Asking a Question

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Asking a Question

About This Video

Asking a Question is a supportive life skills video that helps children learn how to ask questions to get information, help, or clarification. This video teaches learners to think about what they need to know, use question words, ask clearly, and listen to the answer.

Learning Objectives

After watching this video, learners will:

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

Resources for This Video

Use these resources to extend learning and build communication skills.

A digital guide with key concepts, visual supports, and review questions.

View Learning Guide

Practice language skills with targeted activities connected to the video.

Practice Language Skills

Clinician & Educator Supports

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

  • 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].

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