A teaching team leader and second grade teacher designed and implemented a 10-week practicum intervention meant to improve the inferential comprehension of 105 second graders whose reading scores on the Ginn Mastery Tests revealed a gap between inferential and literal comprehension. It was reasoned that the gap would decrease if teachers were trained to use higher order questions in learning activities and provide opportunities for students to practice answering questions. Through use of Bloom's taxonomy of educational objectives and story mapping, teachers developed questions concerning fairy tales. Evaluation data indicated that teachers acquired knowledge of Bloom's taxonomy and students improved in their ability to answer a developmental group of higher order questions. The gap between students' inferential and literal comprehension reading test scores decreased from 37 to 13 percent. Observation suggested that students' creativity was enhanced, and developed from simple activities to major group projects. Lesson plans for stories, including sample questions and learning activities, are provided. Appended materials include lists of Bloom Action Verbs for Classroom Action in the cognitive domains of knowledge, comprehension, application, analysis, synthesis, and evaluation. (RH)
Master's Practicum Report, Nova University.
Blooms Taxonomy; Inferential Comprehension; Story Mapping