You will learn
- Choose a topic.
- Ask open questions.
- Make a question focused.
- List what you already know.
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
- Choose a topic you can find out about.
- Use question words: who, what, where, when, why, how.
- Open questions need more than yes or no.
- Start from what you know.
Words to know
finding out information about a topic
what you want to learn about
a question that needs more than yes or no
clear and not too big
1. Discover: Zainab studies sea turtles
Zainab wants to learn about sea turtles. Her first question is, Tell me everything about turtles. That is too big. She changes it: How do baby sea turtles reach the sea? and What do sea turtles eat? Her teacher says, Now your questions are focused and open.
Think: Why are her new questions better?
2. Understand: Questions that start research
Idea 1: Topic and questions
Research starts with a topic and good questions. Use who, what, where, when, why, how.
Idea 2: Open and focused
An open question needs more than yes or no: How do baby turtles reach the sea? A focused question is not too big.
Idea 3: Start with what you know
List what you already know and what you want to find out. This shows what to research.
3. Worked examples
Example 1 (I show you): Too big
Why was the first question too big?
- Everything…
Answer: it asked for everything about turtles
Example 2 (We do it together): Focused
Name a focused question.
- How…
Answer: How do baby sea turtles reach the sea?
Example 3 (You try): Open
Is Do turtles swim? open?
Show the steps and answer
- Yes/no?
Answer: no, it can be answered yes or no
Did you know?
Scientists begin projects with questions, and many discoveries start with the question why.
Why this matters
Good questions lead to good research.
4. Explore: Question maker
Make research questions.
- Choose a topic.
- List what you know.
- Write three open, focused questions.
- Choose the best.
Think about it: what did you notice?
You can write research questions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My topic is ___.
- I already know ___.
- I want to find out ___.
- My question is ___?
Guided practice
Question 1. Finding out information about a topic is ___.
research
Question 2. What you want to learn about is the ___.
topic
Question 3. A question needing more than yes or no is an ___ question.
open
Independent practice
Level 1: Start
- Finding out information about a topic is ___.
- What you want to learn about is the ___.
- A question needing more than yes or no is an ___ question.
- Clear and not too big means ___.
- Zainab studies sea ___.
Level 2: Grow
- Write a question about elephants.
- Is Do you like turtles? open?
- Write an open question on rain.
Level 3: Stretch
- Should questions be focused?
- Do open questions need more than yes or no?
- Should we list what we know?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Choose a topic and write three research questions.
Show a sample answer
three questions
Another one. Pick a topic you love and write four research questions.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can choose a topic.
- I can ask open questions.
- I can make a question focused.
- I can list what you already know.
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
- Choose a topic you can find out about.
- Use question words: who, what, where, when, why, how.
- Open questions need more than yes or no.
- Start from what you know.
11. Next lesson
Next lesson: Finding information. 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 research? [1 mark]
- What is an open question? [1 mark]
- Write two research questions about elephants. [2 marks]
- Why was Zainab’s first question not good? [1 mark]
- Explain how to write a good research question. [3 marks]
Total: 8 marks.
Marking guide and model answers
- finding out information about a topic [1]
- a question that needs more than yes or no [1]
- open question [1]; focused question [1]
- too big [1]
- choose a topic [1]; use question words, open and focused [1]; start from what you know [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Finding out information about a topic is ___.
- What you want to learn about is the ___.
- A question needing more than yes or no is an ___ question.
- Clear and not too big means ___.
- Zainab studies sea ___.
- Write a question about elephants.
- Is Do you like turtles? open?
- Write an open question on rain.
- Should questions be focused?
- Do open questions need more than yes or no?
Homework
Pick a topic you love and write four research questions.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Finding out information about a topic is ___. | research | 1 |
| 2. What you want to learn about is the ___. | topic | 1 |
| 3. A question needing more than yes or no is an ___ question. | open | 1 |
| 4. Clear and not too big means ___. | focused | 1 |
| 5. Zainab studies sea ___. | turtles | 1 |
| 6. Write a question about elephants. | What do elephants eat? | 1 |
| 7. Is Do you like turtles? open? | no | 1 |
| 8. Write an open question on rain. | How does rain form? | 1 |
| 9. Should questions be focused? | yes | 1 |
| 10. Do open questions need more than yes or no? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 research; 2 topic; 3 open; 4 focused; 5 turtles. Level 2: 1 What do elephants eat?; 2 no; 3 How does rain form?. Level 3: 1 yes; 2 yes; 3 yes.
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 Choose a topic | 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 Ask open questions | 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 Make a question focused | 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 List what you already know | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- 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 practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: choose a topic; ask open questions; make a question focused; list what you already know.
Prerequisite knowledge. Grade 2 research.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 3 » Writing; Grade 3 » Reading: Informational Text; Grade 3 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.7 (conduct short research projects that build knowledge about a topic) and SL.3.1; Cambridge Primary English Stage 3 (research skills). These sources informed the lesson.