English · Year 1

Active learning ideas

Formulating Questions for Information

Active learning works because questioning is a social and interactive skill. Year 1 students develop clarity and confidence when they practise asking real questions with peers, not just answering them in their heads. Sorting, interviewing and hunting activities make abstract concepts like word order and specificity concrete through movement, talk and real-time feedback.

• National Curriculum Attainment Targets
• KS1: English - Reading (Comprehension)
• KS1: English - Spoken Language

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 25 min · Small Groups

Question Sort Game: Statements vs Questions

Prepare cards with statements and questions about animals. In small groups, students sort them into two piles, discussing why each fits. Groups share one tricky example with the class for a vote.

Analyze what makes a question effective for finding information.

Facilitation Tip

For the Question Sort Game, give each pair two baskets and cards with sentences; ask them to read each aloud and place it in the correct basket, then justify their choice to each other.

What to look for

Present students with a short paragraph about a common object, like a pencil. Ask them to write down two questions they would ask to learn more about how it is made or used. Review their questions for clarity and specificity.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Pairs

Peer Question Chain: Topic Interviews

Pairs choose a topic like 'my favourite toy'. One asks a clear question; the other answers and asks back. Switch roles after three exchanges, then report one best question to the class.

Differentiate between a question and a statement.

Facilitation Tip

During Peer Question Chain, model the first interview with a confident student so the class sees how to listen, ask follow-ups and take notes.

What to look for

Give each student a card with a picture of an animal. Ask them to write one statement about the animal and one question they would ask to find out something new about it. Collect the cards to check their understanding of the difference.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 35 min · Individual

Text Question Hunt: Book Detectives

Provide non-fiction texts on simple topics. Individually, students write two questions before reading, then check answers. Share in small groups to refine questions for better results.

Construct questions to learn something new about a topic.

Facilitation Tip

Before the Text Question Hunt, model how to underline key details in the text and write questions that match those details exactly.

What to look for

After reading a short story together, ask students: 'What is one thing you still want to know about the main character?' Then, prompt them: 'Turn that thought into a question you could ask the author or another reader.' Discuss why some questions are better than others for getting answers.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 40 min · Whole Class

Question Wall Builder: Class Topic

As a whole class, brainstorm a topic like 'weather'. Students add sticky note questions to a wall, vote on clearest ones, then use top questions to research in pairs.

Analyze what makes a question effective for finding information.

Facilitation Tip

Set up the Question Wall Builder at child height and provide sentence starters like 'I wonder...' for students to complete and stick up as they think of new questions.

What to look for

Present students with a short paragraph about a common object, like a pencil. Ask them to write down two questions they would ask to learn more about how it is made or used. Review their questions for clarity and specificity.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teachers should model effective questions and let students practise in low-stakes pairs before whole-class sharing. Avoid rushing to correct vague questions; instead, prompt students to rephrase by asking, 'What exactly do you want to know?' Research shows that children learn questioning best when they experience the impact of clear versus vague questions through immediate feedback from peers.

Successful learning looks like students using precise 'wh-' words, clear word order and question marks consistently. They should explain why some questions work better than others when sharing answers or interviewing classmates. Evidence of progress includes fewer vague statements and more targeted exchanges during activities.

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Watch Out for These Misconceptions

• During Question Sort Game, watch for students who place sentences ending in question marks into the question basket without checking word order or meaning.

  Have students read each card aloud and ask partners to agree on the basket. If a sentence like 'Can you see it?' is placed correctly, ask, 'What makes this a question?' to reinforce the structure.

• During Peer Question Chain, watch for students who ask vague questions because they assume classmates will guess what they mean.

  Prompt interviewers to write one question before speaking and check it with their partner. If a question is vague, ask, 'How could you ask for one exact piece of information?'

• During Text Question Hunt, watch for students who write questions like 'Tell me about the cat' instead of targeting specific details.

  Provide sentence stems like 'What colour is the cat's fur?' and ask students to match their questions to underlined details in the text.

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Methods used in this brief

• Plan-Do-Review