Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to respond. This article provides a foundation for K-12 teachers to begin the implementation of asking higher-level questions in their classrooms and engaging students in critical thinking activities. Using the work of Benjamin Bloom (1956) and Kagan (1999), actual questions and ideas that can be used before, during, and after readings in the classroom will strengthen the ability of all students to think. (Contains 3 tables.)