English · Year 1 · Spoken Language: Listening, Speaking, and Performing · Summer Term

Asking Great Questions

Discover how to ask clever questions to find out more information and understand things better.

TL;DR:This topic helps your pupils become curious investigators by mastering the art of the question. Explore the difference between telling and asking to unlock a powerful tool for learning.

• National Curriculum Attainment Targets
• National Curriculum for England: English - Spoken Language - ask relevant questions to extend their understanding and knowledge

About This Topic

This topic is fundamental to the Key Stage 1 English curriculum, directly supporting the National Curriculum's aims for spoken language and reading comprehension. In Year 1, children are developing their ability to listen, understand, and respond to others. Teaching them how to formulate and ask questions moves them from being passive recipients of information to active, curious learners. By exploring the structure of questions, pupils will also solidify their understanding of sentence types and the function of punctuation, specifically distinguishing between a full stop and a question mark. This foundational skill is crucial for developing inference and deduction skills when reading, as it encourages them to look beyond the literal text and engage with it on a deeper level. It also builds confidence in verbal communication, empowering children to seek clarification and express curiosity in all areas of their learning.

Key Questions

1. Explain the difference between a question and a statement.
2. Identify a question you could ask to learn more about a character in a story.
3. Justify why asking questions is a good way to learn.

Learning Objectives

• Identify the difference between a question and a statement.
• Use a question mark correctly at the end of a written sentence.
• Formulate and ask relevant questions to find out more about a story or picture.
• Use question words such as who, what, where, when, why, and how.
• Orally ask questions to participate in a class discussion.

Key Vocabulary

Question	A sentence that asks for information.
Statement	A sentence that tells you something or gives information.
Question Mark	The punctuation mark (?) that is put at the end of a question.
Full Stop	The punctuation mark (.) that is put at the end of a statement.
Question Word	A word used to start a question, such as who, what, where, or why.

Watch Out for These Misconceptions

Common Misconception

Any sentence that starts with a 'question word' (like who, what, why) must be a question.

What to Teach Instead

While many questions start with these words, a sentence is only a question if it asks for information. For example, 'What a sunny day!' is an exclamation that shows excitement, not a question asking for an answer.

Common Misconception

A question is just a sentence where your voice goes up at the end.

What to Teach Instead

While our voices often rise at the end of a question, the most important part is that it asks for information. In writing, the key signal is the question mark, not how you imagine it sounds.

Common Misconception

You can't ask a question about something you already know the answer to.

What to Teach Instead

We can ask questions for many reasons. Sometimes we ask to check our understanding, to be polite, or even to start a conversation with someone, even if we think we know the answer.

Active Learning Ideas

Hot Seat

Question or Statement? Sort

Provide pairs of children with a set of sentence cards. They must read each card and sort them into two piles: questions (ending with a question mark) and statements (ending with a full stop).

15 min·Pairs

Hot Seat

Character Hot-Seating

The teacher or a confident pupil pretends to be a character from a familiar story. The rest of the class asks them questions to find out more about their feelings, motivations, and actions.

20 min·Whole Class

Hot Seat

Mystery Bag Investigation

Place a familiar object inside an opaque bag. Children work in small groups to ask 'yes' or 'no' questions to guess what the object is.

15 min·Small Groups

Real-World Connections

• Asking a grown-up for help with a task.
• Interviewing a grandparent to learn about their life.
• Asking a friend what game they want to play at playtime.
• Wondering about the world, for instance asking 'Why is the sky blue?'.
• Asking for directions if you are unsure where to go.

Assessment Ideas

Peer Assessment

During a class reading, pause and ask pupils to 'turn and talk' to a partner about a question they have about the story so far. Listen to their conversations.

Quick Check

Give pupils mini whiteboards and dictate a mix of simple questions and statements. Ask them to write the correct punctuation mark at the end.

Quick Check

Provide pupils with a picture stimulus and ask them to write two or three questions about what they can see.

Frequently Asked Questions

How can I support children who are too shy to ask questions in front of the whole class?

Use 'talk partners' frequently. This allows children to practise asking their question to one other person first, which builds their confidence before sharing with the larger group.

What is the difference between an 'open' and a 'closed' question for this age group?

A 'closed' question can usually be answered with 'yes' or 'no' (e.g., 'Do you like dogs?'). An 'open' question needs a longer answer and often starts with words like 'why' or 'how' (e.g., 'Why do you like dogs?'). Encourage open questions to develop deeper thinking.

My pupils keep forgetting to use a question mark. What can I do?

Use a physical action whenever you say the word 'question', such as drawing a question mark shape in the air. Consistent, multi-sensory reminders help embed the concept.