Thank you for spotting this mistake! Our lovely teacher and design teams have solved the issue and the new version is now available to download. I hope you like it!

      , Apr 18th
  • Can we have this resource in the Blooms Colours? These are pretty much useless if you are trting to use them as a Blooms resource, which is what they are. Thanks

    , Mar 20th
    • Hi Cooney2015,
      Thanks for your lovely comment! I can see this being useful - I'll ask our design team to make the update!

      , Mar 20th
    • Hi there Cooney2015,
      Our lovely resource creation team have completed this and emailed the new resource to you, I hope you find it useful! It will also be available for download within 48 hours, and you can find it either as a new resource, or under 'Alternative versions' above.

      , Mar 21st
  • Very useful for TAs with group work.

    , Feb 2nd
    • Hi middle123,
      Thanks for your comment! I'm really glad this resource is useful for you :)

      , Feb 2nd
  • Hi, Would it be possible to have the Blooms Colours please?remembering - purple, understanding - light blue, applying - green, analysing - yellow, evaluating - orange and creating - redThanks, Emma

    , Nov 22nd
    • Hi emmma--x,
      That sounds like a great idea, thank you! I'll get our design team to take a look :)

      , Nov 22nd
  • Guided reading sessions.  Been looking for something like this, thanks.

    , Nov 21st
  • Great resource for guided groups and individuals. TA's can use when listening to individuals.

    , Nov 20th
  • this would be an amazing tool to use and understand blooms taxonomy I downloaded the editable version to translate it in Arabic , but I don't know how to upload it back in the site so everyone can use it

    , Oct 24th
    • Hi fawzeya,
      Thank you very much for commenting! It's great to hear from you :)

      That is a very kind offer. You can email translations to info@twinkl.co.uk. I have also asked that one of our translators adds an Arabic version to the site for you. If you need anything translating in future, please do let us know :)

      , Oct 24th
    • Hi there fawzeya,
      We have done this for you and sent the new resource in an email, I hope you enjoy using it! It will also be available on the website for download within 48 hours, and you can find it either as a main resource, or under 'Alternative versions' above.

      , Nov 4th
  • This looks like it will be a great help in my reading groups. thanks

    , Oct 20th
    • Hi northribb,
      You're very welcome, glad we could help! :)

      , Oct 20th
  • Thanks so much for replying. I currently have a new class and their first languages include Arabic, Urdu, Mandarin Chinese, Polish, Romanian (and three very new ones speaking Somali, Bulgarian and Hungarian although I've never seen those translations). Anything you can offer would be fab! Thank you.

    , Sep 8th
    • Hi LLMMCC,
      Thank you for getting in touch with us here at Twinkl.

      I have put your translation request in for the languages that we are able to translate into. Unfortunately, we currently do not have anyone on our team who can produce Somali, Bulgarian and Hungarian translations to the high standard we set for all our resources.
      You could however, download the editable version from underneath the download button and translate the resource into these languages yourself.
      Have a lovely evening! :)

      , Sep 8th
  • Would it be possible to have this translated into the other languages you normally offer?

    , Sep 5th
    • Hi LLMMCC,

      Thanks for your comment, it's great to hear from you!

      If you would like to tell us which specific languages you would like this translating into for you, we will be happy to do that for you.

      I hope you have a lovely day! : )

      , Sep 5th
  • Supporting reciprocal reading and for use in a helpful wall display.

    , Aug 30th
  • Help with planning and for helpers

    , May 31st
  • For help with guided reading planning.

    , Feb 12th
  • home learning

    , Feb 10th
  • SLT - receptive and expressive language

    , Feb 8th
  • Great idea for planning guided reading

    , Feb 3rd
  • I agree - a really great resource. It would be useful to have them translated into Chinese too for the same reason.

    , Oct 21st
    • Hi MrsMoo,
      Thanks for commenting! I'll ask our resource team about this for you :)

      , Oct 21st
    • Hi there MrsMoo,
      Unfortunately we don't currently have a Mandarin speaking translator, however there is an editable version of this resource available in the 'Alternative versions' box below the big pink download button that you could use to enter your own translations. I hope this is useful to you!

      , Oct 21st
  • A brilliant resource to use to build your guided reading questions. Would love to have these translated in Russian and Romanian for EAL parents to take home.

    , Oct 14th
    • Hi usmanz,
      I'll see what we can do for you! Thanks for commenting :)

      , Oct 14th
    • Hi there usmanz,
      Our lovely teacher and design teams have completed this for you and emailed the new resource, I hope you find it useful! It will also be available for download on the website soon.

