critical thinking comprehension questions

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100+ Critical Thinking Questions for Students To Ask About Anything

Critical thinkers question everything.

In an age of “fake news” claims and constant argument about pretty much any issue, critical thinking skills are key. Teach your students that it’s vital to ask questions about everything, but that it’s also important to ask the right sorts of questions. Students can use these critical thinking questions with fiction or nonfiction texts. They’re also useful when discussing important issues or trying to understand others’ motivations in general.

“Who” Critical Thinking Questions

Questions like these help students ponder who’s involved in a story and how the actions affect them. They’ll also consider who’s telling the tale and how reliable that narrator might be.

• Is the protagonist?
• Is the antagonist?
• Caused harm?
• Is harmed as a result?
• Was the most important character?

• Is responsible?
• Is most directly affected?
• Should have won?
• Will benefit?
• Would be affected by this?

• Makes the decisions?

“What” Critical Thinking Questions

Ask questions that explore issues more deeply, including those that might not be directly answered in the text.

• Background information do I know or need to know?
• Is the main message?
• Are the defining characteristics?

• Questions or concerns do I have?
• Don’t I understand?
• Evidence supports the author’s conclusion?
• Would it be like if … ?
• Could happen if … ?
• Other outcomes might have happened?
• Questions would you have asked?
• Would you ask the author about … ?
• Was the point of … ?
• Should have happened instead?
• Is that character’s motive?
• Else could have changed the whole story?

• Can you conclude?
• Would your position have been in that situation?
• Would happen if … ?
• Makes your position stronger?
• Was the turning point?
• Is the point of the question?
• Did it mean when … ?
• Is the other side of this argument?
• Was the purpose of … ?
• Does ______ mean?
• Is the problem you are trying to solve?
• Does the evidence say?
• Assumptions are you making?
• Is a better alternative?
• Are the strengths of the argument?

• Are the weaknesses of the argument?
• Is the difference between _______ and _______?

“Where” Critical Thinking Questions

Think about where the story is set and how it affects the actions. Plus, consider where and how you can learn more.

• Would this issue be a major problem?
• Are areas for improvement?
• Did the story change?
• Would you most often find this problem?

• Are there similar situations?
• Would you go to get answers to this problem?
• Can this be improved?
• Can you get more information?
• Will this idea take us?

“When” Critical Thinking Questions

Think about timing and the effect it has on the characters or people involved.

• Is this acceptable?
• Is this unacceptable?

• Does this become a problem?
• Is the best time to take action?
• Will we be able to tell if it worked?
• Is it time to reassess?
• Should we ask for help?
• Is the best time to start?
• Is it time to stop?
• Would this benefit society?

• Has this happened before?

“Why” Critical Thinking Questions

Asking “why” might be one of the most important parts of critical thinking. Exploring and understanding motivation helps develop empathy and make sense of difficult situations.

• Is _________ happening?
• Have we allowed this to happen?
• Should people care about this issue?

• Is this a problem?
• Did the character say … ?
• Did the character do … ?
• Is this relevant?
• Did the author write this?
• Did the author decide to … ?
• Is this important?

• Did that happen?
• Is it necessary?
• Do you think I (he, she, they) asked that question?
• Is that answer the best one?
• Do we need this today?

“How” Critical Thinking Questions

Use these questions to consider how things happen and whether change is possible.

• Do we know this is true?
• Does the language used affect the story?
• Would you solve … ?
• Is this different from other situations?

• Is this similar to … ?
• Would you use … ?
• Does the location affect the story?
• Could the story have ended differently?
• Does this work?
• Could this be harmful?
• Does this connect with what I already know?
• Else could this have been handled?
• Should they have responded?

• Would you feel about … ?
• Does this change the outcome?
• Did you make that decision?
• Does this benefit you/others?
• Does this hurt you/others?
• Could this problem be avoided?

More Critical Thinking Questions

Here are more questions to help probe further and deepen understanding.

• Can you give me an example?

• Do you agree with … ?
• Can you compare this with … ?
• Can you defend the actions of … ?
• Could this be interpreted differently?
• Is the narrator reliable?
• Does it seem too good to be true?

• Is ______ a fact or an opinion?

What are your favorite critical thinking questions? Come exchange ideas on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out 10 tips for teaching kids to be awesome critical thinkers ., you might also like.

5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

Teach them to thoughtfully question the world around them. Continue Reading

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15 Types of Comprehension Questions (With Examples) for All Levels to Master Any Text

Febriana Ramadhanya

Effective communication hinges on comprehension, which covers the ability to grasp and interpret information. This skill is especially important when it comes to reading, where encountering unfamiliar concepts or deciphering complex passages can be daunting. 

However, recent studies paint a concerning picture, where reading comprehension scores among students are on the decline , especially since the COVID-19 pandemic. This decline translates to a real-world struggle for students to grasp complex information, analyze arguments, and ultimately, think critically.

This is where reading comprehension questions come in. They serve as a valuable tool to assess understanding and ignite student engagement with text and advocate deeper learning.

This guide delves into the various types of comprehension questions, equipping readers with the necessary knowledge and strategies to conquer any reading challenge. By the end of this guide, you’ll be equipped to:

• Craft engaging activities that promote active learning with comprehension questions.
• Utilize visuals and technology to enhance understanding and cater to diverse learning styles.
• Employ formative assessment strategies to identify areas of confusion and adjust your teaching approach.
• Encourage collaborative learning through group discussions and activities.
• Explore a variety of question formats to effectively evaluate different comprehension skills.

Plus, gain access to a free downloadable PDF, containing all the reading comprehension question types covered in this guide. Are you ready to unlock the full potential of comprehension questions in your classroom? Let’s dive in!

Understanding Comprehension Questions

What is a comprehension question.

Comprehension questions, in essence, are queries designed to assess one’s understanding of a text. They are employed in various contexts, including standardized tests, classroom assessments, and even everyday situations where clear information retention is crucial. 

These comprehension questions have various applications in both educational and professional contexts. In standardized testing, they provide a reliable measure of reading comprehension skills across educational levels.

Educators utilize them to gauge student learning and identify areas that require additional instruction, allowing for personalized learning approaches. Even in technical fields like healthcare or engineering, where clear communication is essential, comprehension questions can assess a reader’s ability to grasp complex instructions or technical information.

Benefits of Integrating Comprehension Questions in Classroom Teaching

By effectively answering comprehension questions, individuals demonstrate their ability to:

• Information Extraction: Readers must be able to precisely identify and retain the critical details presented within the text.
• Analysis and Interpretation: Going beyond comprehension, readers engage in critical thinking. They decipher the author’s intended message, underlying themes, and the overall purpose of the text.
• Draw Connections: Comprehension questions encourage readers to establish meaningful links between different ideas and concepts presented in the text, fostering a holistic understanding of the information.
• Knowledge Application: The ultimate aim isn’t just to read and comprehend; it’s to leverage the acquired knowledge in practical scenarios. This transferable skill empowers readers to apply their understanding to real-world situations.

15 Types of Comprehnsion Questions With Examples

Ready to put these tips into action? Download your free, printable set of comprehension questions (covering all 15 question formats!) as a PDF below!

Types of Comprehension Questions

#1 literal comprehension questions.

Literal comprehension questions focus on grasping the surface-level information presented in a text. These questions typically require readers to recall specific details explicitly stated within the passage.

When to Use Literal Comprehension Questions:

• Use when assessing basic understanding of factual information.
• Suitable for readers who are new to analyzing texts or are at an introductory reading level.

Grade Level: 1-3 (Elementary)

• What is the main idea of the first paragraph?
• Where does the story take place?
• How many siblings does the protagonist have?
• What color was the car described in the passage?
• What is the title of the book mentioned in the first paragraph?

