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Activities involving questions are a time-honored practice in literacy instruction. Since the beginnings of American education, historical accounts of classroom procedures have included various descriptions of the ways in which questions were made a part of almost every literacy lesson. Whether requiring answers involving rote memory or the activation of higher level critical thinking processes, the role of questions in literacy instruction has always been strong. This article presents a six-step strategy for questioning followed by a field-tested group of fifth graders' responses to each step.

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