A. Write a story synopsis of a children’s narrative story (suggested length of 1-2 pages) that utilizes a variety of comprehension and thinking level questions by doing the following: 1. Write a summary of the story (suggested length of 1–2 paragraphs) that includes the main idea, context, setting, and characters of the story. 2. Provide an introduction of new vocabulary. 3. Provide three pre-reading questions at a variety of thinking levels to activate students’ prior knowledge of the topic. 4. Provide three during-reading questions at a variety of thinking levels to encourage student participation. 5. Provide three post-reading questions at a variety of thinking levels to encourage student reflection and comprehension. 6. Identify the thinking level for each question you wrote in parts A2–A4 (nine total questions) to ensure that a variety of thinking levels has been addressed. Note: The questions should include a differentiation of question types (Bloom’s Taxonomy) to elicit more extensive, thoughtful, and elaborate answers from students. To make sure that you are asking discussion questions at a variety of thinking levels, refer to the attached “Summary Chart of Question Types,” which will give you examples of how to structure questions throughout the synopsis so that students at all levels of oral and reading language begin to think in more complex ways.

A. Write a story synopsis of a children’s narrative story (suggested length of 1-2 pages) that utilizes a variety of comprehension and thinking level questions by doing the following: 1. Write a summary of the story (suggested length of 1–2 paragraphs) that includes the main idea, context, setting, and characters of the story. 2. Provide an introduction of new vocabulary. 3. Provide three pre-reading questions at a variety of thinking levels to activate students’ prior knowledge of the topic. 4. Provide three during-reading questions at a variety of thinking levels to encourage student participation. 5. Provide three post-reading questions at a variety of thinking levels to encourage student reflection and comprehension. 6. Identify the thinking level for each question you wrote in parts A2–A4 (nine total questions) to ensure that a variety of thinking levels has been addressed. Note: The questions should include a differentiation of question types (Bloom’s Taxonomy) to elicit more extensive, thoughtful, and elaborate answers from students. To make sure that you are asking discussion questions at a variety of thinking levels, refer to the attached “Summary Chart of Question Types,” which will give you examples of how to structure questions throughout the synopsis so that students at all levels of oral and reading language begin to think in more complex ways.