#2 Inferential Comprehension Questions

Inferential comprehension questions prompt readers to delve deeper into the text, moving beyond the explicit details to uncover implied meanings and infer conclusions.

When to Use Inferential Comprehension Questions:

• Use when evaluating students’ ability to draw logical conclusions based on evidence from the text.
• Suitable for readers who have a basic grasp of literal comprehension and are ready to infer deeper meanings.

Grade Level: 4-6 (Middle School)

• Why do you think the character chose to keep their decision a secret?
• What might have motivated the protagonist to make such a risky decision?
• Based on the characters’ actions, what can you infer about their relationship with their family?
• What does the author imply about the protagonist’s future plans?
• How do the weather descriptions throughout the story symbolize the protagonist’s emotional state?

#3 Evaluative Comprehension Questions

Evaluative comprehension questions encourage readers to critically analyze the text, form opinions, and make judgments based on the evidence provided.

When to Use Evaluative Comprehension Questions:

• Use when prompting students to consider the text’s themes, values, and moral implications.
• Suitable for readers who have a solid understanding of literal and inferential comprehension and are ready to engage in critical analysis.

Grade Level: 7-9 (High School)

• Do you think the protagonist made the right choice in the given situation? Why or why not?
• How effective was the author in conveying the theme of friendship in the story?
• Did the ending of the book satisfy you? Why or why not?
• Do you agree with the character’s decision to confront their fears? Explain your reasoning.
• How successful was the author in creating a sense of suspense throughout the narrative?

#4 Applied Comprehension Questions

Applied comprehension questions challenge readers to extend their understanding beyond the text and apply it to real-life scenarios or hypothetical situations.

When to Use Applied Comprehension Questions:

• Use when encouraging students to make connections between the text and their personal experiences or the world around them.
• Suitable for readers who are ready to apply their understanding of the text to broader contexts.
• How could the protagonist’s experience relate to a similar situation you’ve encountered in your own life?
• How could the lessons learned by the protagonist be applied to real-life situations?
• What strategies could the characters have used to avoid the conflicts they faced?
• How might the themes explored in the passage relate to current events in society?
• How could the protagonist’s experiences help someone facing similar challenges?

#5 Synthesis Comprehension Questions

Synthesis comprehension questions involve integrating information from multiple sources or parts of the text to form a cohesive understanding.

When to Use Synthesis Comprehension Questions:

• Use when challenging students to analyze and synthesize various elements of the text to gain a deeper understanding of its themes and messages.
• Suitable for readers who are ready to engage in complex textual analysis and interpretation.

Grade Level: 9-12 (Advanced High School/College)

• How does the author use symbolism, imagery, and characterization to convey the theme of identity in the novel?
• How do different themes intersect in the text?
• How do the various subplots contribute to the overall development of the main theme?
• What connections can you draw between this text and other works you’ve read?
• How does the author weave together multiple perspectives to create a unified narrative?

#6 Analytical Comprehension Questions

Analytical comprehension questions require readers to dissect complex ideas, text structures, and literary devices employed by the author.

When to Use Analytical Comprehension Questions:

• Use when prompting students to analyze the author’s craft and literary techniques in depth.
• Suitable for readers who are prepared to engage in detailed textual analysis and interpretation.
• How does the author use foreshadowing to build suspense throughout the story?
• What impact does the author’s use of dialogue have on character development?
• How does the narrative structure contribute to the reader’s understanding of the protagonist’s journey?
• What themes emerge from the recurring motifs found in the text?
• How does the author employ irony to convey deeper layers of meaning?

#7 Creative Comprehension Questions

Creative comprehension questions stimulate imaginative thinking and encourage readers to explore alternative interpretations and perspectives beyond the text.

When to Use Creative Comprehension Questions:

• Use when fostering creativity, originality, and critical thinking skills.
• Suitable for readers who are ready to engage in imaginative exploration and expression
• Rewrite a key scene from the perspective of a different character. How does this change the reader’s understanding of the event?
• Imagine an alternate ending to the story. How would this alter the overall message of the text?
• Invent a new character who could fit seamlessly into the narrative. How would their presence impact the story?
• Design a book cover that encapsulates the central themes and emotions of the text. Explain your design choices.
• Write a letter from one character to another, expressing their innermost thoughts and feelings about a pivotal moment in the plot.

#8 Open-ended Comprehension Questions

Open-ended comprehension questions stimulate discussion and exploration beyond the text, inviting readers to express their opinions, insights, and interpretations freely.

When to Use Open-ended Comprehension Questions:

• Use when encouraging deep reflection, critical thinking, and diverse perspectives.
• Suitable for readers who are ready to engage in open-ended inquiry and discussion.
• What are some possible outcomes or implications of the events described in the passage? How might different characters perceive these events differently?
• How does the author’s use of symbolism contribute to the richness of the text? Provide examples to support your analysis.
• What unanswered questions or ambiguities linger after reading the passage? How do these contribute to the overall impact of the text?
• In what ways does the passage challenge or subvert traditional literary conventions? How does this enhance its significance?
• How might the themes explored in the text resonate with readers from different cultural backgrounds or life experiences? Discuss.

#9 Reflective Comprehension Questions

Reflective comprehension questions encourage introspection and personal connection with the text, prompting readers to consider how the themes, characters, and ideas presented in the text relate to their own experiences, beliefs, and values.

When to Use Reflective Comprehension Questions:

• Use when cultivating self-awareness, empathy, and emotional engagement with the text.
• Suitable for readers who are ready to reflect on their personal connections to the text and its themes.
• How does the protagonist’s journey mirror your own experiences or challenges in life?
• Reflect on a moment in the text that elicited a strong emotional response from you. What aspects of the writing contributed to this reaction?
• Consider the central themes of the passage. How do they align with your personal beliefs or values?
• Has reading this text changed your perspective on any aspect of life or human nature? If so, how?
• Imagine yourself in the shoes of one of the characters. How would you have acted differently in their situation, and why?

#10 Comparative Comprehension Questions

Comparative comprehension questions prompt readers to compare and contrast different texts or viewpoints, analyzing similarities, differences, and underlying themes.

When to Use Comparative Comprehension Questions:

• Use when encouraging critical analysis, synthesis of information, and consideration of multiple perspectives.
• Suitable for readers who are ready to engage in comparative literary analysis and interpretation.
• Compare the motivations of two protagonists from different texts. How do their backgrounds and circumstances influence their decisions?
• Contrast the narrative styles of two different authors. How do their approaches to storytelling shape the reader’s experience?
• Compare the themes of love and betrayal in two different works of literature. How do the authors explore these themes differently?
• Analyze the use of symbolism in two poems. How do the symbols contribute to the overall meaning of each poem?
• Compare the societal contexts depicted in two different novels. How do these contexts shape the characters’ beliefs and actions?

#11 Predictive Comprehension Questions

Predictive comprehension questions foster anticipation and speculation about future events or outcomes within the text, prompting readers to make informed predictions based on evidence and foreshadowing provided by the author.

When to Use Predictive Comprehension Questions:

• Use to create anticipation while encouraging critical thinking and engagement with the text’s plot developments.
• Suitable for readers who are ready to make logical predictions based on textual evidence and analysis.
• Based on the character’s actions and the events leading up to this point, what do you predict will happen next in the story?
• How might the protagonist’s decisions affect the outcome of future events?
• What obstacles do you foresee the characters encountering as they pursue their goals?
• What clues or hints in the text suggest possible plot twists or developments?
• How might the resolution of the conflict impact the characters’ relationships and future choices?

#12 Relevant Comprehension Questions

Relevant comprehension questions assess the relevance of specific information within the text to broader themes, contexts, or real-world issues.

