Thin+&+Thick+Questions

 **Your Name:** Karen Glendon


 * Strategy name:** Thin and Thick Questions


 * Student appropriate grade levels:** kindergarten, 1, 2, 3, 4, 5, 6, 7, 8


 * Tags:** Thin and Thick Questions, kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, first, second, third, fourth, fifth, sixth, seventh, eighth, language arts, reading, math, science, social studies, business, technology, during reading, after reading, writing, general, ESL, high achievers, low achievers, LD, BD


 * Content areas:** language arts, reading, science, math, social studies, business, technology


 * Type of strategy:** during reading, after reading, writing


 * Types of students:** general, ESL, high achievers, low achievers, LD, BD,


 * Strategy description:** Thin and thick questions are questions designed by the teacher or created by the student(s) to promote question analysis and meaningful answers. Thin questions are literal questions. They are meant to clarify information, understand vocabulary, and assess objective content. Thick questions are written at a higher level, evaluative, and require more in-depth answers. They also address larger concepts. When student(s) answer thick questions, their abilities to consider problems from a range of perspectives are increased. Thin and thick questions can be generated and analyzed during and after reading material from all content areas. Once the questions are formed, student(s) may order the questions from thinnest to thickest on a continuum. Student(s) display their abilities to interpret the depths of questions when placing the questions on a continuum.


 * Strategy implementation example:** The teacher and students are reading about when Christopher Columbus sailed to America. The teacher asks students, “What were the names of the ships that sailed to America?” and “What year did Christopher Columbus land in America?” These are thin questions because they can be answered in a few words and access objective content. Next, the teacher asks students, “How did the Native Americans feel about people moving onto their land?” and “How were settler's lives in America different from their lives in England?” These are thick questions because they require students to consider other peoples’ points of views, and they necessitate deeper answers. Lastly, the teacher asks students to place the questions on a continuum from thinnest to thickest, demonstrating their abilities to analyze questions.