I am glad to hear that you all like the “Beyond-the-Line” strategy for the stated reasons. I agree that with the proper scaffolding, even second graders could achieve the desired outcome.

My MT uses a lot of authentic questions in the classroom and I have observed many questions “That Leads to Inferential Thinking.” (Strategies that Work p.119). She often treats the first graders as conversational partners. When she reads stories to the children, the way she talks to them reminds me of having a nice family or friends gathering. She often poses a lot of questions prior to, during, and after the reading of the stories. These authentic questions guides the children to activate their own background knowledge, reflect and express their own feelings to similar or relating situations as in those stories.

The children all enjoy answering these questions because they could relate to the questions and their answers matter. They also think deeper as they search for the answers that often require their own interpretations. The students also learn the different perspectives from their peers to the same question. They also get used to the idea that not all questions have answers.

As an intern teacher, I have enjoyed giving the children many inferential thinking questions. I really value the importance of authentic conversations in classrooms. It is really a pleasure to guide and observe how questions prompt the children’s inferences and “open their minds.” (p. 120). I would like to learn more and do more  of these open-ended questions in my classroom.