About This Worksheet
This is a really fun and slightly different kind of worksheet because instead of answering questions, students are creating them. I’d tell a colleague this is where you really see whether students understand a text-if they can ask good questions, they truly get it. It also builds higher-level thinking because students have to think about different types of questions.
Curriculum and Grade Alignment
This activity supports Grade 6 skills in analyzing informational text and questioning. The goal is for students to create literal, inferential, and analytical questions based on a text. It aligns with Common Core Standards RI.6.1 and RI.6.2, and supports TEKS 6.6(B), generating questions about texts.
Student Tasks
Students read an informational article about the printing press. Then they write their own questions: literal questions (answers found directly in the text), inferential questions (requiring clues), and analytical questions (requiring deeper thinking). They also reflect on the difference between these types of questions.
Common Challenges and Misconceptions
Students may write questions that are too simple or unclear. Some may struggle to create inferential or analytical questions. Others may confuse the different types. I usually guide them by asking, “Does your question make someone think?”
Implementation Guidance
This worksheet works well as a collaborative activity. I’d model one example of each type of question before students begin. It’s also great for group work where students can share and answer each other’s questions. At home, parents can ask their child to create questions about something they read.
Details and Features
The worksheet includes an engaging historical passage. It focuses on creating different types of questions. The structure supports higher-level thinking. It builds strong comprehension and inquiry skills.