![Levels of Questions (1) Levels of Questions (1)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/standard_hero_article_460_361_1x/public/2022-06/London_Classroom_2015_FH137480.jpg?h=1116cd87&itok=eQwvb2u4)
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This strategy can be used with any type of text—historical documents, literature, newspaper articles, films, artwork, photographs, etc.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.
You might also be interested in…
Activity
SaveMood Meter
This mood meter activity develops students’ vocabulary for describing their feelings and their empathy muscles.
![Levels of Questions (2) Levels of Questions (2)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_FH2101676.jpg?h=c11c9c1d&itok=2LE9vXfG)
Activity
SaveThree Good Things
Students practice gratitude by naming and recording three good things that have happened that day.
Activity
SaveSlow Down with The Slowdown
Students use poetry as a spark for reflection and discussion about what’s happening in their lives and the world.
![Levels of Questions (4) Levels of Questions (4)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_LA_FH287343.jpg?h=f2fcf546&itok=FQS-JeNY)
Activity
SaveTake a Stand
Students practice debate and perspective taking by taking a stand on a controversial statement.
![Levels of Questions (5) Levels of Questions (5)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_LA_FH287162.jpg?h=a141e9ea&itok=ipY6dvE3)
Activity
SaveAppreciation, Apology, Aha
Students reflect on the day by asking them to share an appreciation, an apology, and an “aha” moment.
![Levels of Questions (6) Levels of Questions (6)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/SanFrancisco_Classroom_2017_FH152732.jpg?h=f2fcf546&itok=vql3K3i_)
Activity
SaveClosing Challenge
Students identify one personal or academic goal that they would like to commit to in the week ahead.
![Levels of Questions (7) Levels of Questions (7)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_Chicago_FH2101605.jpg?h=c11c9c1d&itok=TAR7mZfI)
Activity
SaveLooking Back, Looking Ahead
Students reflect on the past year and generate ideas for the kind of learning community and learning experiences they are hoping for this year.
![Levels of Questions (8) Levels of Questions (8)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_SFBA_FH152797.jpg?h=f2fcf546&itok=pQhl4nhF)
Activity
SaveOur Names and Our Place in the World
Students consider what parts of our identities we choose for ourselves and what parts are chosen for us, as well as the impact our names can have on our identities.
![Levels of Questions (9) Levels of Questions (9)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_SFBA_FH152706.jpg?h=f2fcf546&itok=Ra743RR_)
Activity
SaveMaking Meaning of Community
Students explore the idea of “community” in order to identify its key aspects and deeper meaning.
![Levels of Questions (10) Levels of Questions (10)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_StudentDiscussion_FH287359.jpg?h=a141e9ea&itok=jnyJGnz9)
![Levels of Questions (11) Levels of Questions (11)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ChicagoCitySkyline_2018_FH2174432.jpg?h=f17bdea0&itok=Jnpe5Re-)
Activity
SaveEmoji Emotions
Students use emojis to practice sharing what they are feeling while building empathy for their classmates.
![Levels of Questions (12) Levels of Questions (12)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Cleveland_StudentEvent_2019_FH2100138.jpg?h=78aab1d8&itok=kV20ZA7G)
Activity
SavePicture This
Students engage with an intriguing image that lacks context or a title, drawing on their close viewing and analysis skills.
![Levels of Questions (13) Levels of Questions (13)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/assortedphotosontable_FH2174418.jpg?h=3270a554&itok=NLbmZzei)
More Like This Teaching Resources Learning & Events
Facing History & Ourselves is designed for educators who want to help students explore identity, think critically, grow emotionally, act ethically, and participate in civic life. It’s hard work, so we’ve developed some go-to professional learning opportunities to help you along the way.
Professional Learning
Exploring ELA Text Selection with Julia Torres
On-Demand
Virtual
Listen to #DisruptTexts founder Julia Torres about taking a critical lens to text selection in ELA classrooms.
![Levels of Questions (14) Levels of Questions (14)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-08/_DSF7226-7%20%282%29.jpg?h=c3635fa2&itok=qCN89AzQ)
Professional Learning
Working for Justice, Equity and Civic Agency in Our Schools: A Conversation with Clint Smith
On-Demand
Virtual
Listen to writer and educator Dr. Clint Smith as he shares his poetry and reflections on working for justice, equity, and civic agency in our schools.
![Levels of Questions (15) Levels of Questions (15)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/14444561027_26cea054eb_o_for_Web_or_Office_Use.jpg?h=c9f93661&itok=HAepj_Lx)
Professional Learning
Centering Student Voices to Build Community and Agency
On-Demand
Virtual
Explore approaches to centering student voice, building authentic relationships and cultivating community with Molly Josephs, the creator of This Teenage Life, a youth-driven, story-sharing podcast that started as a school club.
![Levels of Questions (16) Levels of Questions (16)](https://i0.wp.com/www.facinghistory.org/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/this_teenage_life_logo.jpeg?h=f405c703&itok=WCcYN1E7)
More Like This View Upcoming Events View On-Demand Events
Most teachers are willing to tackle the difficult topics, but we need the tools.
— Gabriela Calderon-Espinal, Bay Shore, NY