When to Use Relevant Comprehension Questions:

• Use when prompting students to consider the text’s implications and relevance to broader social, cultural, or historical contexts.
• Suitable for readers who are ready to engage in critical analysis and application of the text’s themes to real-world issues.
• How does the historical context of the setting influence the characters’ perspectives and actions in the story?
• In what ways does the text reflect or challenge prevailing cultural norms or societal values?
• How do the themes explored in the passage relate to contemporary issues or debates?
• What relevance does the protagonist’s journey have to readers facing similar challenges in their own lives?
• How might the lessons learned by the characters be applied to real-world situations or challenges?

#13 Text Structure Comprehension Questions

Text structure comprehension questions focus on investigating the organizational patterns and rhetorical devices employed by the author to convey meaning.

When to Use Text Structure Comprehension Questions:

• Use when prompting students to analyze the structural elements and rhetorical devices used by the author to convey meaning.
• Suitable for readers who are ready to engage in a detailed analysis of the text’s structure and stylistic elements.
• How does the author use flashback sequences to enhance the narrative structure of the story?
• Analyze the chronological structure of the story. How does the sequence of events impact the reader’s understanding?
• Identify the use of transitions between paragraphs. How do these transitions help to connect ideas and enhance readability?
• Examine the organization of the text into sections or chapters. How does this structure contribute to the overall flow of the narrative?
• Discuss the author’s choice of narrative perspective. How does the point of view affect the reader’s perception of the characters and events?

#14 Language Use Comprehension Questions

Language use comprehension questions analyze the nuances of language and its impact on meaning, tone, and atmosphere within the text.

When to Use Language Use Comprehension Questions:

• Use when prompting students to analyze the author’s choice of language and literary devices to convey meaning and evoke emotion.
• Suitable for readers who are ready to engage in detailed analysis of language and its impact on the text’s meaning and tone.
• How does the author’s use of vivid imagery contribute to the reader’s understanding of the setting and mood in the poem?
• Analyze the author’s use of figurative language in the passage. How do metaphors or similes enhance the reader’s understanding?
• Discuss the author’s use of tone throughout the passage. How does the tone affect the reader’s interpretation of the content?
• Examine the dialogue between characters. How does the author use dialogue to reveal personality traits and advance the plot?
• Evaluate the author’s choice of words and phrases. How does the language contribute to the overall style and impact of the writing?

#15 Cultural Context Comprehension Questions

Cultural context comprehension questions explore the cultural, historical, or societal context that informs the text, prompting readers to consider how these factors influence the text’s themes, characters, and plot developments.

When to Use Cultural Context Comprehension Questions:

• Use when fostering an understanding of how cultural, historical, or societal factors influence the text’s themes and characters.
• Suitable for readers who are ready to engage in critical analysis of the text’s cultural context and implications.
• How does the cultural background of the protagonist shape their identity and experiences in the novel?
• Discuss the cultural traditions depicted in the passage. How do these traditions shape the characters’ identities and relationships?
• Analyze the societal norms portrayed in the text. How do these norms reflect broader cultural attitudes and values?
• Examine the portrayal of diverse cultural perspectives within the narrative. How does the text promote empathy and understanding across different cultural contexts?
• Consider the impact of cultural heritage on the characters’ experiences and worldviews. How does this influence their interactions with each other and the world around them?

How to Enhance Reading Skills & Transform Comprehension Questions into Engaging Learning Experiences

Comprehension questions are a cornerstone of effective reading instruction, but simply asking them doesn’t guarantee active learning . Here’s how to transform comprehension questions into engaging learning experiences that truly elevate your students’ learning journey:

🙋🏻 Interactive Activities: Move beyond static worksheets with simple multiple-choice quizzes and lectures. Craft engaging activities like live polls , quizzes , and open-ended questions that prompt students to actively grapple with the text. This fosters a dynamic learning environment where comprehension is assessed and reinforced throughout the lesson. This approach ensures you’re effectively evaluating different comprehension skills for all your students.

🖼️ Visual Appeal: The human brain thrives on visuals. Incorporate images, draggable diagrams , and even videos into your comprehension questions. This approach goes beyond simply testing reading skills; it encourages students to connect visual information with the text, leading to a deeper understanding.

✏️ Formative Assessment: Regularly assess comprehension throughout the lesson, not just at the end. This allows you to identify areas of confusion early on and adjust your teaching approach accordingly. Use techniques like quick exit tickets or peer discussions to gather real-time feedback.

🤝 Collaborative Learning: Learning doesn’t have to be a solitary endeavor. Encourage student collaboration by incorporating group discussions or activities centered around answering comprehension questions. This fosters peer learning, allowing students to explain concepts to one another and solidify their own understanding.

🎮 Gamified Experiences: Turn comprehension questions into engaging games to captivate students’ attention and foster a competitive spirit. Incorporate elements such as stars , badges , and leaderboards to incentivize participation and reward achievement. Gamifying comprehension activities lets you transform learning into an immersive and enjoyable experience, motivating students to actively participate and strive for mastery of the material.

✍️ Utilize Margin Annotations: Upon answering comprehension question, teach using slide annotations , highlight key points, provide summaries, or draw connections to prior knowledge. This active engagement promotes deeper comprehension and critical thinking skills, fostering a deeper connection with the material and enhancing overall retention.

⏳ Develop Time Management Techniques: Teach students effective time management strategies, such as allocating appropriate time for each comprehension question during assessments. This skill empowers students to navigate tasks efficiently and confidently, reducing test-taking anxiety and allowing them to approach assessments with greater ease and focus.

By employing these strategies, you can transform comprehension questions from passive assessments into engaging learning experiences. This approach keeps students actively involved, sharpening critical thinking skills, and ultimately empowers them to unlock the full potential of every text they encounter.

Final Thoughts

Throughout this guide, we’ve explored the diverse types of comprehension questions and their role in enhancing reading skills. By engaging with these questions, students can sharpen their critical thinking abilities, deepen their understanding of texts, and make meaningful connections with the material.

But, the ultimate goal isn’t just about answering questions correctly, but about encouraging a genuine understanding of the text. This can be achieved by incorporating visuals, technology, and collaborative activities into your lessons. These dynamic approaches not only make learning fun but also empower students to develop critical thinking and analytical skills that extend far beyond the classroom.

Wield these questions effectively, and you’ll witness your students blossom into confident readers, equipped to tackle any text with enthusiasm and a thirst for knowledge. So, unleash the power of comprehension questions and embark on a journey of discovery through reading with your students!

About Febriana Ramadhanya

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Critical Thinking Reading Comprehension Worksheets

• Take these as online quizzes here!

