You will learn
- Say what a question mark is.
- End a question with a question mark.
- Use who, what, where, when and why.
- Tell a question from a telling sentence.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A question asks something.
- It ends with a question mark.
- Question words: who, what, where, when, why.
- Our voice goes up at the end.
Words to know
a mark at the end of a question
a sentence that asks
who, what, where, when or why
what we say back
1. Discover: Can I ask?
Kofi puts up his hand. “Where is my pencil?” he asks. The teacher says, “Look at your question! It ends with a question mark.” Ama writes: What is your name? and Where do you live?
Think: Which question word did Kofi use?
2. Understand: Question marks
Idea 1: Questions
A question asks something. It ends with a question mark (?).
Idea 2: Question words
Many questions start with who, what, where, when or why: Where is my pencil?
Idea 3: Question or telling?
A telling sentence ends with a full stop: I have a pencil. A question ends with a question mark: Do you have a pencil?
3. Worked examples
Example 1 (I show you): Add the mark
Where is my pencil
- It asks.
- Add ?.
Answer: Where is my pencil?
Example 2 (We do it together): Question or telling?
I like cake.
- Does it ask?
- No, it tells.
Answer: a telling sentence
Example 3 (You try): Make a question
You have a pencil. Make it a question.
Show the steps and answer
- Start with Do.
- Add ?.
Answer: Do you have a pencil?
Did you know?
The question mark may come from a Latin word, quaestio, which means question.
Why this matters
Questions help us find out things and learn.
4. Explore: Ask away
Ask questions.
- Choose a topic.
- Ask who, what, where, when and why questions about it.
- Write them with question marks.
- Ask a partner.
Think about it: what did you notice?
You can ask many kinds of questions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is ___?
- Where ___?
- Do you ___?
- My question is ___?
Guided practice
Question 1. Add: Where is my pencil
Where is my pencil?
Question 2. Is I like cake. a question?
no
Question 3. Make a question: You have a pencil.
Do you have a pencil?
Independent practice
Level 1: Start
- Add: What is your name
- Add: Where do you live
- Add: Who is that
- A question ends with a ___ mark.
- Name a question word.
Level 2: Grow
- Is The dog ran. a question?
- Make a question: You like cake.
- Which ends a telling sentence: . or ?
Level 3: Stretch
- Write three questions.
- How is a question different from a telling sentence?
- Ayo writes: Where is my bag. What should change?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Ask a family member three questions.
Show a sample answer
What is your favourite food?
Another one. Write two questions you would like answered.
Show a sample answer
Why is the sky blue? Where do birds go at night?
7. Common mistakes
Fix: Use a question mark.
Fix: Telling sentences use a full stop.
8. Lesson summary and revision card
- I can say what a question mark is.
- I can end a question with ?.
- I can use question words.
- I can tell a question from a telling sentence.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A question asks something.
- It ends with a question mark.
- Use who, what, where, when, why.
- Telling sentences end with full stops.
11. Next lesson
Next lesson: Basic sentence correction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a question mark? [1 mark]
- Name two question words. [2 marks]
- Add the mark: What is your name [1 mark]
- Write a question. [2 marks]
- Explain how a question is different from a telling sentence. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a mark at the end of a question [1]
- two valid words [2]
- ? [1]
- asks something [1]; ends with ? [1]
- a question asks [1]; ends with ? [1]; a telling sentence tells and ends with . [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Add: What is your name
- Add: Where do you live
- Add: Who is that
- A question ends with a ___ mark.
- Name a question word.
- Is The dog ran. a question?
- Make a question: You like cake.
- True or false: a question ends with a full stop.
- Write a question.
- Write a telling sentence.
Homework
Write five questions to ask a family member and ask them.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Add: What is your name | What is your name? | 1 |
| 2. Add: Where do you live | Where do you live? | 1 |
| 3. Add: Who is that | Who is that? | 1 |
| 4. A question ends with a ___ mark. | question | 1 |
| 5. Name a question word. | who, what, where, when or why | 1 |
| 6. Is The dog ran. a question? | no | 1 |
| 7. Make a question: You like cake. | Do you like cake? | 1 |
| 8. True or false: a question ends with a full stop. | false | 1 |
| 9. Write a question. | a valid question | 1 |
| 10. Write a telling sentence. | a valid sentence | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 What is your name?; 2 Where do you live?; 3 Who is that?; 4 question; 5 who, what, where, when or why. Level 2: 1 no; 2 Do you like cake?; 3 .. Level 3: 1 three valid questions; 2 a question asks and ends with ?; 3 Where is my bag?.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a question mark is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 End a question with a question mark | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use who, what, where, when and why | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Tell a question from a telling sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Using a full stop for a question. Use a question mark.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use question word cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to ask questions and end them with a question mark. You do not need to be an expert to help.
- Ask who, what, where questions.
- Point out question marks in books.
- Praise good questions.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a question mark is; end a question with a question mark; use who, what, where, when and why; tell a question from a telling sentence.
Prerequisite knowledge. Full stops.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask a class question and write it.
Explanation (10 min). Teach question marks and question words.
Guided activity (10 min). Practise ask away.
Independent activity (10 min). Learners share their questions.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it asking? Does it need a question mark?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use question word cards. Extension. Write questions with how.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Using a full stop for a question. Use a question mark.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use question word cards. Enrichment. Write questions for each question word. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.1.2.b (use end punctuation for sentences) and L.1.1.j; Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (transcription and sentence writing); Cambridge Primary English Stage 1 (punctuation). These sources informed the lesson.