to lie or keep in hiding, as for some evil reason: The thief skulked in the shadows. to move in a stealthy manner; slink: The panther skulked through the bush.

Skulk in a Sentence 🔉

1. When the criminal surveyed the jewelry store, he tried to skulk around the neighborhood without being noticed.
2. The shoplifter tried to skulk through the store while carrying a bunch of expensive jeans.
3. Because the wolves are hungry, they often skulk around the chicken coops.

Irresistible sentence example. Did he have any idea how irresistible he was? I don’t think she has a clue how irresistible men find her. He couldn’t win the argument any other way, so he had resorted to his irresistible charm.

Decrepit sentence example. She opened her eyes and looked around, not recognizing the decrepit factory. The provincial schools, dependent upon so decrepit an alma mater, were suffered to decay. The decrepit King Charles II.

1a : given to generous and cordial reception of guests a kind, hospitable people they are hospitable … : give a guest everything, and leave him free to do as he likes— Bram Stoker.

1 : of or relating to a nether world of the dead. 2a : of or relating to hell. b : hellish, diabolical. 3 : damnable an infernal nuisance.

Infernal language is best pronounced with a wiggling or forked tongue which makes it a rigorous language. Devils are quick to mock non-native speakers of the language who do not speak the language fluently. Devils, the native speakers of this language are not keen on its use for writing.

condemned or doomed, especially to eternal punishment: the wailing of damned souls. detestable; loathsome: Get that damned dog out of here! complete; absolute; utter: a damned nuisance; a damned fool.

— infernally /ɪnˈfɚnl̟i/ adverb. an infernally [=extremely] difficult problem.

a chamber or room that serves as a waiting room and entrance to a larger room or an apartment; anteroom.

Evaluative questions require the reader to formulate a response based on their opinion….During this time, they stay very close to their mothers.

• What are puppies like when they are born?
• Are puppies born blind?
• Why do they stay close to their mothers?
• Would you like to have a puppy?

Universal questions (level three) are open-ended questions that are raised by ideas in the text. They are intended to provoke a discussion of an abstract idea or issue.

A universal theme is an idea that applies to anyone regardless of cultural differences, or geographic location. Universal themes are ways to connect ideas across all disciplines. It is a central idea about the human condition.

Level Three questions go beyond the text, yet must show an understanding of the ideas in the text. These questions typically require reasoning, complexity, and/or planning. If it’s a level three question, you explain/justify your thinking and provide supporting evidence for reasoning or conclusions you make.

These are two types of questions you can use that are very different in character and usage….Open questions

• They ask the respondent to think and reflect.
• They will give you opinions and feelings.
• They hand control of the conversation to the respondent.

Level 4 questions require students to provide support or evidence for their elaborations. They might ask students to identify sources that support their elaborations. When answering Level 4 questions, students might even find errors in premises, rules, or generalizations they previously thought to be true.

Level 1 (the lowest level) requires one to gather information. Level 2 (the middle level) requires one to process the information. Level 3 (the highest level) requires one to apply the information. Prove your answer.

Level 3 Questions: Example Is there such a thing as “love at first sight”? Does a woman need to marry a prince in order to find happiness?

• LEVEL ONE: Gathering. Level One questions cause students to recall information.
• LEVEL TWO: Processing / Applying. Level Two questions enable students to process information.
• LEVEL THREE: Creating.

Ask Level 1 questions to identify what students know about the problem or question and connect to prior knowledge.

Almost all content areas can provide instruction at six levels of thinking: knowl- edge, comprehension, application, analysis, synthesis, and evaluation. facts.

• Costa’s Levels of Inquiry. Inquiry is an important aspect of curriculum.
• Level One Questions (Text Explicit) Readers can point to one correct answer right in.
• Level 1 statement. Define irony. (
• Level Two Questions (Text Implicit)
• Level 2 Statement.
• Level Three Questions (Experience.
• Level 3 Statement.

1. Applying and evaluating. actions, solutions and. connections made in. order to predict. assemble. build. construct.
2. Making sense out of. information; processing. the information. gathered by making. connections and. creating relationships. attribute.
3. Identifying and recalling. information. classify. complete. describe. discuss. explain.

three levels

Different Types of Questions based on Bloom’s Taxonomy

• Lower Order.
• Knowledge (Remembering)
• Comprehension (Understanding)
• Higher Order.
• Application (Transferring)
• Analysis (Relating)
• Synthesis (Creating)
• Evaluation (Judging)

How to apply Bloom’s Taxonomy in your classroom

1. Use the action verbs to inform your learning intentions. There are lots of different graphics that combine all the domains and action verbs into one visual prompt.
2. Use Bloom-style questions to prompt deeper thinking.
3. Use Bloom’s Taxonomy to differentiate your lessons.

THE TAXONOMY OF BLOOM

• (1) Knowledge.
• (2) Comprehension.
• (3) Application.
• (4) Analysis.
• (5) Synthesis.
• (6) Evaluation.

Using Bloom’s Taxonomy, infused with technology, is an effective way to develop engaging learning activities on a continuum of complexity to improve teaching and learning. It can also be used as a tool to differentiate instruction in our classrooms to meet the needs of all students.