STRATEGIES FOR PRIMARY CLASSROOMS

Analysis
Useful Sample Question Stems Potential activities and
Verbs products
• analyse • Which events could have happened …? • Design a questionnaire to gather
• distinguish • If … happened, what might the ending information.
• examine have been? • Write a commercial to sell a new
• compare • How was this similar to …? product.
• contract • What was the underlying theme of …? • Conduct an investigation to produce
• investigate • What do you see as other possible information to support a view.
• categorise outcomes? • Make a flow chart to show the critical
• Why did … changes occur? stages.
• identify
• Compare your … with that presented in • Construct a graph to illustrate selected
• explain
… information.
• separate
• Explain what must have happened • Make a jigsaw puzzle.
• advertise
when • Make a family tree showing
• How is … similar to …? relationships.
• What are some of the problems of …? • Put on a play about the study area.
• Distinguish between … • Write a biography of the study person.
• What were some of the motives behind • Prepare a report about the area of study.
… • Arrange a party. Make all the
• What was the turning point in …? arrangements and record the steps
• What was the problem with …? needed.
• Review a work of art in terms of form,
colour and texture.

Synthesis
Useful Sample Question Stems Potential activities and
Verbs products
• create • Can you design a … to …? • Invent a machine to do a specific task.
• invent • Why not compose a song about …? • Design a building to house your study.
• compose • Outline a possible solution to … • Create a new product. Give it a name
• predict • If you had access to all resources, how and plan a marketing campaign.
• plan would you deal with …? • Write about your feelings in relation to
• construct • Why don’t you devise your own way to …
• design deal with …? • Write a TV show, play, puppet show,
• imagine • What would happen if …? role play, song or pantomime about …
• propose • How many ways can you …? • Design a record, book, or magazine
• Create new and unusual uses for … cover for …
• devise
• Write a new recipe for a tasty dish. • Devise a way to …
• formulate
• Develop a proposal which would … • Compose a rhythm or put new words to
a known melody.

Evaluation
Useful Sample Question Stems Potential activities and
Verbs products
• judge • Is there a better solution to …? • Prepare a list of criteria to judge a …
• select • Judge the value of … show. Indicate priority and ratings.
• choose • Defend your position about … • Conduct a debate about an issue of
• decide • Do you think … is a good or bad thing? special interest.
• justify • How would you have handled …? • Make a booklet about 5 rules you see as

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp 36-37
 STRATEGIES FOR PRIMARY CLASSROOMS
• debate • What changes would you recommend important. Convince others.
• verify to …? • Form a panel to discuss views, e.g.
• argue • Do you believe …? “Learning at School”.
• recommend • Are you a … person? • Write a letter to … advising on changes
• assess • How would you feel if …? needed at …
• discuss • How effective are …? • Write a half yearly report.
• rate • What do you think about …? • Prepare a case to prepare your view
about …
• prioritise
• determine

Knowledge
Useful Sample Question Stems Potential activities and
Verbs products
• tell • What happened after …? • Make a list of the main events.
• list • How many …? • Make a timeline of events.
• describe • Who was it that …? • Make a facts chart.
• relate • Name the …? • Write a list of any pieces of information
• locate • Describe what happened at … you can remember.
• write • Who spoke to …? • List all the … in the story.
• find • Can you tell why …? • Make a chart showing …
• state • Find the meaning of … • Make an acrostic.
• name • What is …? • Recite a poem.
• Which is true or false …?

Comprehension
Useful Sample Question Stems Potential activities and
Verbs products
• explain • What would you say in you own words • Cut out or draw pictures to show a
• interpret …? particular event.
• outline • Write a brief outline … • Illustrate what you think the main idea
• discuss • What do you think could have was.
• distinguish happened next …? • Make a cartoon strip showing the
• predict • Who do you think …? sequence of events.
• restate • What was the main idea …? • Write and perform a play based on the
• Who was the key character …? story.
• translate
• Distinguish between … • Retell the story in your words.
• compare
• What differences exist between …? • Paint a picture of some aspect you like.
• describe
• Provide an example of what you mean • Write a summary report of an event.
… • Prepare a flow chart to illustrate the
• Provide a definition for … sequence of events.
• Make a colouring book.

Application
Useful Sample Question Stems Potential activities and
Verbs products
• solve • Do you know another instance where • Construct a model to show how it will
• show …? work.
• use • Could this have happened in …? • Make a diorama/clay model to illustrate
• illustrate • Group by characteristics such as … an important event.
• construct • What factors would you change if …? • Make a scrapbook about the area of
Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp 36-37
 STRATEGIES FOR PRIMARY CLASSROOMS
• complete • Apply the method used to some study.
• examine experience of your own … • Make a paper-mache map to include
• clarify • What questions would you ask of …? relevant information about an event.
• From the information given, develop a • Take a collection of photographs to
set of instructions about … demonstrate a particular point.
• Would this information be useful if you • Make up a puzzle game using ideas in
had a … the topic.
• Design a market strategy for your
product using a known strategy as a
model.
• Paint a mural using the same material.
• Write a booklet about … for others.

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp 36-37