3 Lesson Types that Encourage Students to Dig Deep

February 12, 2025

As I talk with teachers around the country, one of the questions I hear frequently is “How do I determine what type of lesson will help my students meet my learning objectives?” And my answer is, “It depends.” Sometimes you know that students might find the subject matter particularly challenging, and you might use a particularly engaging lesson type such as read-aloud or shared reading. Or you might be working with a group of students on a particular reading strategy and decide to use a focus lesson. Or perhaps deep comprehension is the primary goal. This is the subject I want to explore today.

Comprehension of course is always a critical factor of any lesson. After all we read to learn and that requires students understand what they have read. So, all lesson types can and should be used to teach comprehension. That said, I want to focus on three lesson types—close-reading, guided inquiry, and conversation—that I think are particularly good when students need to dig deep to understand and process a text.

<Learn about these lesson types and more in Teaching Reading Across the Day>

When Should I Use a Close-Reading Lesson?

I turn to this lesson type when I’m asking students to tackle a particularly complex text, when the content is challenging, and/or when I want them to engage in deeper analysis of a text.

When I start the lesson, I clearly state the purpose for the students. For instance, during a history lesson, I might say, “Our job is to try to learn from today’s text what the multiple causes and effects of the Trail of Tears were.” Then, we’ll engage in closely reading at a slow and careful pace to allow students to take the time they need to fully explore the text and purposefully read each sentence with my guidance and support.  

Throughout the lesson, I’ll frequently remind students about our purpose for reading the text. Close reading allows me quickly check for understanding by asking clarifying questions, looking at the notes students make on their copies of the text, listening to students in turn-and-talks, etc. I can also model comprehension strategies, define key vocabulary, and capture student thinking with group notes. If I notice that students have not fully understood a section of the text, I’ll suggest that they re-read it and ask them to look for specific information that will help fill in details, correct a misunderstanding, or provide greater clarity.

At the conclusion of the lesson, I invite students to synthesize key takeaways. I may ask them to do this as a group, with a partner, or even on their own in a reader’s journal. I’ll prompt them to look back at our notes, remind them of any missing details, praise them for capturing relevant information, and suggest they share what still piques their curiosity about the subject. I then remind students which strategy(ies) we used and encourage them to use them again when they encounter complex text or challenging content.

<Learn more about Close Reading Lessons in Teaching Reading Across the Day>

When Should I Use a Guided-Inquiry Lesson?

I like to use this lesson when I want students to “notice and name”—identify and draw conclusions from an author’s craft within a text, set goals, or watch models. When studying craft, I use a text that students are familiar with as that helps them concentrate on the deeper analytical work, I am asking them to do.

At the beginning of the lesson, I’ll establish the “notice” questions our reading will help us answer. And as always, I’ll clearly state the purpose for reading the text in front of us. If we are studying craft, I might ask students to notice the length of sentences, character mood, setting, word selection, etc. and think about how these choices help us think more deeply about the text.

Throughout the lesson, I’ll remind students about our notice questions (you can post them) and what we are hoping to learn. I might ask why an author might have used a run-on sentence or what short sentences evoke. As students explore the guiding questions, I’ll prompt them, as needed, to discuss their observations and draw conclusions. As always be ready to pivot based on students’ answers. For example, you may need to name what should be noticed and then follow up with a question(s) to help students comprehend more deeply.

At the end of a guided-inquiry lesson, I clearly articulate transferable takeaways. In the case of studying author craft, we learned that the length of sentences can influence our thinking about what’s happening in the story. I also remind students of any strategies we used so they can use these again with other texts that require a notice and name mindset.

<Learn more about Guided Inquiry Lessons in Teaching Reading Across the Day>

When Should I Use Conversation Lessons?

I love conversation lessons and have found that they are under-utilized in many classrooms. Research shows that structured conversation lessons help students cement their understanding and develop their ideas more deeply, and of course, helps them develop critical speaking and listening skills. 

Prior to the lesson, students have read a text(s) (or listened to a read aloud of one) they will discuss. At the beginning of the lesson, I either clearly state the purpose of our conversation, whether it’s whole class, small groups, or partner pairs, or I get them started talking and listen in to decide on a teaching point. For instance, if I want students to discuss what they have learned in science class about mixtures, I might ask students to identify the different types of mixtures, discuss the qualities of each, and provide examples and evidence from the text to back up their thinking.

During the lesson, I focus on ensuring that students listen and respond to each other, build on classmates’ ideas, respectfully disagree, and balance who speaks. I’m also tuning in to their understanding of what they read and may interject an explanation, ask them to clarify their thinking, or prompt them to provide textual evidence.

At the end of the lesson, I remind students of the strategies we used to keep the conversation going and how to probe for greater understanding.

<Learn more about Conversation Lessons in Teaching Reading Across the Day>

I hope you will incorporate these three lesson types into your classrooms to help students to dig deeper and better comprehend what they have read. I have step-by-step details on how to plan, structure, and deliver these and other lesson types inTeaching Reading Across the Day