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ENGAGE:
The following strategy employs Costa’s Levels of Thinking and Questioning for students to explore and analyze rigorous chunks of text (Costa, 2001). Costa’s Levels of Thinking and Questioning provide a span across the levels of thinking, from describing basic information found in the text (Level 1/nonrigorous) to higher-order thinking about the text (Level 3/rigorous). Students can use the content-specific Costa’s Levels of Thinking and Questioning student resources as they begin the process and later build to independent questioning of the text.
PREPARATION:
Select a rigorous text for students to read, create an Essential Question, and prepare different levels of questions to model for the class.
Provide content-specific resources for each student.
STEPS:
Provide the relevant Costa’s Levels of Thinking and Questioning resource(s) for each student and have the class review what each level looks like in a text.
Level 1: Answer is found directly in the text.
Level 2: Answer is found both inside and outside the text.
Level 3: Answer is found beyond the text. • Have students individually read the text for key terms and main ideas.
In small groups, have students chunk the text.
With a partner or in a small group, students read the text a second time. Students will be creating a 3-2-1 chart, so instruct them to write three Level 1 questions, two Level 2 questions, and one Level 3 question.
After students finish their reading and 3-2-1 chart, have them partner with a student from another group.
Inform students that when the music starts, they will all stand up and begin mingling. When the music stops, they will turn to the student closest to them and share their three Level 1 questions.
Start the music again and have students share their two Level 2 questions with another partner.
Repeat the process for the Level 3 question that each student wrote.
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