Question Techniques

Welcome/Ice Breaker

Before we get started, let’s think about a situation many parents see every day:
Two children are arguing over a toy. One says, "It’s mine!" The other says, "No, I had it first!"

What do you think each child might be thinking or feeling? (Allow responses.)

Notice how quickly we start asking questions to understand what’s happening:

• What happened?
• Who had it first?
• Why are you upset?

Those questions matter, not just for solving the argument, but for helping children learn. Some questions help children notice facts. Others help them understand someone else’s point of view. And for young children, who are still learning how others think and feel, the questions we choose can shape how they make sense of the world.

That’s what we’re practicing today: how to ask questions that guide children to notice, think, and understand more deeply, especially while reading together.

Review Objectives

By the end of this lesson, you will be able to identify and ask at least two explicit and two implicit questions to practice while reading with your child. These types of questions support children’s comprehension, problem‑solving, and perspective‑taking -- skills they’ll use in school and in everyday moments (like a toy dispute).

• generate at least two explicit and implicit questions during guided practice; and
• practice framing questions that encourage deeper thinking.

Opening Activity

When we read with children, the questions we ask guide how they think. Most reading conversations move through three simple steps:

1. notice what we see
2. think about what it means
3. wonder why it matters

In our Adult Education lesson, we talked about two types of understanding: explicit and implicit. These same ideas apply when we ask questions while reading. 

Explicit questions help children notice. 

• For example: “What do you see on this page?”

Implicit questions help children to think and wonder. 

• For example: “Why do you think the character feels that way?”

When we ask both kinds of questions, we help children notice details and think more deeply. If you want to go even further, try asking: “How do you know?” Or model thinking by stating: “I think ____ because I see ____.” This helps children explain their thinking and build confidence.

Central Ideas and Practice

Our first book, Duck! Rabbit! introduces the idea that people can see the same thing in different ways. 

Show the cover of Duck! Rabbit! Start with an explicit or "noticing" question, to ground what you see: 

• What do you see on the cover? (explicit – focuses on observable details)

Then shift to an implicit or "thinking and wondering" question to stretch thinking:

• What do you think this book will be about? (implicit – encourages prediction)

Read the book aloud, pausing to ask questions:

• Where do ducks live? (explicit – factual knowledge)
• Why do you think some people see a duck while others see a rabbit? (implicit – encourages perspective-taking and reasoning)

Direct Instruction

Duck! Rabbit! helps children notice that the same thing can look different to different people. They All Saw a Cat that takes this idea further by showing how experiences, size, and emotions shape what we see. 

Let’s practice together. Practice reading They All Saw a Cat by Brendan Wenzel in pairs and asking explicit and implicit questions. Pause only once or twice per page, avoid interrupting the story too often.

Example questions to model:

• What does the cat look like to the dog? (explicit)
• What does the cat look like to the fox? (explicit)
• Why do you think different animals see the cat differently? (implicit)
• Pause before turning a page and ask: why do you think that cat looks different to each animal? (implicit)
• What might make the fish see the cat differently than the bird? (implicit)
• What can you tell the mouse is scared of the cat? What do you see in the picture that shows you that? (implicit)
• Why might make the cat seem bigger to the ____ but smaller to the ____? (implicit)

Ask participants to identify at least one implicit question that they asked.

Independent Practice/Formative Assessment

We've practiced using explicit and implicit questions while reading. But children use this same thinking in everyday moments when they try to understand feelings, to solve problems, or to navigate relationships. Let's practice using questions can help children to notice, think, and wonder in everyday situations.

Pair up and choose one scenario:

• Two children want the same toy.
• Someone looks upset but hasn't said why.
• A child doesn't want to join an activity.

Ask caregivers to identify an explicit "noticing" question and an implicit "thinking or wondering" question that could be used in the situation.

• What could you ask to help a child to notice what is happening?
• What could you ask to help them think about feelings or perspectives?

Invite caregivers to share the questions they brainstormed together. Name the thinking that you hear:

• That question helps a child to notice...
• That question invites thinking about perspective.

Review Objectives

Today, you practiced using explicit questions to help children notice, and implicit questions to help them think and wonder. You also practiced responding in ways that support confidence, perspective-taking, and deeper thinking. You will have the opportunity practice these questions with your child during the interactive literacy activity.

• generate at least two explicit and implicit questions during guided practice; and
• practice framing questions that encourage deeper thinking.

Wrap-Up/Closure

As you think about your next reading time, remember: you don’t need many questions. One explicit question to help your child notice, followed by one implicit question to help them think or wonder, can turn reading into a meaningful conversation.

When you stay curious about your child’s thinking, you’re teaching them that their ideas matter and that there’s more than one way to see the world.