Question or Statement
It 's important for children to be able to identify and distinguish the difference between question and statement sentences. In this grammar lesson, year one and year two learners will discover that these two types of sentences require different punctuation at the end—a period and a question mark. They'll also learn that interrogative words such as who, what, when, where, and why are the words that make a sentence a question. Kids will gain practise of this concept by using an included worksheet to finish the ending punctuation of sentences. Then, when they are ready, they can formulate their own sentences!
- Students will be able to identify and distinguish between questions and statements.
- Students will understand and use question words.
- Talk about what it means to ask a Question.
- Talk about what a StatementIs.
- Discuss the difference between the two. Make sure to mention that statements end with periods, whereas questions end with question marks.
Explicit Instruction/Teacher modeling(10 minutes)
- Place the Question poster on one side of the room.
- Place the Statement poster on the opposite side of the room.
- Read aloud the first sentence from the Question or Statement list. Show the class that if you think it is a statement, you'll go stand near the Statement poster. If you think it is a question, you'll go stand near the Question poster.
Guided practise(10 minutes)
- Tell the class to get ready to begin the activity.
- Have students stand up, push their chairs in, and get their listening ears ready.
- Read the rest of the sentences on the list. For each one, have the students move to the poster they believe describes the sentence.
- Ask students to return to their seats, and get out one of the baggies with the question words.
- Read through the question words and explain to the students that next they will get to ask their partners questions using the question words.
- Ask a student volunteer to come up to the front of the class.
- Model asking each other questions using the question words. Examples include:
- WhoIs your favorite author?
- WhatDo you like to do?
- WhereDo you live?
- WhenDo you wake up?
- WhyDo you like to play outside?
- HowDo you know my sister?
- Record some of the examples on the whiteboard and read through them orally and allow student volunteers to help.
- Break students into partnerships and hand out a baggie with question words to each pair. Allow students a few minutes to practise using the question words.
Independent working time(15 minutes)
- Allow students to share out a few of their ideas and chart them on the whiteboard.
- Instruct students to complete the Question or Statement worksheet independently.
- Provide assistance when needed.
- Enrichment:Have advanced students come up with original questions and statements to write on the backs of the worksheets.
- Support:Have struggling students highlight key words that start questions, e.g. "what" or "how.' Brainstorm words that questions start with on the whiteboard.
- To assess students' understanding of the lesson content, observe how they work and review their worksheets once they turn them in.
Review and closing(5 minutes)
- Ask the class to read the questions and statements they found.
- Ask them to share which key words they looked for to help them make their decisions.
- Record the question words on the whiteboard.
- Close the lesson by explaining to the students that questions help us learn more about something. Remind them that there is never a silly question, and all questions are welcome in your class!