University of Iowa

Literature: Key Ideas and Details

Making and Evaluating Predictions

This graphic organizer helps students write down evidence they find in a text, make a prediction based on that evidence, write down any new evidence they find, and evaluate the prediction they made. Making predictions is a way for students to better comprehend a given text.

PDF iconMaking and Evaluating Predictions

Teacher in front of class with book

Student Generation of Higher-Order Questions

By:  
Leah Zimmermann, M.Ed.

Posted on: January 9, 2018
Generating higher-order questions about text benefits students reading comprehension and critical thinking skills. Model this skill for students and provide practice and feedback.

Important Elements of Literary Texts Anchor Chart

Students may use this anchor chart to formulate questions about important elements of literary texts.

PDF iconImportant Elements of Literary Texts

Why is it Important to Ask Good Questions? (Anchor Chart)

This anchor chart provides examples of students’ responses when asked to consider how they will use question generation inside and outside of the classroom.

PDF iconWhy is it Important to Ask Good Questions?

Higher-order Questions Checklist

Students can use this checklist to classify and generate higher-order questions about a text. These types of questions require analyzing or evaluating the text or creating something new.

PDF iconHigher-order Questions Checklist

The Effects of an Inference Making Strategy Taught With and Without Goal Setting

Deborah K. Reed, Ph.D.

This quasi-experimental study examined the effects of a strategy for making text-dependent inferences—with and without embedded self-regulation skills—on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting (IIG), or inference + group goal setting (IGG).