WRITING QUESTIONS ACROSS

DIFFERENT LEVELS OF
COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

OBJECTIVES
1. Familiarize the different levels of reading
comprehension
2. Discuss the characteristics of the different levels
of reading comprehension
3. Write questions across the different levels of
reading comprehension
4. Share insights and ways forward in developing
reading comprehension among learners
Date: 04-22-2021 Version: V2 DC No: -QMR--051
 LEVELLING OF COMPREHENSION
LITERAL
• To provide appropriate interventions,
INTERPRETIVE/ profile the students according to the levels
INFERENTIAL
of comprehension.
EVALUATIVE/ • Provision of intervention must be directed
CRITICAL to the group of students in specific level of
comprehension.
INTEGRATIVE/
REFLECTIVE • The material as well is crafted to the
specific level of comprehension.
CREATIVE

Date: 04-22-2021 Version: V2 DC No: -QMR--051

• Reading Comprehension is the ability to easily
and efficiently read the text for meaning.

• It is the last step of the reading process taught

to children after they’ve learned phonics,
fluency, and vocabulary.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

CLASSIFICATION OF READERS

• Non-readers
• Struggling Readers – Word Recognition
• Proficient Readers – Instructional Level
• Advanced Readers – Independent Level

Date: 04-22-2021 Version: V2 DC No: -QMR--051

ONE THEORY OF READING DEVELOPMENT

• Children’s love for reading is influenced by their

interest to the content of the reading material.

• Reading development is a ladderized process.

Basic reading skills must be mastered first before
progressing to average and complex reading
comprehension skills.

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 FIVE (5) LEVELS OF
READING COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 FIVE (5) LEVELS OF COMPREHENSION

CREATIVE

INTEGRATIVE/
REFLECTIVE
LEXICAL

EVALUATIVE/
CRITICAL

INTERPRETIVE/
INFERENTIAL *Good readers will arrive to the highest level of
comprehension by developing the basic reading
comprehension skills.
LITERAL
 PREREQUISITE LEVEL –
LEXICAL COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

PREREQUISITE LEVEL – LEXICAL COMPREHENSION

• This refers to the basic understanding

of the words in a text. This does not
refer to the grammar and/or
construction of a sentence. This is the
pre-requisite level

Date: 04-22-2021 Version: V2 DC No: -QMR--051

PREREQUISITE LEVEL – LEXICAL COMPREHENSION

• The reader must be equipped with the

knowledge and understanding of the words
themselves before they can progress to further
comprehension levels. These are questions
that deal with low-level type of understanding
by using only information explicitly stated in
the text.
Date: 04-22-2021 Version: V2 DC No: -QMR--051
PREREQUISITE LEVEL – LEXICAL COMPREHENSION

Characteristics:

• It deals with the understanding of the words in a

text

• The reader must be equipped with the knowledge

of unlocking the meaning of the terms in text
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PREREQUISITE LEVEL – LEXICAL COMPREHENSION

Example Questions

•What does “enchanted” means?

•What words are most like “enchanted”:

Magical or funny? Scary or special?
Date: 04-22-2021 Version: V2 DC No: -QMR--051
LEVEL 1 – LITERAL LEVEL
COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 1 – LITERAL LEVEL COMPREHENSION

• These are questions that deal with low-

level type of understanding by using only
information explicitly stated in the text.

• Examples are questions that ask for clearly

stated facts and details.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 1 – LITERAL LEVEL COMPREHENSION

Characteristics:
• Identify the main ideas of the paragraph.
• Recall details to support the main idea.
• Organize the sequence of main events
that occurred.

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LEVEL 1 – LITERAL LEVEL COMPREHENSION

Level 1: Right There – the answer is in front of you

a. Matching Objects: “Find one like this...”

b. Naming Objects: “What is this?”
c. Initiating a simple sentence: “Say this”
d. Recalling objects or information: “What did you see?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 1 – LITERAL LEVEL COMPREHENSION
Example Questions

•Who was the girl who lost the glass slipper?

•Where did Cinderella go to live at the end of the story?
•What happened…?
•How many…?
•How did…?
•Who…?
•What is/are…?
•Which…?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 LEVEL 2 –
INTERPRETIVE/INFERENTIAL
COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 2 – INTERPRETIVE/INFERENTIAL COMPREHENSION

• These questions require answers that are not

directly stated in the text but are suggested or
implied.

• Example: questions that ask for implications,

comparisons and contrasts, identification of
character traits and emotions.

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LEVEL 2 – INTERPRETIVE/INFERENTIAL COMPREHENSION

Characteristics:
• Reading between the lines.
• Predict endings and anticipate consequences.
• State reasons for events.
• Make generalizations.
• Understand the facts that are explicitly stated in
the text.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Level 2: Think and Search – the answer is in front of
you, but you need to look for it
a. Identifying an object by function: “Find something that cuts”
(scissors)
b. Describing a scene: “What is happening?”
c. Recalling information from a statement: “What things.....?”
d. Completing a sentence: “Finish this: I like....”
e. Attending to 2 characteristics: “Find something that is sweet
and red” (apple)
f. Identifying differences: “How are these different?”
g. Giving an example within a category: “Find a fruit” (orange)

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 2 – INTERPRETIVE/INFERENTIAL COMPREHENSION

Example Questions

•How did the pumpkin turn into a carriage?