      , Oct 14th
  • great for ideas

    , Oct 4th
  • Guided Reading

    , Aug 13th
  • Looking at it for extension opportunities for bright students

    , Jul 19th
    • Hi rachaelmerlo,
      That's a lovely idea - thanks for letting others know! :)

      , Jul 19th
  • Guided Reading

    , Jul 9th
  • Guided Reading

    , Apr 3rd
  • Deeper range of questioning in guided reading

    , Mar 24th
  • Guided reading

    , Mar 15th
A pack of Guided Reading Question mats based on the six strands of Blooms Taxonomy
This resource is available in Standard, Editable, Alternative Colours and order.
  • Homepage » Scotland (CfE) » CfE Curriculum Browser » Literacy and English » Second Level » Reading » Understanding, Analysing and Evaluating » To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a
  • Homepage » Scotland (CfE) » Second » Languages » Literacy and English » Reading » Understanding, analysing and evaluating
  • Homepage » Australia » 3 - 4 » English » Literacy » Reading » Guided Reading
  • Homepage » Australia » 5 - 6 » English » Literacy » Reading » Guided Reading
  • Homepage » Scotland (CfE) » First » Languages » Literacy and English » Reading » Understanding, analysing and evaluating
  • Homepage » Key Stage 1 » English » Reading » Guided Reading
  • Homepage » Australia » 3 - 4 » English » Literacy » Reading » Comprehension
  • Homepage » Australia » 5 - 6 » English » Literacy » Reading » Comprehension
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2 4A » Respond to, read and view texts » Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
  • Homepage » Australia » 3 - 4 » English » Literacy » Reading » Reading Strategies
  • Homepage » Australia » Australian Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
  • Homepage » Australia » Victoria Curriculum Browser » English » Year 3 » Reading and Viewing - Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257)
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2 4A » Respond to, read and view texts » Justify interpretations of a text, including responses to characters, information and ideas
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective C » Thinking Imaginatively, Creatively and Interpretively » Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2 10C » Engage personally with texts » Respond to texts by identifying and discussing aspects of texts that relate to their own experience
  • Homepage » Australia » Australian Curriculum Browser » English » Year 5 » Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
  • Homepage » Australia » Victoria Curriculum Browser » English » Year 5 » Reading and Viewing - Literacy » Interpreting, Analysing, Evaluating » Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2 4A » Develop and apply graphological, phonological, syntactic and semantic knowledge » Use graphological, phonological, syntactic and semantic strategies to respond to texts, e.g. knowledge of homophones, contractions, syllables, word families and common prefixes
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 3 » Objective A » Reading and Viewing » Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3 3A » Respond to, read and view texts » Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 1 » Year 1 » Reading - Comprehension » Develop pleasure in reading, motivation to read, vocabulary and understanding. » Being encouraged to link what they read or hear read to their own experiences
  • Homepage » Australia » 5 - 6 » English » Literacy » Reading » Reading Strategies
  • Homepage » Scotland (CfE) » CfE Curriculum Browser » Literacy and English » First Level » Reading » Understanding, Analysing and Evaluating » To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a
  • Homepage » Australia » 3 - 4 » English » Literacy » Reading » Displays and Posters
  • Homepage » Australia » EYLF » Literacy » Reading » Guided Reading
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 2 » Upper KS2 - Years 5 and 6 » Reading - Comprehension » Identify and discuss themes and conventions in and across a wide range of writing
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2 4A » Respond to, read and view texts » Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691)
  • Homepage » Australia » Australian Curriculum Browser » English » Year 6 » Literacy » Interpreting, Analysing, Evaluating » Analyse strategies authors use to influence readers (ACELY1801)
  • Homepage » Australia » Victoria Curriculum Browser » English » Year 6 » Reading and Viewing - Literacy » Interpreting, Analysing, Evaluating » Analyse strategies authors use to influence readers (VCELY345)
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 3 » Objective B » Responding and Composing » Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3 5B » Understand and apply knowledge of language forms and features » Analyse strategies authors use to influence readers (ACELY1801)
  • Homepage » Australia » 5 - 6 » English » Literacy » Reading » Displays and Posters
  • Homepage » Scotland (CfE) » Second » Languages » Literacy and English » Reading » Understanding, analysing and evaluating » Guided Reading
  • Homepage » Scotland (CfE) » Second » Languages » Literacy and English » Reading » Finding and using information » Guided Reading
  • Homepage » 2014 National Curriculum Resources » English » Key Stage 2 » Upper KS2 - Years 5 and 6 » Reading - Comprehension » Ask questions to improve their understanding
  • Homepage » Australia » Australian Curriculum Browser » English » Year 3 » Literacy » Interpreting, Analysing, Evaluating » Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
  • Homepage » Australia » NSW Curriculum Browser » English » Stage 2 » Objective A » Reading and Viewing 1 » Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2 4A » Respond to, read and view texts » Use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts
  • Homepage » Australia » Victoria Curriculum Browser » English » Year 3 » Reading and Viewing - Literacy » Interpreting, Analysing, Evaluating » Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256)
  • Homepage » Key Stage 2 » English » Reading » Guided Reading » Mats
  • Homepage » Key Stage 1 » English » Reading » Guided Reading » Mats
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    • Twinkl added order on Oct 11th
    • Twinkl updated the Main Version on Jun 18th
    • Twinkl added Alternative Colours on Mar 21st
    • Twinkl added Editable Version on Oct 15th
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