Short Story Reading Comprehension Worksheets

• Beginning Level
• Answers for this series are included at the end of each worksheet.
• "My Friend" - Low Beginning. 3 answer choices. 7 questions. 74 words.
• "My House" - Low Beginning. 3 answer choices. 7 questions. 92 words.
• "Time to..." - Low Beginning. 4 answer choices. 11 questions. 89 words.
• "My Family" - Low Beginning. 4 answer choices. 6 questions. 90 words.
• "Rainy Day" - Low Beginning. 4 answer choices. 5 questions. 78 words.
• "A Call to the Pool" - Low Beginning. 4 answer choices. 5 questions. 116 words.
• "The Singing Bird" - Low Beginning. 4 answer choices. 5 questions. 96 words.
• "Seeing Stars" - Low Beginning. 4 answer choices. 8 questions. 92 words.
• "I Fly" - Low Beginning. 4 answer choices. 4 questions. 113 words.
• "The Drive" - Mid Beginning. 4 answer choices. 10 questions. 120 words.
• "Zach's Animals" - Mid Beginning. 4 answer choices. 10 questions. 104 words.
• "Griffin's Talents" - Mid Beginning. 4 answer choices. 9 questions. 112 words.
• "A Happy Visitor" - Mid Beginning. 4 answer choices. 5 questions. 170 words.
• "An Adventure" - Mid Beginning. 4 answer choices. 5 questions. 177 words.
• "Running" - Mid Beginning. 4 answer choices. 5 questions. 148 words.
• "Paul Cooks" - Mid Beginning. 4 answer choices. 10 questions. 112 words.
• "Bella Hides" - Mid Beginning. 4 answer choices. 8 questions. 135 words.
• "First Prize" - Mid Beginning. 4 answer choices. 8 questions. 155 words.
• "What Number?" - Mid Beginning. 4 answer choices. 12 questions. 154 words.
• "The Interview" - High Beginning. 4 answer choices. 9 questions. 205 words.
• "Julian's Work" - High Beginning. 4 answer choices. 12 questions. 194 words.
• "Talia's Special Day" - High Beginning. 4 answer choices. 10 questions. 204 words.
• "One Hundred Dollars" - High Beginning. 4 answer choices. 13 questions. 273 words.
• "New Shoes for Maddy" - High Beginning. 4 answer choices. 11 questions. 223 words.
• "The 20" - High Beginning. 4 answer choices. 12 questions. 256 words.
• "Big City Noise" - High Beginning. 4 answer choices. 13 questions. 238 words.
• Intermediate Level
• "By the Water" - Low Intermediate. 4 answer choices. 9 questions. 225 words.
• "A Cold Day" - Low Intermediate. 4 answer choices. 14 questions. 286 words.
• "Vet Emergency!" - Low Intermediate. 4 answer choices. 10 questions. 247 words.
• "Late" - Low Intermediate. 4 answer choices. 14 questions. 284 words.
• "The Brenners" - Low Intermediate. 4 answer choices. 13 questions. 297 words.
• "Bullied" - Low Intermediate. 4 answer choices. 13 questions. 197 words.
• "The New School" - Low Intermediate. 4 answer choices. 14 questions. 286 words.
• "The Park" - Low Intermediate. 4 answer choices. 11 questions. 297 words.
• "Worth Working For" - Mid Intermediate. 4 answer choices. 10 questions. 280 words.
• "The Rent Man" - Mid Intermediate. 4 answer choices. 12 questions. 215 words.
• "Time with Grandpa" - Mid Intermediate. 4 answer choices. 9 questions. 237 words.
• "The Bus Driver" - Mid Intermediate. 4 answer choices. 15 questions. 294 words.
• "A Day Like No Other" - Mid Intermediate. 4 answer choices. 12 questions. 305 words.
• "A Mystery" - Mid Intermediate. 4 answer choices. 10 questions. 247 words.
• "Just One Touch" - Mid Intermediate. 4 answer choices. 15 questions. 326 words.
• "Wanga" - Mid Intermediate. 4 answer choices. 13 questions. 340 words.
• "Ana Finds an Apartment" - Mid Intermediate. 4 answer choices. 12 questions. 408 words.
• "Guermo's Surprise" - High Intermediate. 4 answer choices. 9 questions. 372 words .
• "Canopy of Nature" - High Intermediate. 4 answer choices. 8 questions. 332 words .
• "Blizzard in Birmingham" - High Intermediate. 4 answer choices. 10 questions. 319 words.
• "A Christmas in March" - High Intermediate. 4 answer choices. 10 questions. 385 words.
• "Bail" - High Intermediate. 4 answer choices. 10 questions. 301 words.
• "Clean Water Act" - High Intermediate. 4 answer choices. 10 questions. 632 words.
• "BB" - High Intermediate. 4 answer choices. 10 questions. 511 words .
• Advanced Level
• "The Mini Problem" - Low Advanced. 4 answer choices. 10 questions. 291 words .
• "Flower Power" - Low Advanced. 4 answer choices. 10 questions. 368 words.
• "Seeing Clearly" - Low Advanced. 4 answer choices. 10 questions. 284 words .
• "Accused" - Low Advanced. 4 answer choices. 12 questions. 285 words.
• "City Girl" - Low Advanced. 4 answer choices. 13 questions. 429 words.
• "Fried" - Mid Advanced. 4 answer choices. 10 questions. 235 words.
• "Tattoo" - Mid Advanced. 4 answer choices. 11 questions. 350 words.
• "The Transfers" - Mid Advanced. 4 answer choices. 12 questions. 381 words.
• "Wild" - Mid Advanced. 4 answer choices. 10 questions. 493 words.
• "Scorpion" - Low Advanced. 4 answer choices. 10 questions. 333 words
• "Remains of a Marriage" - Mid Advanced. 4 answer choices. 11 questions. 345 words.
• "Museum Hours" - Mid Advanced. 4 answer choices. 10 questions. 179 words.
• "Seeing Through" - High Advanced. 5 answer choices. 10 questions. 326 words.
• "Ursula Pugh" - High Advanced. 5 answer choices. 8 questions. 324 words.
• "Dreams" - High Advanced. 4 answer choices. 12 questions. 357 words.
• "Tracks" - High Advanced. 5 answer choices. 11 questions. 531 words.
• "Love Train" - High Advanced. 5 answer choices. 12 questions. 646 words.
• "The Storm" - High Advanced. 4 answer choices. 12 questions. 407 words.

Informational Passages Reading Comprehension Worksheets

In these reading comprehension worksheets, students are asked questions about information they have read about a specific topic. each passage reads similar to a newspaper of journal article, and provides interesting information about some aspect of history, nature, mechanics, science, art, and more. questions involve critical thinking with a focus on logic and inference..

• Answer Key - This answer key is available but still under development.
• "The Sun" - Low Beginning. 3 questions. Under 50 words.
• "Gas" - Low Beginning. 3 questions. Under 50 words.
• "Music" - Low Beginning. 4 questions. Under 50 words.
• "Birds" - Low Beginning. 4 questions. Under 50 words.
• "The Heart" - Low Beginning. 4 questions. Under 50 words.
• "The Butterfly" - Low Beginning. 5 questions. Under 50 words.
• "Pigs" - Low Beginning. 3 questions. Under 50 words.
• "The Brain" - Low Beginning. 3 questions. Under 50 words.
• "The Ocean" - Low Beginning. 7 questions. Under 100 words.
• "Trees" - Low Beginning. 4 questions. Under 100 words.
• "Alligators" - Low Beginning. 6 questions. Under 100 words.
• "The Blow-Dryer" - Low Beginning. 5 questions. Under 100 words.
• "Green Grass" - Low Beginning. 6 questions. Under 100 words.
• "Taste" - Low Beginning. 4 questions. Under 100 words.
• "Bees" - Mid Beginning. 10 questions. Under 200 words.
• "Frogs" - Mid Beginning. 10 questions. Under 200 words.
• "Beds" - Mid Beginning. 10 questions. Under 200 words.
• "Humans" - Mid Beginning. 10 questions. Under 200 words.
• "Fish" - Mid Beginning. 10 questions. Under 200 words.
• "Houses" - Mid Beginning. 10 questions. Under 300 words.
• "Soda Pop" - High Beginning. 10 questions. Under 200 words.
• "Tea" - High Beginning. 10 questions. Under 200 words.
• "Ice Fishing" - High Beginning. 10 questions. Under 300 words.
• "Bears" - High Beginning. 10 questions. Under 300 words.
• "Flags" - High Beginning. 10 questions. Under 300 words.
• "Leonardo Da Vinci" - High Beginning. 10 questions. Under 300 words..
• "Tennis" - High Beginning. 10 questions. Under 300 words.
• "Dogs" - High Beginning. 10 questions. Under 300 words.
• "Money" - High Beginning. 10 questions. Under 300 words.
• "Abraham Lincoln" - High Beginning. 10 questions. Under 300 words.
• "Corn" - High Beginning. 10 questions. Under 300 words.
• "Umbrellas" - High Beginning. 10 questions. Under 300 words.
• "Ben Franklin" - High Beginning. 10 questions. Under 300 words.
• "Cars" - High Beginning. 10 questions. Under 300 words.
• Answer Key - This is the answer key for to the intermediate level informational passages.
• "Helicopters" - Low Intermediate. 10 questions. Under 300 words.
• "Yellowstone National Park" - Low Intermediate. 10 questions. Under 400 words.
• "Empress of the Blues" - Low Intermediate. 10 questions. Under 400 words.
• "The Cactus" - Low Intermediate. 10 questions. Under 400 words.
• "Space Exploration Voyagers 1 and 2" - Mid Intermediate. 10 questions. Under 400 words.
• "Television" - Mid Intermediate. 10 questions. Under 400 words.
• "Hibernation and Estivation" - Mid Intermediate. 10 questions. Under 400 words.
• "Marco Polo" - Mid Intermediate. 10 questions. Under 400 words.
• "Movie Ratings" - Mid Intermediate. 10 questions. Under 400 words.
• "Birdsongs" - Mid Intermediate. 10 questions. Under 400 words.
• "Counting" - Mid Intermediate. 10 questions. Under 400 words.
• "Easter Island" - High Intermediate. 10 questions. Under 400 words.
• "Mosquitoes" - High Intermediate. 12 questions. Under 700 words.
• "Fingerprints" - High Intermediate. 11 questions. Under 700 words.
• "Mother's Day" - High Intermediate. 10 questions. Under 700 words.
• "Europe" - High Intermediate. 12 questions. Under 700 words.
• Answer Key - This is the answer key for to the advanced level informational passages.
• "Chocolate" - Low Advanced. 10 questions. Under 600 words.
• "Houses Around the World" - Low Advanced. 10 questions. Under 700 words.
• "Cells" - Low Advanced. 10 questions. Under 700 words.
• "Soccer" - Low Advanced. 12 questions. Under 700 words.
• "Bathtubs" - Low Advanced. 12 questions. Under 700 words.
• "Pollution" - Low Advanced. 12 questions. Under 700 words.
• "Interstate Highways" - Low Advanced. 10 questions. Under 800 words.
• "The U.S. Census" - Low Advanced. 10 questions. Under 800 words.
• "Sleep" - Low Advanced. 11 questions. Under 800 words.
• "The U.S. Postal Service" - Mid Advanced. 11 questions. Under 800 words.
• "Chemical Elements" - Mid Advanced. 11 questions. Under 800 words.
• "Africa" - Mid Advanced. 11 questions. Under 1000 words.

