Critical Thinking
CTE READS: HIGHER LEVEL
QUESTIONING SKILLS
Written by: Carilyn Knill, Peggy LaShier, Ann Tebo, Kathy Wooton
School: Skyline Grade Level and/or Subject: High School Length of Study: 15-30 minutes
Content Objective: TSW

Gain comprehension by questioning what they read and answering their own questions.

Identify the text’s important ideas by thinking of questions about the text.
Lesson or Performance Objective:
Higher Level Thinking Skills – Questioning what has been read. We want our students to be
active readers and critical thinkers. In other words, we want them to actively participate in the
material they are reading.
Standards Addressed: AIMS Connection:
Concept 6: Comprehension Strategies
Employ strategies to comprehend text.
PO 2. Generate clarifying questions in order to comprehend text.
Materials, Resources and Technology Needed:
Article “Gadget Makers Turn up the Green” attached.
Instructional Procedures or Anticipatory Set:
While students read they should be thinking of questions that will help them to understand the
article.
Presentation Skills:
Encourage students to think of questions that fit the three levels of questioning (attached).
Examples are included along with a student worksheet for students to write their questions.
Level I: Literal – Questions that can be answered directly from the text.

Which groups of people are applying pressure to technology manufacturers to produce
more environmentally-friendly products?

Cite one example of how new technology devices are being designed to consume less
energy.
Level II: Interpretive – Questions that are answered by reading between the lines, drawing
conclusions, and looking for relationships, patterns and clues from the text.

Why is being environmentally aware referred to as “being green”?

Why would companies likely have to charge more for environmentally-friendly
products?
Level II: Applied – Answers to level three questions can be found by using prior knowledge,
other texts or experiences. These are open ended questions that go beyond the text.

Would you personally be willing to pay more for environmentally-friendly products?
Why or Why not?

Defend which you think is greater concern – saving energy or reducing landfills.
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Critical Thinking
As you have your students read other materials in your curriculum, you should encourage them
to create questions. They can do this on paper for discussion or they can simply do this in their
minds as they read. As they learn to question what they read, students will gain confidence in
their comprehensive abilities.
Assessment:
Answers will vary to the attached worksheets.
Ideas for sample questions at different levels can be found on page 35.
A second copy of the article used for the last lesson is included, since the same article is used for
both lessons.
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Critical Thinking
Critical Thinking
Three Levels of Questions
Student Guide
Level 1 -
THE LITERAL LEVEL
Ideas are directly stated in reading
Easiest to answer. Answers to questions come directly from the reading
assignment.
Example: Where do the answers for Level 1 questions come from?
_____________________________________________________________
Level 2 -
THE INTERPRETIVE LEVEL
Ideas are implied
More thinking required! Clues for the answers come from throughout the
reading assignment.
Example: The answers to questions from which level would be the easiest for
teachers to grade? Level # ____
Level 3 -
THE APPLIED LEVEL
Draw conclusions or solve problems
Make you think the hardest! Applying what you have read to
situations is the most valid way to show that you’ve learned the
concepts!
Example: Identify a situation where you have had to apply what you have learned in
school.
______________________________________________________________
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Critical Thinking
Three Level Questions
Level 1: (You can find these directly in the article)
Example:
Level 2: These answers come from the article, but you have to combine concepts
to fully respond (you have to think more about the questions.)
Example:
Level 3: On your own - You will not find these in the article. You must take what
you learned in the article and apply it by answering these questions.
Example:
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Critical Thinking
Gadget Makers Turn Up the Green
Gadget makers are joining a green movement sweeping the corporate
world.
At last month’s Consumer Electronics Show, vendors displayed products
such as biodegradable PCs and solar-powered cell phone speakers, while
panel discussions included “Tech’s Greener Pastures” and “Going Green—
the Eco-Technology Opportunity.” The new push in part reflects pressure
from environmentalists, consumers and big customers in the industry to clean up its act.
Besides all of the electricity that electronic gadgets consume, high-tech hardware is filling up
landfills. In the U.S., 14 million to 20 million PCs are junked every year, according to United
Nations estimates.
A November report by Forrester Research Inc. found that 12% of the 5,000 U.S. adults it
surveyed indicated they would pay more for consumer electronics that use less energy or come
from a company considered green.
“For the next two or three years, companies will be able to distinguish themselves with greener
internal operations and greener products,” says Christopher Mines, an analyst at Forrester, a
market-research firm.
Fujitsu took up the challenge at CES by showcasing a 15.4-inch laptop whose plastic case is
made from biodegradable corn oil rather than petroleum oil. Fujitsu has produced the corn
notebook in its home market of Japan for the past couple of years, without passing added costs
on to consumers. In the larger U.S. market, company executives say they may have to charge
more.
A company called Green Plug unveiled products and technologies aimed at curbing electronics
waste as well as reducing power use. The company showed a chip designed to let a device such
as a handheld computer use electricity only when it needs to, and not keep using power from a
wall outlet while plugged in, as many standard hardware designs do.
Germany’s Anycom Technologies exhibited Solar car-Kit SCK-1, a Bluetooth speaker device
that can be clamped onto the windshield to draw power from the sun while the user talks
wirelessly.
—Jim Canton
FEBRUARY 2008 THE WALL STREET JOURNAL CLASSROOM EDITION
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