https://microcredentials.digitalpromise.org/explore/asking-questions-for-deeper-learning-from-text     Emphasize Higher-Order Thinking:Research shows that only a small percentage of the questions asked by teachers require higher-order thinking. This means that much of the thinking that students do is limited to lower-order thinking, such as recall, and students are not given opportunities to deepen their learning and engagement through analysis, application, or strategic thinking. It is appropriate to ask lower-order questions when first introducing a new topic to students or when it is necessary to establish meaning in the text prior to analysis, but the goal is to predominantly ask students questions that require them to analyze, evaluate, compare and contrast, and create new knowledge. These higher-order questions are essential to deepening knowledge and helping move students from superficial learning to depth and transfer. Require Textual Evidence:Questions should require students to construct knowledge from their reading rather than relying purely on their own experiences, prior knowledge, or external resources such as the Internet. If students can answer the question without actually reading the text, then the question is not textually dependent. Follow a Logical Sequence:There are many different ways to sequence questions. Some teachers prefer to start with an essential question and work their way from larger concepts to the specific mechanics of a text. Others prefer to first establish meaning through close reading and then expand analysis to broader ideas presented in the text. The important thing is for the questions to follow a logical sequence so that ideas build on each other rather than seeming random. Align to an Objective:Expert readers read with a purpose in mind. Because it is impossible to commit every word of every text that they read to memory, they see reading as a selective process, where some aspects of the text are carefully scrutinized and others de-emphasized. Likewise, we want students to focus their attention when they read and for the questions that they answer to support that focus.