Technical Reading Comprehension Worksheets

In these reading comprehension worksheets, students are asked questions about the meaning, significance, intention, structure, inference, and vocabulary used in each passage. each passage reads like an encyclopedic or technical journal article. answers for worksheets in this section can be found at the end of each individual worksheet..

• "Water" - Beginning level. 3 questions with answers included. Under 300 words.
• "Paper" - Beginning level. 3 questions with answers included. Under 300 words.
• "The Flu" - Beginning level. 3 questions with answers included. Under 400 words.
• "Nuts" - Beginning level. 3 questions with answers included. Under 400 words.
• "The Sun" - Beginning level. 3 questions with answers included. Under 400 words.
• "The White House" - Beginning level. 3 questions with answers included. Under 400 words.
• "Soap" - Intermediate level. 3 questions with answers included. Under 400 words.
• "Clocks" - Intermediate level. 3 questions with answers included. Under 400 words.
• "The Robin" - Intermediate level. 3 questions with answers included. Under 400 words.
• "Hybrid Vehicles" - Intermediate level. 4 questions with answers included. Under 500 words.
• "Photography" - Intermediate level. 3 questions with answers included. Under 500 words.
• "Biomimetics" - Intermediate level. 4 questions with answers included. Under 700 words.
• "The Great Debates" - Intermediate level. 3 questions with answers included. Under 400 words.
• "Salt" - Advanced level. 3 questions with answers included. Under 700 words.
• "Colony Collapse" - Advanced level. 3 questions with answers included. Under 600 words.
• "Columbian Exchange" - Advanced level. 3 questions with answers included. Under 700 words.
• "Ethanol" - Advanced level. 3 questions with answers included. Under 600 words.
• "Generations" - Advanced level. 3 questions with answers included. Under 600 words.
• "The Hubble Telescope" - Advanced level. 7 questions with answers included. Under 1000 words.
• "Intellegence Augmentation" - Advanced level. 5 questions with answers included. Under 1000 words.

Role Play Reading Comprehension Worksheets

In these reading comprehension worksheets, students can increase their understanding of colloquial and idiomatic expressions and get a feel for conversational english. they also allow several students to participate at the same time - which makes them really fun great for use in school or at home..

• Answer Key - This is the answer key to the role play worksheets.
• "What Time Is It?" - Beginning Level. 4 questions. Under 100 words.
• "How Are You?" - Beginning Level. 4 questions. Under 100 words.
• "Tie Your Shoes!" - Beginning Level. 4 questions. Under 100 words.
• "Where Are My Glasses?" - Beginning Level. 4 questions. Under 100 words.
• "A Cookie" - Beginning Level. 4 questions. Under 100 words.
• "Where Are My Keys?" - Beginning Level. 4 questions. Under 100 words.
• "City Life, Country Life" - Beginning Level. 10 questions. Under 200 words.
• "Flu Shot" - Intermediate Level. 5 questions. Under 200 words.
• "Vinegar" - Intermediate Level. 4 questions. Under 200 words.
• "Wait for Me!" - Intermediate Level. 8 questions. Under 400 words.
• "Glasses" - Intermediate Level. 8 questions. Under 400 words.
• "Hungry" - Advanced Level. 8 questions. Under 400 words.
• "Want to Know a Secret?" - Advanced Level. 8 questions. Under 200 words.
• "Milk and Aesthetics" - Advanced Level. 8 questions. Under 500 words.

Dual Version Reading Comprehension Worksheets

In each of these reading comprehension worksheets, the same story is told, but with two versions: one that is basic, and one that is more advanced. this allows students to make direct comparisons between the advanced version to the more basic one, and makes for a powerful learning experience..

• Answer Key - Coming Soon!
• "An Overcast Day" - Beginning Level. 4 questions. Under 200 words.
• "Who Knows My Name?" - Beginning Level. 4 questions. Under 200 words.
• "A Call to the Pool" - Beginning Level. 6 questions. Under 300 words.
• "Oh No!" - Beginning Level. 8 questions. Under 300 words.
• "An Adventure" - Beginning Level. 6 questions. Under 400 words.
• "Happy Birthday" - Beginning Level. 4 questions. Under 400 words.
• "My Family" - Beginning Level. 8 questions. Under 300 words.
• "My Family" - Beginning Level. 5 questions. Under 300 words.
• "Driving Directions" - Beginning Level. 6 questions. Under 400 words.
• "A Happy Visitor" - Beginning Level. 7 questions. Under 300 words.
• "The Singing Bird" - Intermediate Level. 10 questions. Under 300 words.
• "Violet Makes a Cake" - Intermediate Level. 8 questions. Under 400 words.
• "A Visit to the Doctor" - Intermediate Level. 7 questions. Under 400 words.
• "Making Dinner" - Intermediate Level. 8 questions. Under 400 words.
• "The Market" - Intermediate Level. 10 questions. Under 500 words.
• "Maria Gets Her License" - Intermediate Level. 8 questions. Under 500 words.
• "A Paper for School" - Advanced Level. 7 questions. Under 300 words.
• "A Birthday Surprise" - Advanced Level. 7 questions. Under 600 words.
• "Getting a New Job" - Advanced Level. 8 questions. Under 600 words.
• "The Dinner Party" - Advanced Level. 9 questions. Under 600 words.

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85 Critical Thinking Questions to Carefully Examine Any Information

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The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

IOE Writing Centre

Critical Reading Questions

On one level, reading critically simply means asking questions and evaluating the claims, and not simply accepting what you read.

