Strong reading instruction isn’t just “asking questions.” It’s asking the right questions at the right time before, during, and after reading. The stems below keep students anchored in the text, build habits of citing evidence, and scale from simple recall to deeper analysis. Use them as mini-prompts you can copy straight into your lesson plans.
Who this is for: elementary and middle school teachers, literacy tutors, homeschool parents, and interventionists.
What you’ll get: ready-to-use question stems (with examples), quick routines, differentiation tips, and a printable-style list at the end.
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What Makes a Good Question Stem?
A good stem is short, clear, and points students back to the text. It should:
Set a purpose (“Look for…” “Notice how…”).
Ask for proof (“Which words show…?”).
Match the skill you’re teaching (main idea, inference, text features, theme, argument).
Scale from basic to complex (Bloom’s: Remember → Understand → Apply → Analyze → Evaluate → Create).
Teacher tip: After any question, add: “Where’s your evidence?” or “Point to the line that proves it.” This one move raises the quality of answers immediately.
Before Reading: Activate & Predict (Fast Starters)
Goal: Preview the text, set a purpose, and get background knowledge moving without giving away the plot or argument.
Try 2–3 of these:
“From the title and headings, what do you expect this text will explain?”
“What do you already know about this topic? What do you want to find out?”
“Which text features (photos, charts, captions) look important, and why?”
“What clues do the first two sentences give you about the main idea?”
“Which vocabulary might be key here? How could it help you predict the topic?”
Why this matters: Students enter the text with a question in mind, which boosts focus and retention.
During Reading: Monitor & Make Meaning (Text-Dependent)
Goal: Keep thinking visible and anchored to the page. Use stems that require students to quote, paraphrase, or point to proof.
Literal / Evidence
“What is the main idea of this section? Which words prove it?”
“List two details that support the author’s claim.”
“What sequence of steps does the author describe? Where do you see them?”
Inference
“What can we infer about ___? Which clues lead you there?”
“How is the character changing, and what evidence shows it?”
“What unstated idea is the author suggesting? What lines support your thinking?”
Structure & Craft
“How does the diagram/caption help you understand ___?”
“Why did the author choose this heading? What would you rename it and why?”
“What is the tone in this paragraph? Which words create it?”
Teacher moves that help:
“Show me the sentence that supports your answer.”
“Turn to a partner and cite one line that changed your thinking.”
Turn Stems into Study Habits. Generate example questions, model text-evidence answers, and quiz key ideas in minutes. → Open AI Homework Helper (kid-safe, no copy-paste shortcuts).
After Reading: Synthesize & Evaluate
Goal: Summarize, connect ideas, and evaluate with clear evidence.
“Which three details best support the author’s central idea? Why these?”
“What question do you still have and where in the text might the answer be?”
“If you changed one subheading, what would you choose and why?”
“What counterexample would weaken the author’s claim? Does the text address it?”
“What is the theme/message? Which moments reveal it most strongly?”
WH Question Stems (High-Utility, Quick to Grab)
Who is most affected by ___, and how do you know?
What is the most important idea in this paragraph? Which words prove it?
Where does the author signal a shift or new idea?
When does the problem intensify? What shows the change?
Why did the character/author make this choice? Cite the best line.
How does the structure (cause/effect, problem/solution) shape your understanding?
Use WH stems to check understanding and then press for why/how to deepen thinking.
Bloom’s-Aligned Stems (A Simple Ladder)
Bloom’s Level | Student-Friendly Stems |
Remember | “What happened after ___?” “List the steps the author describes.” |
Understand | “Which part shows ___ in your own words?” “What does this paragraph mean?” |
Apply | “Where else could this idea work?” “Use this concept in a new example.” |
Analyze | “How did ___ change from beginning to end?” “What pattern do you see?” |
Evaluate | “Which argument is stronger? Why?” “Which evidence is weak or biased?” |
Create | “Design a new subheading that fits the evidence.” “Draft a one-sentence claim for a follow-up article.” |
Stems by Text Type
Narrative (Stories, Novels)
“What motivates the character? Which line shows it?”
“How does the setting influence the problem?”
“What conflict drives the plot? Where is the turning point?”
“What theme emerges? Which two moments reveal it?”
Informational / Nonfiction
“State the central idea. Which details support it best?”
