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Syntax and Sentence Structure
Question Challenge: Interrogation Mission

Summary

In this literacy centre, designed for grades 1 to 3, students will explore how to form and answer interrogative sentences through game-based learning and independent writing tasks. First, they’ll play a game where they move through a board by asking and answering questions. Then, they will write their own questions based on a scenario, encouraging deeper thinking and writing practice.

Learning Outcomes

By the end of this centre, students will be able to:
  • Identify and write interrogative sentences (questions);
  • Use question words (who, what, where, when, why, how) in different contexts;
  • Answer questions during the game and independently write questions based on given scenarios.

Material to Prepare

  • Appendix A: Instructions for Students
  • Appendix B: Mission Interrogation Game Board
  • Appendix C: Questions Cards and Answer Cards
  • Appendix D: Scenario Cards
  • Appendix E: Question Starters Poster
  • Dice and tokens for each student
  • Writing sheet or notebook
  • Pencil

Procedure

Part 1: Game-Based Learning (Mission Interrogation)
Step 1: Setting Up the Game
  • Divide students into groups of 2–3 players.
  • Give each group a game board, dice, and tokens (students can use small classroom items as tokens).
  • Shuffle the question and answer cards and place them next to the board.
Step 2: Playing the Game
  • Students take turns rolling the dice and moving their tokens across the board.
  • Depending on where they land, students will:
    • Pick a question card and match it with the correct answer card.
    • Ask a peer a question based on the answer card they pick. If their question is well formed, they earn a point.
    • Create their question based on the scenario they pick. The group must judge if it’s correct.
  • The game continues until one player collects ten cards or after a set time (e.g., 15 minutes).
  • Optional Challenge: Advanced students can create their question cards as they play.
Part 2: Independent Writing Task (Question Quest)
Step 1: Writing Questions from a Scenario
  • After the game, each student will choose a scenario card from Appendix B and write three questions based on that scenario.
  • Use the question starters poster (“Who”, “What”, “Where”, “When”, “Why”, “How”) to help guide question formation.
  • Example:
    • Scenario: A girl finds a lost dog.
    • Questions:
      • “Where did the dog come from?”
      • “Why was the dog alone?”
      • “What will the girl do with the dog?”
Step 2: Answering the Questions

After writing their questions, students will write answers to their own questions on the same sheet, forming complete sentences.

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students confuse when to use who, what, where, when, why, or how in their questions.
  • Create a visual chart with examples of each type of question word (e.g., “Who is…”, “Where is…”).
  • During the activity, remind students to think about what kind of information they are asking for and refer to the chart.
  • If a student is stuck, ask guiding questions like, “Are you asking about a person or a place?”
Students do not form complete interrogative sentences, leaving out key parts (e.g., “What name?” instead of “What is your name?”).
  • On the board, model the structure of a complete question and encourage students to start with a capital letter and use a complete question word.
  • Use sentence frames like “What is _______?” and “Where are _______?” to help students fill in the blanks and form complete questions.
  • Pair struggling students with a partner who can read their questions aloud and help them improve the structure of their questions.
Students repeatedly use the same question format or word, such as asking all “what” questions and avoiding others like “why” or “how.”
  • Encourage students to use at least three different question words for each scenario. For example, encourage them to write one “what,” one “why,” and one “how” question per scenario.
  • Provide a checklist or reminder to use a variety of question words.
Some students may find it easier to verbally ask questions during the game but struggle when it comes to writing them independently.
  • Begin by having students write down the questions they asked during the game. This will help them practise transferring their oral questions into written form.
  • Allow them to use the Question Starter poster as a reference and offer sentence starters if necessary (e.g., “What is…”, “Why does…”).
  • Encourage students to speak their questions aloud before writing them down, bridging the gap between speaking and writing.
Students find the standard questions too easy and finish quickly, losing interest.
  • Offer more complex scenarios or require multi-part questions (e.g., “Why did the dog run away, and what will the girl do to find it?”).
  • Ask them to create their own scenario cards and ask their peers questions based on those scenarios, promoting creativity and deeper thinking.
  • Encourage them to write “interview-style” questions where one question leads to the next, creating a natural progression of inquiry.

Appendixes

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