However, the types of questions you ask, and the types of issues you prioritise in your evaluation, can vary considerably. 

You can do it in a relatively 'logical' way, thinking about the reasoning used, the claims made based on the evidence, etc. You can also do it in a more 'political' way, where the social implications are taken into account. 

You can also ask your tutor for examples, to find out how they understand the concept of criticality. This may help to understand what they are expecting in your writing.  

We might ask some of the questions below when reading a text.

Look at the questions carefully, and check that you understand what they are asking. You do not need to use all of these questions every time you read. Choose two or three which make the most sense to you, and start there.

Questions about the overall text

(a) What is the purpose/aim of this text? How do you know? How might this influence the way it is written?

(b) Can you see any justification (direct or implied) for the research decisions? Do the justifications seem reasonable?

Questions about the truth claims made within the text

(c) Are any assumptions being made in this text? Assumptions might include: _______________________ is important. _______________________ is possible. _______________________ might influence _______________________. _______________________ is a positive thing. _______________________ is a negative thing.

(d) Do these assumptions seem reasonable in this context? Why or why not?

(e) Are any generalisations being made? Are these generalisations reasonable here?

(f) Do any claims seem too certain?

(g) Are there suitable examples?

(h) Are there claims which are based on authority for support? What kind of authority is it? Does this seem reasonable?

(i) Are there claims which are based on evidence for support? What kind of evidence is it? Does this seem reasonable?

(j) Are any concepts being conflated?

Questions about how the text could be different

(k) What is missing from the text?

(l) How could the text be not like this / different?

(m) Is anything being used out of context in the text?

Political Questions

(n) Is there anything problematic in the text?

(o) Are any groups being excluded or marginalized in the text or in the implications of the claims?

(p) Is there any exclusionary language used in the text?

(q) What would the implications be, if we were to take the claims seriously? i.e. What would happen next?

Personal Engagement

(r) How does this text relate to my personal experience?

(s) How does my personal knowledge and experience affect  the way I read the text?

(t) Can my personal experience help me to evaluate the  claims?

(u) What status does my personal experience have, in relation to the published research?

(v) Can I find anything in the literature to help me  relate this to my personal experience?

Further Critical Questions

What else? (Can you think of further critical questions? Do you have a favourite question?)

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19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

Hi, I’m KRISTIN!

I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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125+ Reading Comprehension Question Stems for Any Text

Good reading comprehension instruction starts with strong lesson plans. One of the most important parts of any reading lesson is the questioning that takes place. Whether you’re planning a novel study, reading a picture book, or doing passage practice , well-crafted reading comprehension question stems can help teachers plan high-quality lessons that promote deep understanding and engagement from their students.

In this blog post, I’ll share easy ways to incorporate reading comprehension question stems into your instruction and provide you with a list of options to make lesson planning go a little more smoothly. Let’s get started!

What are question stems?

Question stems are the heart of reading comprehension instruction. They provide teachers with a framework for asking questions that probe student understanding and promote critical thinking.

When used correctly, question stems can ensure all standards are covered and help reading instruction move from surface level to deeper levels of understanding.

This makes them an important tool for fast and effective lesson planning.

Why use stems to support reading comprehension?

There are many reasons why reading comprehension question stems should be an integral part of reading instruction. First, question stems help teachers to focus their questioning. It can be easy to get off track when asking questions during a reading lesson and question stems provide a helpful guide.

Second, question stems encourage students to think more deeply about what they are reading. Good questions should require students to do more than just remember facts or retell the story. Instead, they should be questions that make students think critically about the text and wrestle with complex ideas. There doesn’t have to be a correct answer!

Third, question stems can help reading instruction to be more equitable. By using question stems, teachers can ensure that all students are being asked the same types of questions regardless of the level of their text. This affords them the opportunity to share their thinking and gives exposure to the rich academic language often seen in the question types used on standardized assessments. By utilizing these frameworks throughout the year, you’ll ease the burden of test prep!

When everyone is on the same page, reading instruction can be more effective and engaging for all.

How to use reading comprehension question stems

Now that we know a little bit more about question stems, let’s talk about how to incorporate them into reading instruction. Here are a few easy ways to get started:

– Use question stems as a planning tool. Before reading a text with your students, take some time to brainstorm which question stems would be most appropriate. This will help you to focus your instruction and ensure that all students are being challenged.

– Use question stems as a guide for questioning. During reading, use the question stems as a guide for your questions. This will help you to stay on track and ensure that all students are engaged.

– Use question stems as a way to assess understanding. After reading, use the question stems to assess student understanding. This will give you a good idea of which areas need more attention and which areas your students have mastered.

120+ Comprehension Question Stems to Use with Your Readers

Now that we’ve talked about how to use reading comprehension question stems, it’s time to give you a list of options to use with your students. I’ve organized the stems by type so that you can easily find the ones that will work best for your instruction. Remember, these are just a starting point- feel free to adapt them as needed to meet the needs of your students.

Pre-reading Question Stems

Pre-reading is an important part of engaging students in the reading process. The goal of pre-reading questions is to activate prior knowledge.

In a whole group lesson, these can also help build shared knowledge in preparation for reading a text. These questions should be used before reading to help students engage with the text.

• What do you already know about [this topic]?
• What do you wonder about [this topic]?
• After seeing [the cover/illustrations/title/etc.], what do you think will happen in the story?
• What are your predictions for what will happen in the story?
• Describe the images or illustrations used on the cover. What clues might they give about the text?
• What does the title tell us about the text?
• Who is the author and what other books has he/she written?
• What can we determine about the setting? Is this time/place familiar? If so, what do we already know about it?
• What genre does this text appear to be? How can you tell?
• Is this book fiction or non-fiction? How can you tell?

Story Elements

These questions focus on who, what, when, where, why, and how. They are perfect for helping students to identify story elements and understand the plot of a text. As a result, these questions tend to focus on “right there” comprehension. In other words, for most of these questions, students can find the answer by looking back at a specific location in the text. Therefore, these are considered to be a more basic level of comprehension.

While some of these questions ask students to recall details from the entire passage, others focus on taking text details and reframing them into their own words. The most complex and difficult questions that fall in this category, in my opinion, are the main idea questions. This is because these require students to synthesize separate parts of their reading to create a single statement.

• Who is the main character/protagonist of the story?
• When/Where does the story take place?
• What happened [before/after/when] _________?
• What caused the main character to [do/say] __________?
• How do you know where the story takes place?
• Does this story take place in the past, present or future? How do you know?
• Describe [the main character/setting] using details from the text.
• What words does the author use to describe ________?
• What problem was the main character facing? How did s/he resolve it?
• What important event(s) happened at [the beginning/middle/end] of the story?
• How does [character] act when [event] happens? Explain what s/he says or does.
• What was the [turning point/climax/etc.]?
• What is the main idea of [the passage/paragraph/etc.]?
• Paraphrase the main events.
• According to the text, what caused [character/event] to ______?
• What event in the story caused ______?

Making predictions is a great way for students to engage with a text. It allows them to think about what might happen next and why based on their understanding of the plot. They also help keep students focused on the big events and how they are interconnected.

• What do you think will happen next? Why do you think that?
• Based on what has happened so far, what do you think the ending will be?
• Who do you think is the [mystery person/animal/etc.]? What do you think is the purpose of [character/object/event]?
• Is [character] going to be a friend or foe? How can you tell?
• Do you think this story will have a happy ending? Why or why not?
• Based on the setting, what can you predict about the relationship between the main characters?
• Knowing the genre, what do you predict will happen in this story?

Analysis questions take things further by requiring students to think critically about the text. These questions are perfect for helping students to make inferences and think beyond “right there” comprehension. To answer these questions, students must pull from their own experiences and what they’ve read in the text.

