One of the most valuable skills we can nurture in our learners is the ability to move beyond the literal meaning of a text. Strong readers don’t just understand what a text says- they engage with what it suggests, implies, and argues. They bring together knowledge from different sources, reconcile differences, and create new meaning through thoughtful connections.
A useful way to think about this is through Bloom’s Taxonomy, which reminds us that thinking develops in stages. It begins with remembering and understanding - those essential literary skills - but quickly moves into applying, analysing, evaluating, and creating. In the classroom, we need to deliberately build opportunities for students to climb this progression, using texts as a platform for deeper interpretation and reasoning.
A key part of this is encouraging learners to zoom in and zoom out as they read. Zooming in allows them to notice the small details- the clues and figurative language that shape a text’s message. Zooming out helps them see the bigger picture: the author’s purpose, the perspective being presented, and how different texts connect or contrast. It’s this ability to shift between close reading and broader analysis that supports strong comprehension and critical thinking.
Equally important is helping students recognise that all texts carry a position. Every author makes choices about what to include, what to leave out, and how to frame ideas. Supporting students to identify these positions, consider alternative perspectives, and evaluate the messages they encounter is essential for developing thoughtful, literate citizens.
Finally, it’s about ensuring learners get the chance to respond creatively and critically. Not just through teacher-led discussions, but independently forming opinions, making connections, and challenging ideas through writing, dialogue, and personal reflection.
When we plan with this progression in mind, we equip students with the tools they need to think deeply, read widely, and navigate an increasingly complex world.
