Cinderella and Bloom's Taxonomy*
The Taxonomy of Education Objectives.  Edited by Benjamin Bloom.  (David McKay, 1956)


  • Name the main characters in the story.
  • Tell what happened when the prince came to Cinderella's house in search of the maiden who would fit the shoe.
  • Draw a picture of the gown Cinderella wore to the ball.
  • Why do you think Cinderella's step-sisters and step-mother streated her as they did?
  • How would the story have ended if the slipper had fit one of Cinderella's step-sisters?
      • Would you have liked to have had Cinderella for a sister?  Explain why or why not.

Reading Workshop Activities
1.  Critical Reading
  • Compare and contrast traditional and modern versions of a story -- discuss.
  1. theme
  2. characters
  3. mood
  4. endings
  5. effect of illustrations
  6. motifs in each story
  • Write

2.  Any Book
  • Compare and contract two characters
  • Debate merits of the author's contribution
  • discuss conflict/resolution
  • next episode of the book
  • add a chapter
  • use as a model/pattern for a new version

3.  Reading Journal
  • spiral binder/notebook
  • date/number pages
  • read--write personal response to writing:
    • feelings
    • thoughts
    • reactions
    • questions about what is happening, characters, settings, symbols, plot, theme, etc.
    • quote brief passages and react to these passages
    • AVOID plot summaries

Summation of some thoughts on learning process
  • Our objective is to enable children ot understand the mathematical operations not just know the facts.
  • We should be teaching higher level thinking skills.
  • Reading is not just calling the words.  Reading involves thinking.
  • History is no longer thought to be just facts and dates.
  • Science is a process oriented discipline.
  • Communication skills involve:

"Dear me," cried Mrs. Spaniel, "What will the neighbors think?"
"They won't," said Gissing, "I don't doubt they'll tak, but they won't think.  Thinking is very rare."
-- Where the Blue Begins (1922)
Christopher Morley (1890-1957)

"The right questions can help students develop the ability to think within all areas of the curriculum.  Thinking is NOT a separate curriculum." —Clair Patricia Hanson
"Time is a requisite of thinking, and we learn to honor the time thinkers need." — Jane Hansen -- When Writers Read (heinemann, 1987) p. 19.

© 2006 Sharron L. McElmeel

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