Higher level thinking/questioning is a huge part of our state evaluation system this year. I'm really struggling with how to incorporate this into really low level lessons. For example, I'm using Orton Gillingham with my 1st and 2nd graders. If you're not familiar, its a systematic program that essentially teaches phonics. At the level my students are at, they're working with about 15 letters to name the letter, the letter sound, and blend the letters into CVC words. There simply isn't any "critical thinking" involved. After we do the letters/words I read a low level book with them (levels a-c). It's mostly predictive text such as "Mom likes to read. Mom likes to swim" etc. This is just the level they're at right now. I ask them basic level questions...I can't really think of any "higher level" questions that I even could ask based on the text and I also feel that our focus right now is simply being able to read. We also work on writing about the book, but right now they're at the level where we're working on tapping out sounds, etc. It's a huge success if we can get out one small somewhat correct sentence. Help! ETA: Also on a somewhat related topic, a huge part is also "integrating subjects." Some of it I simply can't do (I don't teach Science, etc.). With reading and math, again I run into the problem that the skills I teach are so basic that it's hard to integrate. In math 1st grade is working on number id and 2nd grade is working on addition with manipulatives. My students can't read well enough to do word problems or anything like that, and I'm not sure how you would incorporate math into reading with what we're doing either. How do you special ed teachers deal with this?