Levels of questioning
This exercise helps students understand that different types of questions can be asked about a text. By working with short paragraphs and using question words, students can practice formulating questions and understand the difference between questions where the answer is in the text and questions that require their thoughts and reflections.
The goal is for students to be able to ask questions at three levels: on the lines, between the lines, and beyond the lines.
Step 1: Read the passage aloud to the students
Write the following paragraph on the board or display it on a screen:
Mike 6 years old, is taking the train to his grandmother and grandfather all by himself. His mother has accompanied him to the train in London, and his grandmother will pick him up at the train in Manchester. Lasse has a book to look at and sweets to munch on. He enjoys the train journey and curls up in his chair and makes himself comfortable. Now Lasse gets off the train in Manchester.
Read the passage aloud to the students and ask them to listen carefully.
Step 2: Ask the simplest question – On the lines
Ask the first question:
Who should Mike visit?
Students should be able to give a simple answer, e.g. "Grandma and Grandpa". Ask them why they think so. They will probably answer that it was in the text. Explain that these types of questions, where the answer is directly in the text, are called questions on the lines. Emphasize that we get the answers on the lines themselves in the text.
Step 3: Ask a question that requires inference – Between the lines
Then ask:
Why doesn't anyone get off the train in Lund?
Let the students think and discuss. Most likely, many will conclude that Lasse has fallen asleep, which explains why he did not get off the train in Lund. This is an example of reading between the lines, where students make inferences by concluding the text and their background knowledge. Explain that when we ask questions that require us to draw our conclusions, without it being directly stated in the text, it is called reading between the lines.
Step 4: Ask beyond the lines – Connect the text to your own experiences
Then, ask a more reflective question:
What would you have done if you were in Mike's situation?
Let students reflect on this and share their answers. Now you can use "Think-pair-share". Emphasize that there are many different answers here and that it is important to connect your answer to the text. When students connect the text to their own experiences and answer based on their feelings or thoughts, it is about asking questions beyond the lines. Explain to students that this is a way of connecting the text to themselves and their own lives.
Follow-up
After completing these three types of questions – on the lines, between the lines, and beyond the lines – you can collect students’ reflections and discussions. To help students understand these levels, you can create a simple picture or diagram on the board that illustrates the difference between the three types of questions.
Suggestions!
Use images: For younger students, you can use images that represent different parts of the text. This makes it easier to understand both the concrete answers and the more abstract interpretations.
Use body language and gestures: When showing the differences between the different question levels, use gestures to illustrate whether a question is about what is directly on the page (the lines), whether it is about what is hidden between the lines, or whether it is about thinking about your own experiences (beyond the lines).
Coloring or symbols: When students ask their questions, they can use colors or symbols to indicate the level of the question they are asking. For example, blue for questions on the lines, yellow for between the lines, and green for beyond the lines.
