Developing Leveled Questions
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In the previous session we discussed the common teaching practice of asking low-level questions to measure comprehension of reading. In this session we will practice how to formulate a variety of questions, especially the type of questions that promote higher-level thinking from our students.
Bloom's Taxonomy Revisited provides a structure to think about leveled questions. Begin by revisiting the video Bugs, Bugs, Bugs. As you view, use the Question Inventory Observation Guide to list the questions the teacher asks. You may need to do this in pairs or small groups to accurately capture the questions as they are asked. Reconvene as a group to unpack your findings.
Because this text is longer, you may want to divide the text in smaller sections and plan on teachers reading with a jigsaw protocol
Or share the graphic of Bloom’s Taxonomy. How does this text make you think about the teacher questions from the videos?
To create a shared understanding about leveled questions, as a group, develop an anchor chart that lists the characteristics of each level of question
Then teachers collaborate to prepare read aloud by:
Selecting appropriate text
Identify instructional purpose(s)
Prepare questions (using Question Template) that align with that purpose- with post-it notes in book.
Provide opportunities for student engagement- including peer-to-peer interactions during the interactive read aloud. If peer-to-peer interactions are not part of classroom routine, then teacher needs to plan to model and practice these routines as part of the interactive read aloud.
Before meeting again: Agree to plan and implement interactive read aloud in classrooms for period of time- called Safe Practice. Then schedule time for a peer to observe using the Question Inventory as an observation guide to collect data on levels of questions being asked by the teacher during the lesson.
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