“How do text features (charts, diagrams) clarify the topic?”
“What is the author’s purpose (inform, explain, persuade)? What shows it?”
“What cause and effect relationship is most important here?”
Poetry
“Which words create the mood? What mood is it?”
“How do line breaks or stanzas affect the meaning?”
“What image stands out and why?”
Quick Routines You Can Use Tomorrow
1. Find–Prove–Explain (F-P-E)
Find a line.
Prove your idea with a quote.
Explain how the quote supports your answer.
Teacher script: “Make your point in one sentence, then read the exact words that back it up.”
2. QAR, Simplified
Right There: answer lives in one sentence (students point to it).
Think & Search: answer comes from putting two+ parts together.
Author & Me: answer blends text + your reasoning (still needs proof).
3. Turn-and-Cite
Students work in pairs. One answers; the other must find and read the supporting line aloud. Switch roles.
Differentiation & Support
For emerging readers / ELLs
Use sentence frames: “I think ___ because the text says, ‘___.’”
Chunk long texts; preview key vocabulary with pictures.
Focus on two stems at a time and repeat them across the week.
For advanced readers
Combine stems: “Which claim is stronger, and what counterevidence weakens it?”
Compare two texts on the same topic; evaluate which presents stronger evidence.
Ask for multiple quotes that show a pattern (word choice, tone, reasoning).
Identify & Main Idea
1) “What is the main idea of this paragraph? Which words prove it?” 2) “List the key details the author uses. 3) “What heading would fit this section, and why?” 4) “What text feature helps you understand ___? 5) “What sequence does the author describe?”
Inference & Theme 6) “What can we infer about ___? Which clues show it?” 7) “What changed from beginning to end?” 8) “What theme/message emerges? Cite two moments.” 9) “How does the setting push the character’s decision?” 10) “What assumption does the author make?”
Evidence & Argument 11) “Which three details best support the claim?” 12) “What counterexample could challenge the claim?” 13) “Which evidence is weakest, and why?” 14) “What additional source would strengthen this argument?” 15) “Where does the author address the opposing view?”
Structure & Craft 16) “How does the structure (problem/solution, cause/effect) shape meaning?” 17) “What transition signals a shift?” 18) “How do captions/diagrams add to your understanding?” 19) “What tone do you hear? Which words create it?” 20) “Why did the author choose this example?”
Vocabulary & Language 21) “Which word is most important here, and why?” 22) “What does ___ mean in context? Which clues help you?” 23) “How does the author’s word choice affect mood?” 24) “Which words show the author’s stance?” 25) “Replace this word with a stronger synonym that keeps the meaning.”
Synthesis & Create 26) “Write a one-sentence summary with the main idea and two key details.” 27) “Create a new subheading that fits the evidence.” 28) “Which idea from this text could you apply to ___?” 29) “Combine two quotes to show a pattern.” 30) “Draft a claim for a follow-up piece. What evidence would you need?”
How to Use These Stems in a 15-Minute Mini-Lesson
Set the purpose (1 min): “Today we’re using stems to find the main idea and prove it.”
Model (3 min): Read a short paragraph. Think aloud with one stem.
Guided practice (5 min): Students answer one stem; partners turn-and-cite.
Independent (4 min): Students respond to one new stem on a fresh section.
Exit slip (2 min): “State the main idea and cite one line.”
Run the same structure for a week with different skills (inference, argument, text features).
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FAQs about Boost Reading Comprehension
What are good questions to ask after reading?
Focus on synthesis and evaluation: “Which three details best support the author’s claim?” “What question do you still have?” “What theme emerges, and where do you see it?”
How do question stems improve comprehension?
They give students a clear purpose and a repeatable way to show thinking. When stems require evidence, students read more closely and explain their reasoning.
What are text-dependent questions?
Questions whose answers must come from the text. Students support ideas with quotes, paraphrases, or specific references to words, sentences, and features.
How can I teach students to answer “why” and “how” questions?
Model it. Read a short part of the text, answer a “why/how” prompt out loud, and point to the exact line that proves it. Then have students practice with Find–Prove–Explain.
What are Bloom’s question stems?
Prompts that climb from recall to creation. Start with “What happened…?” and move up to “Which argument is stronger and why?” and “Create a new subheading that fits the evidence.”
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