English · Year 2

Active learning ideas

Asking and Answering Questions

Active learning works for asking and answering questions because students need repeated, low-stakes opportunities to practice listening, speaking, and questioning in meaningful contexts. When children craft questions and respond in pairs or groups, they build confidence before whole-class sharing, reducing performance anxiety and increasing participation.

• ACARA Content Descriptions
• AC9E2LY01

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 20 min · Pairs

Pairs: Question Interviews

Pairs take turns asking three questions about a shared picture or story, starting with what, where, or why. The answerer responds in full sentences. Switch roles after two minutes and discuss what made questions effective.

Can you think of a question that starts with 'what', 'where', or 'why'?

Facilitation Tip

During Question Interviews, model how to ask follow-up questions to encourage fuller responses.

What to look for

Present students with a short, simple story. Ask them to write down one 'what' question and one 'why' question about the story. Review their questions for relevance and correct question word usage.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 30 min · Small Groups

Small Groups: Story Question Circle

In groups of four, students sit in a circle with a story prompt. Each asks a relevant question to the group; others answer briefly. Rotate the story focus every five minutes to cover characters, settings, and events.

How is a 'how' or 'why' question different from a question you can answer with just 'yes' or 'no'?

Facilitation Tip

In Story Question Circle, provide sentence stems on cards to support students who struggle to formulate questions.

What to look for

In pairs, have students take turns asking each other questions about their favourite animal. Prompt: 'Ask your partner a question that starts with 'where' and one that starts with 'how'. Listen carefully to their answers and be ready to share one interesting thing you learned.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Whole Class

Whole Class: Question Hot Seat

One student sits in the 'hot seat' as a story character. Class asks prepared questions; the student answers in character. Rotate seats twice, with a quick class vote on best questions.

Can you ask a partner a question and listen carefully to their answer?

Facilitation Tip

For Question Hot Seat, keep rounds short (2 minutes each) so all students have a turn without losing focus.

What to look for

Give each student a card with a statement, for example, 'The cat sat on the mat.' Ask them to write one 'yes/no' question and one open-ended question that could lead to this statement as an answer. Collect and review for understanding of question types.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 15 min · Individual

Individual: Question Journal

Students draw a story scene and write three questions they would ask a character. Pair share journals, answer peers' questions aloud, then reflect on improvements.

Can you think of a question that starts with 'what', 'where', or 'why'?

What to look for

Present students with a short, simple story. Ask them to write down one 'what' question and one 'why' question about the story. Review their questions for relevance and correct question word usage.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach question formation explicitly by comparing question types side by side and naming their purposes. Avoid rushing through practice; give students time to process and revise their questions. Research shows that children learn questioning best when they hear models, practice in safe settings, and receive immediate feedback on their word choices.

Successful learning looks like students using question words accurately, listening to answers, and responding with clear, concise information. They should demonstrate the ability to distinguish open questions from yes/no questions and connect their questions to the topic at hand.

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Watch Out for These Misconceptions

• During Question Interviews, watch for students who rely only on yes/no questions.

  Provide a visual anchor chart with open question starters, and pause mid-activity to ask pairs to share one question they revised into an open type.

• During Story Question Circle, watch for students who ask questions that are off-topic.

  Place a 'topic cloud' on the table and have students check their questions against it before sharing. If a question is off-topic, guide them to rephrase it using the story details.

• During Question Journal, watch for answers that are overly long or vague.

  Use a 'two-sentence rule' modeled on the board. Students must underline their answer and count sentences. If they exceed two, ask them to revise for conciseness.

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Methods used in this brief

• Think-Pair-Share