Build Recall, Explanation and Evaluation Questions
Groups build a sequence from recall to explanation to evaluation, then choose one question to discuss.
Worked classroom example
English
Build questions about a character from what happened to why a choice matters.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Display stems for what, how or why, and how far or what if.
- Groups write one question at each depth about the topic.
- They select the question that will open the richest discussion and explain why.
Materials and purpose
a topic and question stems at three depths
Question design helps learners move from facts toward deeper subject thinking.
Try it in your next lesson
Prepare
Use a topic and question stems at three depths. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Groups build a sequence from recall to explanation to evaluation, then choose one question to discuss.
Check independent transfer
They select the question that will open the richest discussion and explain why.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
Which question makes you explain rather than list?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.