Introduction: This task will require you to create a set of pre-reading and post-reading questions according to the six levels of Blooms Taxonomy. The purpose of this task is to help you build a greater foundational knowledge of reading comprehension in the context of higher-level thinking skills. This knowledge will prove useful as you prepare for the summative assessment. Additionally, the corresponding objective assessment will include items that require a foundational understanding of questioning at various levels in conjunction with other reading comprehension strategies. Assume that you are an elementary teacher. Your principal has noticed what an excellent job you are doing relative to using questioning at various levels of Blooms Taxonomy, and the principal has asked you to prepare an afterschool workshop for other teachers in your building. Task: A. Create a presentation (e.g., a multimedia presentation, a website, or another document of your choice) (suggested length of 810 slides or 34 pages) in which you do the following: 1. Explain why pre- and post-questioning are important instructional and assessment tools. 2. Explain what the cognitive domain of Blooms Taxonomy is and how it relates to critical reading skills. 3. Complete the following for a selected work of childrens literature: a. Identify the childrens literature selection you have chosen. b. Summarize the chosen childrens literature selection. c. Include a set of three pre-reading and six post-reading questions based on the childrens literature selection of your choice. 1. Identify which level of Blooms Taxonomy is represented for each question you write. B. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.

Introduction: This task will require you to create a set of pre-reading and post-reading questions according to the six levels of Blooms Taxonomy. The purpose of this task is to help you build a greater foundational knowledge of reading comprehension in the context of higher-level thinking skills. This knowledge will prove useful as you prepare for the summative assessment. Additionally, the corresponding objective assessment will include items that require a foundational understanding of questioning at various levels in conjunction with other reading comprehension strategies. Assume that you are an elementary teacher. Your principal has noticed what an excellent job you are doing relative to using questioning at various levels of Blooms Taxonomy, and the principal has asked you to prepare an afterschool workshop for other teachers in your building. Task: A. Create a presentation (e.g., a multimedia presentation, a website, or another document of your choice) (suggested length of 810 slides or 34 pages) in which you do the following: 1. Explain why pre- and post-questioning are important instructional and assessment tools. 2. Explain what the cognitive domain of Blooms Taxonomy is and how it relates to critical reading skills. 3. Complete the following for a selected work of childrens literature: a. Identify the childrens literature selection you have chosen. b. Summarize the chosen childrens literature selection. c. Include a set of three pre-reading and six post-reading questions based on the childrens literature selection of your choice. 1. Identify which level of Blooms Taxonomy is represented for each question you write. B. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.