Asking a Question

Social Interactions

Pre-K, Elementary, Middle School

Learning Objectives

Understand that questions are used to get information
Identify reasons for asking questions, such as getting help or learning more
Recognize common question words like Who, What, Where, When, Why, and How
Demonstrate how to get someone’s attention in a respectful way before asking a question
Ask questions using clear language and appropriate tone
Understand that it’s okay if someone doesn’t know the answer
Practice asking questions to participate in conversations and classroom activities
Recognize that asking questions shows interest and supports learning

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations with diverse partners
CCSS.ELA-LITERACY.SL.K.2 – Confirm understanding by asking and answering questions
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about key details in spoken information
CCSS.ELA-LITERACY.L.1.6 – Use words and phrases acquired through conversations

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in conversations with peers and adults in small and larger groups
CCSS.ELA-LITERACY.SL.2.2 – Recount or describe key ideas with clarification
CCSS.ELA-LITERACY.L.2.6 – Use words and phrases acquired through conversations

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.3.3 – Ask and answer questions about information from a speaker
CCSS.ELA-LITERACY.L.3.6 – Acquire and use grade-appropriate conversational vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in a range of collaborative discussions
CCSS.ELA-LITERACY.SL.4.3 – Identify reasons and evidence a speaker provides
CCSS.ELA-LITERACY.L.4.6 – Use vocabulary acquired through conversations and discussions

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Participate in discussions building on others’ ideas and expressing their own clearly
CCSS.ELA-LITERACY.SL.5.3 – Summarize points a speaker makes and explain how claims are supported
CCSS.ELA-LITERACY.L.5.6 – Use grade-appropriate vocabulary acquired through conversation

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Participate in collaborative discussions with clear expression of ideas
CCSS.ELA-LITERACY.SL.6.3 – Delineate a speaker’s argument and claims
CCSS.ELA-LITERACY.L.6.6 – Acquire and use academic and domain-specific vocabulary

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions, clearly expressing and building on others’ ideas
CCSS.ELA-LITERACY.SL.7.3 – Analyze speaker’s argument and reasoning
CCSS.ELA-LITERACY.L.7.6 – Use grade-appropriate vocabulary from discussions and readings

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in effective collaborative discussions
CCSS.ELA-LITERACY.SL.8.3 – Evaluate a speaker’s argument and specific claims
CCSS.ELA-LITERACY.L.8.6 – Use vocabulary acquired through conversation and study

SMART Goal Ideas Bank

The student will ask a relevant “wh” question (who, what, where, when, why, or how) during structured activities in 4 out of 5 opportunities by [date].
The student will appropriately gain a communication partner’s attention (e.g., saying “excuse me,” raising hand) before asking a question in 4 out of 5 opportunities by [date].
The student will use rising intonation at the end of a verbal question in structured practice in 4 out of 5 opportunities by [date].
The student will formulate and ask a question using a complete sentence when given a visual or situational prompt in 4 out of 5 trials by [date].
The student will identify whether a given sentence is a question or a statement with 80% accuracy across 2 consecutive sessions by [date].
The student will demonstrate understanding of when to ask for help by stating or selecting an appropriate question in 4 out of 5 opportunities by [date].
The student will initiate a question during a peer or adult interaction (structured or natural) with minimal prompts in 3 out of 5 opportunities by [date].
The student will explain the purpose of asking a question (e.g., to get information, understand, or check something) in their own words or by selecting from choices in 4 out of 5 opportunities by [date].