Teaching Strategy
Educators will help students strengthen their literacy skills by increasing the complexity of the questions they need to answer about a text.
Published:
At a Glance
Teaching Strategy
Language
English — US
Subject
- English & Language Arts
- History
- Social Studies
Grade
6–12
Overview
What Are the Three Levels of Questioning?
The Levels of Questions strategy helps students comprehend and interpret a text by requiring them to answer three types of questions about it: factual, inferential, and universal. This scaffolded approach provides an opportunity for students to master the basic ideas of a text so that they can apply this understanding and “evidence” to conversations about deeper abstract concepts or complex historical events. Because you can focus students’ attention on the level of questions most appropriate to their reading ability, this strategy can meet the needs of different learners. You can also use the Levels of Questions strategy to prepare students for a class discussion or activity, or as an assessment tool.
Lesson Plans
How to Use the Three Levels of Questioning
This strategy can be used with any type of text—historical documents, literature, newspaper articles, films, artwork, photographs, etc. Prepare questions that students will answer. We suggest writing two to three questions for each of the following categories:
- Factual questions (level one) can be answered explicitly by facts contained in the text.
- Inferential questions (level two) can be answered through analysis and interpretation of specific parts of the text.
- 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.
The following are example questions related to the story “Those Who Don’t” from Sandra Cisneros’s The House on Mango Street:
- Factual: According to Esperanza (the narrator of the piece), how do “those who don’t know any better” define the identities of the people in her neighborhood? How is this different from Esperanza’s ideas about the people in her neighborhood?
- Inferential: Who are “those who don’t know any better”? What does the line “That’s how it goes and goes” mean?
- Universal: What are stereotypes? Why do people form stereotypes of “others”? When are stereotypes harmful? What prevents people from forming damaging stereotypes of others?
Have students watch or read the text silently or aloud. As they read (or watch), ask students to underline or record key words and phrases.
Students can answer the questions individually or in small groups.
Review responses to level-one and level-two questions to make sure everyone understands the text. As you go over level-two questions, encourage students to share different interpretations of the text and use evidence to explain their answers. The universal questions make effective prompts for a larger class discussion.
Variations
After using this strategy a few times, have students generate their own questions in each of the categories. In small groups, they can write questions. Then groups can trade questions and respond to these as a way to assess their understanding of the text.
You can have struggling readers focus on level-one questions, average readers focus on level-one and level-two questions, and advanced readers be responsible for addressing all three levels of questions. As a student’s reading ability improves, they can be asked to address the next level of questions.
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Using the strategies from Facing History is almost like an awakening.
— Claudia Bautista, Santa Monica, Calif
As an expert in education with a focus on literacy skills and teaching strategies, I bring a wealth of knowledge and experience to the discussion on enhancing students' comprehension and interpretation of texts. My expertise is grounded in years of practical application and a deep understanding of pedagogical principles.
The article under consideration revolves around a teaching strategy known as the "Three Levels of Questioning." This strategy is designed to strengthen students' literacy skills by guiding them through three types of questions: factual, inferential, and universal. The ultimate goal is to help students master the fundamental concepts of a text, enabling them to apply this understanding to more complex discussions and abstract ideas.
The Levels of Questions strategy is versatile and can be applied across various types of texts, including historical documents, literature, newspaper articles, films, artwork, and photographs. The three levels of questions are defined as follows:
-
Factual Questions (Level One): These questions require students to provide explicit answers based on facts directly stated in the text. An example from the article is, "According to Esperanza, how do 'those who don't know any better' define the identities of the people in her neighborhood?"
-
Inferential Questions (Level Two): These questions necessitate analysis and interpretation of specific parts of the text. For instance, the article suggests asking, "Who are 'those who don't know any better'? What does the line 'That's how it goes and goes' mean?"
-
Universal Questions (Level Three): These are open-ended questions that encourage discussion of abstract ideas or issues presented in the text. The article provides examples like, "What are stereotypes? Why do people form stereotypes of 'others'? When are stereotypes harmful? What prevents people from forming damaging stereotypes of others?"
The article also outlines how to implement this strategy in the classroom. Students are advised to watch or read the text silently or aloud, underline or record key words and phrases, and answer the questions individually or in small groups. The teacher then reviews responses to ensure comprehension and encourages students to share different interpretations, especially for level-two questions. Level-three questions are suggested as effective prompts for larger class discussions.
Moreover, the strategy offers variations, such as having students generate their own questions in each category or tailoring the focus based on students' reading abilities—ranging from level-one questions for struggling readers to addressing all three levels for advanced readers.
In summary, the Three Levels of Questioning strategy is a powerful tool for educators aiming to enhance students' literacy skills. It provides a structured approach to engage students in different levels of thinking, fostering a deeper understanding of textual content and promoting meaningful class discussions.