These questions can be asked more straightforwardly, or you can get creative. However, creatively formatted questions are often more engaging for learners while still requiring them to analyze the text.

Character Analysis

• Based on your reading, what character traits would you use to describe [character]?
• Based on what you know about [character], is this someone who you’d want to be friends with? Why or why not?
• Describe the relationship between [character] and [character].
• How does [character] change throughout the story? What causes these changes to occur?
• How do [character]’s actions at the beginning of the story help you better understand him/her?
• Which statement from the text summarizes the relationship between [character] and [character]?
• How are you similar to [character]? How are you different?
• On page #, the narrator says, “—-“. Based on this statement, how would you describe him/her?
• What does this character contribute to the story?
• How are [character] and [character] similar? In what ways are they different?
• How is this character’s role different from other characters in the story?
• Do you think that this character is [reliable]? Why or why not?
• Knowing this character, what would you do if you were in his/her shoes?
• What does the author mean when s/he says, “—-“? Do you agree with this statement?
• Do you agree with [character]’s decision? Why or why not?
• Did [character] do what you anticipated s/he would to solve [problem]? Explain.
• How does [character] react when faced with [situation]? Compare her/his reaction with your own when you’ve been in similar situations.

Text Analysis

• How does the ending reflect the themes of the story?
• What do you think is the main message or theme of the story?
• Do you think that this text was [informative/engaging/etc.]?
• What point of view is the story told from? How might this impact the reader’s understanding of the plot?
• What context clue(s) best help you figure out the meaning of the word ____?
• How does the author build tension in the passage/story? How did this impact you as a reader?
• Explain what the author meant by _____ using your own/different words.
• What does the author’s choice of words contribute to the tone of the story?
• How does the author’s use of [imagery/metaphors/etc.] help readers understand the text?
• Which detail from the text best supports [claim/statement/idea]?
• Write a summary of the [story/passage/etc.] that incorporates the main ideas concisely.
• The author includes the phrase “—-” to show –
• In paragraph #, what is the meaning of the word [vocabulary word]?
• How does this author show ______?
• What is the meaning of [paragraph/lines]?
• In paragraph #, what is the meaning of [figurative expression]?
• Why is the [first paragraph/last stanza/etc] important to this piece?
• What from the pictures/illustrations helps you understand ____?
• Can you see any similarities between this story and other’s we’ve read?
• What stories have we read with a similar theme to this story?

Inferring/Drawing Conclusions

In order to answer these questions, students need to be able to read between the lines and make inferences based on their understanding of the text. Inference questions can be used while reading or after reading when the author leaves the reader with unanswered questions. However, since inferring is a higher-order skill, many students will need scaffolded support in order to answer these types of questions.

Infer about character, setting, plot

• Based on the story, what can you conclude about [character/setting/problem/etc.]?
• How did [character] feel after [event]?
• Why was [event/character/setting] important to the story?
• What can you infer about the relationship between [character] and [character]?
• If [event] had not happened, how might the story have changed?
• Why does the author compare [character/setting/event/etc.] to ______?
• What motive does [character] have to ______?
• What words in the [paragraph/passage/selection] help you understand how [character] feels about [event]?
• Based on your understanding of the plot, could this story have taken place in [different setting]?
• What does the narrator mean when s/he says, “—-“? How do you know?
• Consider the problem that arose in this passage. Using what you know about them, explain how each of the main characters might solve it.
• What inferences can you make about ____?
• What can you conclude about the relationship between [character] and [character]? How did you reach this conclusion?
• Analyze the advantages and disadvantages of how [character] chose to solve [problem]. Do you think s/he made the right choice?

Infer about author’s craft/tone/message

• What lesson do you think the author was trying to convey through this [story/passage]?
• How might the tone of the passage change if the author was ______?
• Why did the author choose to include ______ in this story? How does it impact the reader’s understanding/experience?
• What theme(s) are incorporated into this [story/passage]?
• What can you tell about the narrator as you reached the end of the story?
• Based on your understanding of the text, the author draws the comparison between ______ and _____ in order to help the reader do what?
• How does the ending of the [story/passage] reflect its themes?
• What is the author trying to convey? Explain using text evidence.

Author’s Craft

Asking students to examine the author’s craft is helpful both to their experience as readers and writers. When students spend time exploring and analyzing the author’s craft they can better understand the nuances of the text and can begin to see how these same skills can be applied to their own writing to improve their craft.

Here are a few of my favorite question stems that encourage students to focus on the author’s craft during reading instruction.

Literary Elements & Text Features

• What was the author’s intent for including ________ in this passage?
• A cliffhanger is used to engage the reader and keep them wanting more. As you finish this chapter, what questions are you left with?
• Why do you think the author chose to end the chapter this way? How does it impact you as a reader?
• Foreshadowing is when an author gives subtle clues that allow a reader to predict what will happen. What clues has the author given in this selection that helped you prepare for future events?
• Examine the author’s use of figurative language in this [chapter/passage/selection]. How did it help you better understand/visualize what was happening?
• Why did the author choose to title this chapter _____? After reading, do you feel this was a good fit?
• How does the author’s use of descriptive language impact your reading experience? How might this story be different if the author chose to forego these details?
• These chapters/paragraphs are all about ____. Why do you think the author chose to include this information? How does it help the reader connect with the story?
• What senses does the author appeal to through the imagery of this [poem/passage/stanza/etc.]?

Characters/Setting/Etc.

• How do the illustrations included in the text help contribute to your understanding?
• What does [vocabulary word] mean? What clues helped you come to that conclusion?
• How does the author organize the selection? Why do you think s/he chose to organize it in this fashion?
• After reading the passage, explain the mood the author is trying to convey.
• The author writes from the perspective of _____. What effect does this have on how the story is told?
• Examine how the author conveys [character]’s feelings about _____. How might you apply a similar style to your own writing?
• Why do you think the author chose to tell this story from a [first person/second person/third person] point of view? How might this story be different if told from a different point of view?

Non-fiction Text Reading Comprehension Question Stems

Nonfiction texts are often more difficult for readers. While they include factual information, it is common to have a more technical vocabulary and less familiar concepts. These question stems can help you support your students while reading nonfiction passages.

Text Features & Elements of Non-Fiction

• What can you tell me about the structure of this text?
• How does the author’s choice to include ____ help contribute to your understanding of the text?
• Based on the text/illustration, what is the meaning of [vocabulary word]?
• According to the passage, what happens after [insert event or step of process]?
• Explain the reason for the section titled ____ in this passage. How does it benefit the reader?
• Why do you think the author chose to include the [photograph/graph/other text feature] on page #? What information can you gather from this?
• Diagram the parts of a _____ according to the article.

Other Non-Fiction Reading Comprehension Question Stems

• How does the author support his/her claims throughout the reading?
• What is the author’s purpose for writing this [text/chapter]?
• How does the author develop his/her argument in this selection?
• What evidence does the author use to support ______?
• Who is providing this information? How might this differ if it were being told from a [first-hand/second-hand] account instead?
• Is this a primary or secondary source? How do you know?
• Is there anything you disagree with the author on?
• What is the main idea of this [section/chapter/passage]?
• What details in the text support the main idea?
• Based on what you’ve read, what are the pros and cons of [topic]?
• Why did the author feel it was important to share ______ with readers?
• What are some [facts you learned/opinions the author shared] in the text?
• Why did the author write this passage?
• What evidence from the article supports the author’s viewpoint that [insert viewpoint]?
• According to the article, what are the steps involved in _____?
• Which sentence from the article supports the idea that ___________?
• Based on what you’ve read, what is the most important thing a reader should know about [topic]?