•What would’ve happened to Cinderella if she hasn’t lost her slippers?
•Why did…?
•What was…?
•What do you think about…?
•Can you explain…?
•How was this similar to or different to…?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 LEVEL 3 –
EVALUATIVE/CRITICAL
COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 3 – EVALUATIVE/CRITICAL COMPREHENSION

• These questions involve the making of personal

judgment on the text by the reader. The children’s
answers are usually based on their experiences.

• Examples: evaluation of accuracy and truthfulness,

discrimination of fact and opinion, identification of
the author’s purpose, evaluation of values presented)
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Level 3: “The Author and You – the answer is not in
front of you, use clues from the book and form your
own answer”
a. Predicting: “What will happen next?”
b. Taking on the role of another: “How would he fix it?”
c. Following a set of directions: “Get the cup and bring it to
mummy”
d. Retell a routine sequence: “Tell me how to make a sandwich”
e. Identifying similarities: “How are these the same?”
f. Understanding negatives: “Find one that is not red”
Date: 04-22-2021 Version: V2 DC No: -QMR--051
LEVEL 3 – EVALUATIVE/CRITICAL COMPREHENSION
Example Questions

•What could be the best way for Cinderella to tell the

truth?
•Did Cinderella make the best decision by keeping it a
secret?
•How would you tell…?
•What are the similarities…?
•Which is more acceptable…?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 LEVEL 4 –
INTEGRATIVE/REFLECTIVE
COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 4 – INTEGRATIVE/REFLECTIVE COMPREHENSION

• These questions will involve the students to put

themselves in place of the character. These
questions would bring out practical purposes and
values clarification.

• Example: “If you were the character in the

story…”

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 4 – INTEGRATIVE/REFLECTIVE COMPREHENSION

Characteristics:

• Previews social scripts to ensure understanding

of plot development.

• Connects motive to plot and character

development.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Level 4: “In your Heart – the answer is not in the
book – it is your own consciousness
a. Analyzing choices: “What will you choose if...?”
b. Balancing options: “Which is better from the…”
c. Making insights: “What could have been done?”
d. Putting oneself in the situation: “If you were…. Would you
do the same?
e. Arriving at decisions: “How would you act if….?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 4 – INTEGRATIVE/REFLECTIVE COMPREHENSION

Example Questions

•What do you do when you’re disappointed because you

cannot do anything fun? Is that how Cinderella reacted.
•Do you think what … has done is appropriate?
•Do you think Cinderella was wrong for going to the ball
when her stepmother said she couldn’t go?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 5 – CREATIVE COMPREHENSION

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 5 – CREATIVE COMPREHENSION

• These are questions that would involve

producing new ideas or reproducing
the text information in other forms:
dramatizing, writing another ending,
writing a letter, musical interpretation.
Date: 04-22-2021 Version: V2 DC No: -QMR--051
LEVEL 5 – CREATIVE COMPREHENSION

Characteristics:
• Reading beyond the lines.
• Reader links between the text and his own
experience and knowledge to develop an answer.
• A reader asks open-ended questions to promote
deeper understanding.
• Readers support their answer with a logical reason.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

LEVEL 5 – CREATIVE COMPREHENSION

Characteristics:
• Readers do the following:
a. Make generalizations.
b. Make comparisons.
c. Make judgments.
d. Make recommendations and suggestions.
e. Make decisions.
f. Create alternative endings.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Level 5: “In your Head – the answer is not in the
book – it is your own opinion
a. Predicting Changes: “What will happen if...?”
b. Justifying: “Why can’t you use a spoon to row a boat?”
c. Identifying Causes: “What made it happen?”
d. Formulating a solution: “What could you do?”
e. Problem solving: “How could we fix it?”
f. Explanations: “How can you tell he is sad?” (because
he is crying)
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LEVEL 5 – CREATIVE COMPREHENSION
Example Questions

•If you would rewrite a part in the Cinderella story, what part should it
be?
•How would you…?
•Do you agree…?
•What would have happened if…?
•How might…?
•What effect does…?
•If you were… what would you…?

Date: 04-22-2021 Version: V2 DC No: -QMR--051

• Comprehension is the GOAL OF
READING.

• We can only teach our children to read

when we give the right assessment, the
right material, and the right pacing.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

APPLICATION

WRITESHOP PROPER

Write questions across different reading levels

of comprehension using the Bible stories.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 KEY STAGE 4
PREREQUISITE LEVEL (LEXICAL)

CREATIVE
KEY STAGE 3

INTEGRATIVE/
KEY STAGE 2 REFLECTIVE

EVALUATIVE/
CRITICAL

INTERPRETIVE/
INFERENTIAL

LITERAL
1. Choose 3 stories from the Biblical Stories
2. In every story, write at least 5 (five) questions per
story in a specific level.
3 sets – lexical (G-7)
3 sets – Literal (G-8)
3 sets - interpretive/inferential (G-9)
3 sets - evaluative/critical (G-10)
3 sets – integrative/reflective (G11-12)

Date: 04-22-2021 Version: V2 DC No: -QMR--051