Ask Deeper Questions

Overview

In lesson 5 of 10 in Investigating Text Through Evidence, students move beyond basic who, what, where, when, and why questions. Using a shared informational text and a second account of the same topic, students create, sort, rank, and justify questions about perspective, significance, reliability, and missing information.

Learning intentions

• Students will be able to create open-ended questions that support deep investigation of a text.
• Students will be able to use details from a text to explain why a question matters.
• Students will be able to identify a question that requires evidence from more than one source.
• Students will be able to discuss and build on classmates’ ideas.

Success criteria

• I can write or dictate two open-ended questions.
• I can explain why each question matters.
• I can select one question that requires evidence from more than one source.
• I can use a detail or quotation from a text to support my thinking.

Curriculum links

• Reading informational text: quote accurately when explaining explicit ideas and making inferences.
• Reading informational text: compare points of view in multiple accounts of the same event or topic.
• Reading informational text: compare the structure used to present information in two texts.
• Speaking and listening: participate effectively in collaborative discussions; writing: strengthen questions and explanations through planning and revision.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Display a short, familiar event described from two viewpoints, such as a school field day described by a student and an organizer, using the opening viewpoint comparison. Students silently notice one difference and share which account they would want to investigate further.

2. 4–9 min · Model deeper questioning. Read a brief informational passage aloud while students follow along. Model changing “What happened?” into questions such as “How did the author’s perspective shape the description?” and “What information is missing?” Think aloud to show that strong questions cannot be answered with one word and may require evidence from both accounts. Students help identify whether each model question is basic, perspective-based, reliability-based, significance-based, or about missing information.

3. 9–15 min · Sort and discuss questions. Give students the question cards from the question-stem cards. Students sort selected cards into “basic,” “deeper,” and “needs more than one source.” Invite students to explain their choices, using the stems “I placed this here because…” and “I would need evidence from….” Prompt students to consider whether a question asks about an author’s viewpoint, the importance of an event, trustworthiness, or information left out.

4. 15–22 min · Create questions. Distribute the deeper-question planning sheet and display the question-writing steps. Students review the shared passage and second account, then write or dictate two open-ended questions. For each, they explain why it matters and identify which words or details in the texts might help answer it. Confer briefly with each student, scribing when needed.

5. 22–27 min · Rank for investigation. Students read their questions aloud. As a group, rank the questions from most useful to least useful for investigating the topic. Students must select one question that requires evidence from more than one source and defend their choice with a quotation or accurate detail from a text. Encourage responses such as, “The author says ___, which makes this question important because ___.”

6. 27–30 min · Exit reflection. Return to the final ranking prompt. Students complete the final section of the deeper-question planning sheet by recording their strongest question, why it matters, and the two sources they would investigate. Each student shares one question or dictates it to the teacher.

Resources

• the question-investigation slide deck
• the deeper-question planning sheet
• the question-stem cards
• Two short, grade-appropriate informational accounts of the same event or topic
• Highlighters or colored pencils
• Pencils, clipboards, or writing surfaces
• Large-print copies and headphones or text-to-speech access, if available

Assessment

• During modeling and sorting, check whether students distinguish questions that can be answered from one text from questions requiring comparison or inference.
• Review each student’s two questions for open-ended wording, a clear reason for investigation, and a connection to textual evidence.
• Use the final response to assess whether students can select a question requiring evidence from both accounts and support the choice with an accurate quotation or detail.

Differentiation

• Provide large-print question stems, read all prompts and passages aloud, and allow speech-to-text, oral responses, or teacher scribing for students with dyslexia or writing needs.
• Offer stems such as “How does ___ influence…?”, “Why might the author have…?”, “What evidence shows…?”, “What is missing from…?”, and “How are the accounts different about…?”
• Reduce the sorting set for students who need less visual or language load; model one question, then complete one example together before independent work.
• For EAL students, preview perspective, reliable, significant, evidence, and missing information with simple explanations and gestures. Allow partner rehearsal before sharing.

Extension

• Develop a question that compares the perspectives of both authors or challenges an assumption made in one account.
• Add a brief note predicting which source would provide the strongest evidence and explain why, using details about each author’s purpose, audience, or structure.