A meaningful way to guide the discussion

You can use reading comprehension question stems to help plan high-quality reading lessons for your students. By using these question stems, your students will understand fiction and nonfiction texts better. In addition, they’ll be able to extract important information from nonfiction texts, which is a critical skill as they move toward high school.

Reading comprehension question stems can be used to help students analyze texts more deeply and develop an understanding of the author’s purpose and argument. As students become more proficient readers, they can use these question stems to generate their own questions about the text. This will help them become better, more thoughtful readers.

If you’re looking for a way to improve reading comprehension in your classroom, using reading comprehension question stems is a great place to start. By modeling, scaffolding using graphic organizers during class discussions, and through the use of these stems, you can help your students become better, more engaged readers.

Ready to get started? Grab my graphic organizers bundle to use with these question stems in your classroom.

• Our Mission

Questioning That Deepens Comprehension

Scaffold students’ thinking about complex texts by asking what the text says, how it works, what it means, and what it inspires them to do.

Questions are a common way for teachers to check for understanding, right? The answer we’re looking for is yes. Who hasn’t questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. We propose four overarching questions that can be used to scaffold students’ thinking about complex texts. You can tailor these questions to any book that your students are reading:

• What does the text say?
• How does the text work?
• What does the text mean?
• What does the text inspire you to do?

What Does the Text Say?

Questions in this category require students to think literally about the text. These questions focus on the big ideas or general understandings as well as key details. We believe that understanding the text at the literal level is important in order for students to eventually understand it at deeper levels. In fact, we think it’s impossible for students to make logical inferences about a text that they don’t understand literally.

The amount of time teachers spend at the literal level will vary based on student responses. When we read over our students’ shoulders, check on their annotations, and listen to their collaborative conversations, we know when they’re ready to move on. Sometimes we have to ask a lot of literal questions; other times, not so many. We have learned that asking these questions is much more effective than telling students what to think about the text. To do so requires that we develop several questions, knowing that we might not use them all, depending on how students respond.

Questions at this level could include:

• What is the relationship between the narrator and the main character?
• Does the author use any symbols? What do they mean?
• What is the role of _____ in the book?

How Does the Text Work?

When students have a grasp of the text at the literal level, we move to the structural level. These questions focus on vocabulary and word choice, text structures, the author’s craft (such as genre, narration, and literary devices), and the author’s purpose. Structural analysis requires that students think about the moves of this particular author and also about why writers make specific choices. Again, we linger as long as necessary at this phase, yet we try to move on as soon as possible. Understanding the internal structures of the text helps students think more deeply about the information contained within the text.

For example, questions at the structural level could include:

• What is the _____ referenced by the narrator?
• What words or phrases does the narrator repeat, and how do they affect the tone of this passage?
• Are there any analogies or metaphors? What do they mean?

What Does the Text Mean?

The third level focuses on inferential analysis, and includes the logical inferences that students can make about a text. In addition, at this phase students compare texts and the ideas in several texts as they come to understand the targeted text more deeply. In doing so, they form opinions and arguments about texts or related ideas. As we have noted, inferential analysis is predicated on students first understanding the text at the literal and structural levels. It’s really hard for students to respond to these types of questions if they have no idea what the text says literally or how the author constructed the text.

Questions at the inferential level could include:

• What is the author’s attitude toward _____? What is your evidence of this from the text?
• How does the narrator in this text reflect society and society’s views on _____?
• What can you tell us about the narrator? How do you know?

What Does the Text Inspire You to Do?

When students deeply understand a given text, they want to take action. They want to do something with the information they’ve gained or the perspectives they’ve developed. This is when we know that students comprehend the text.

Importantly, not every student will be inspired in the same way. Some students want to write about a text. Others want to engage in research or further investigation. Some students may want to present their ideas and understandings, while others may choose to participate in a debate or Socratic seminar.

This is where the learning gets exciting. Students want to take action based on a text they read and understood deeply, because now they are personally invested. In acting, they become stewards of their own learning, and teachers can provide guidance about the types of products that can demonstrate deep understanding. Of course, teachers should provide examples of quality work so that students will know what’s expected of them for each of these acts of inspiration.

These questions include:

• Do you want to draw your own illustrations for the book?
• Do you want to write a letter to the author?
• Do you want to meet with a group of friends and talk about the book?
• Do you want to read other books by the author?

Editor’s note: This post is coauthored by Nancy Frey , a professor of literacy in educational leadership at San Diego State University and a credentialed special educator, reading specialist, and administrator.

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Critical Thinking test

By 123test team . Updated May 12, 2023

Critical Thinking test reviews

This Critical Thinking test measures your ability to think critically and draw logical conclusions based on written information. Critical Thinking tests are often used in job assessments in the legal sector to assess a candidate's  analytical critical  thinking skills. A well known example of a critical thinking test is the Watson-Glaser Critical Thinking Appraisal .

Need more practice?

Score higher on your critical thinking test.

The test comprises of the following five sections with a total of 10 questions:

• Analysing Arguments
• Assumptions
• Interpreting Information

Instructions Critical Thinking test

Each question presents one or more paragraphs of text and a question about the information in the text. It's your job to figure out which of the options is the correct answer.

Below is a statement that is followed by an argument. You should consider this argument to be true. It is then up to you to determine whether the argument is strong or weak. Do not let your personal opinion about the statement play a role in your evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often. Argument: No, because dairy also requires animals to be kept that will have to be eaten again later.

Is this a strong or weak argument?

Strong argument Weak argument

Statement: Germany should no longer use the euro as its currency Argument: No, because that means that the 10 billion Deutschmark that the introduction of the euro has cost is money thrown away.

Overfishing is the phenomenon that too much fish is caught in a certain area, which leads to the disappearance of the fish species in that area. This trend can only be reversed by means of catch reduction measures. These must therefore be introduced and enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

Assumption is made Assumption is not made

As a company, we strive for satisfied customers. That's why from now on we're going to keep track of how quickly our help desk employees pick up the phone. Our goal is for that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk employees pick up the phone.

• All reptiles lay eggs
• All reptiles are vertebrates
• All snakes are reptiles
• All vertebrates have brains
• Some reptiles hatch their eggs themselves
• Most reptiles have two lungs
• Many snakes only have one lung
• Cobras are poisonous snakes
• All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

Conclusion follows Conclusion does not follow

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

In the famous 1971 Stanford experiment, 24 normal, healthy male students were randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform and instructed to keep order, but not to use force. The prisoners were given prison uniforms. Soon after the start of the experiment, the guards made up all kinds of sentences for the prisoners. Insurgents were shot down with a fire extinguisher and public undressing or solitary confinement was also a punishment. The aggression of the guards became stronger as the experiment progressed. At one point, the abuses took place at night, because the guards thought that the researchers were not watching. It turned out that some guards also had fun treating the prisoners very cruelly. For example, prisoners got a bag over their heads and were chained to their ankles. Originally, the experiment would last 14 days. However, after six days the experiment was stopped.

The students who took part in the research did not expect to react the way they did in such a situation.

To what extent is this conclusion true, based on the given text?

True Probably true More information required Probably false False

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least some young men) is capable of turning into a sadist fairly quickly.

• A flag is a tribute to the nation and should therefore not be hung outside at night. Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a country flag is illuminated by spotlights on both sides, it may remain hanging after sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the moment when there is no longer any visible difference between the individual colors of the flag.
• A flag may not touch the ground.
• On the Dutch flag, unless entitled to do so, no decorations or other additions should be made. Also the use of a flag purely for decoration should be avoided. However, flag cloth may be used for decoration - for example in the form of drapes.
• The orange pennant is only used on birthdays of members of the Royal House and on King's Day. The orange pennant should be as long or slightly longer than the diagonal of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings at night, unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer than the horizontal bands/stripes of the flag.

Please answer the questions below. Not all questions are required but it will help us improve this test.

My educational level is

-- please select -- primary school high school college university PhD other

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