In Activity 2 (You Can't Live There) students analyze pictures, decide which animals do not belong, and are asked to explain why each animal would not live in the habitat; if they are unsure, the materials instruct the adult and child to research the animal online. Activity 1 asks students to imitate animal movements and explain the body parts they are using, prompting explanation and justification. The wrapping-up prompts ask the child to demonstrate movements and then talk about what body parts they are using, which gives opportunities to resolve confusion through explanation.

The lesson includes guided discussion prompts (e.g., "Can you describe the environment in which you live?" and "What are some of the different animal habitats that we have explored?") that ask the child to participate in conversation about the topic. It tells adults to provide hints and follow-up questions as needed and asks the child to explain each page of his book to others, creating opportunities for back-and-forth discussion. Option 2 describes using books, the Internet, or talking to someone who knows about the topic, which could involve students seeking information through questions.

The Skills section explicitly lists "Ask questions that lead to understanding," signaling direct instruction in question-asking. Activity 4 has students generate and bring interview questions, practice asking them of community workers, and provides example clarifying questions (e.g., "Why would a person come here?"). The Life Application and Activity 1 extension repeatedly prompt students to ask questions during map activities, tours, and visits to clear up understanding about locations and functions.

Students are asked to discuss and define what a rule is and to explain why their home has rules (Introduction). In Activity 1 students rank home rules, read each sentence aloud, and explain which rule they think is most important and why, requiring them to articulate understanding. In Activity 3 students answer comprehension and opinion questions about a story and are invited to discuss proposed new rules with other family members, providing opportunities for back-and-forth conversation.

Students are asked to generate and record questions for pictured people in Activity 2 (e.g., "ask her which question she would ask each individual," "encourage your child to think of another question she would like to ask each person"). Option 2 explicitly directs students to "write a question for each person based on the person's age" and to practice question formation (capital letter and question mark). Activities also prompt students to ask observational questions (e.g., "Ask your child what she looks at to determine a person's age," "Ask your child if a tree is living or nonliving").

The lesson includes multiple prompts for oral discussion where the child is asked to explain and clarify ideas (e.g., 'Ask your child if she has heard the word "liquid"...,' 'Ask her to explain the difference between something that is a solid or a liquid,' and 'Discuss whether the sugar is a solid or a liquid'). Students are also prompted to describe observations and causes during experiments (e.g., 'Ask what caused the ice cube to change,' 'Ask her what happened to the liquid'), which invites question-and-answer exchanges about confusing phenomena.

The lesson's Skills list explicitly includes: "Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood." Multiple reading sections provide teacher prompts and guided Q&A (e.g., the Reading And Questions sections and Activity prompts where students describe, compare, and brainstorm). Activity 5 asks students to experiment with different prepositions and consider other words that could work, which invites students to seek clarification about meaning and usage.

The Skills list includes "Interact with reader when text is read aloud (questions, comments, and ideas)," which implies students will ask or respond to questions during reading. The introduction directs an adult to ask the child which senses the character used, prompting student response and possible follow-up questions. The nature-walk activity includes post-walk prompts (e.g., "What did you notice...?" "Which sense did you use most? Least?") and an instruction to have the child pause and "ask her to think about which senses she is using," encouraging reflective questioning.

Students are prompted on the "My Interest" page to write a question with the prompt "What is a question you have about _______?", which asks them to formulate a question about a topic. In Activity 3 students interview three people using the Hobby Survey and are encouraged to read the survey questions aloud, practicing asking questions in a conversational setting. The introduction and Activity 2 ask students what they want to know more about and to research interests, encouraging them to generate questions for further learning.

The lesson asks the child to take a survey of four people and "ask them to name two things they want and two things they need," which requires students to pose questions to others (Activity 4). The introduction repeatedly prompts the child to respond to adult questions (e.g., "Ask your child what animals need..." and "Ask your child what it means to want something") and to discuss readings about why children need education, play, and love. Activity 4 also directs students to discuss whether items named were truly needs or wants and to rearrange items on webs, which involves questioning and evaluating responses.

The materials explicitly encourage students to ask questions when they meet a person from the country they chose: "Encourage her to ask questions about life in that country." The introduction directs adults to "discuss… ask her what country she would like to learn more about," prompting student questioning during selection and research. The listed "Questions to Explore" gives discussion prompts (e.g., "Why are there differences among people and families?") that students can use to generate questions about the topic.

Students are prompted to answer and respond to direct questions such as "What comes first in the pattern? Next?" and "What comes before __? What comes after __?" during pattern analysis. Students are asked to explain how they know what would come next in a pattern, prompting them to justify and clarify their reasoning. Students are asked to write or copy a question on handwriting paper ("What do you see after the ________?") and to review that sentences that ask questions end with question marks.

Students are prompted to discuss the read-aloud by answering multiple teacher-provided comprehension questions (e.g., whether Wemberly needed to be worried and what can be learned from her). The lesson begins by asking the child to share personal worries, and later asks the child to explain which story they enjoyed more and why, creating opportunities for oral discussion. Activities ask students to describe how Wemberly changed and to use conjunctions in sentences, which require students to talk about text details and reasoning.

The Reading and Questions section shows students answering specific, teacher-provided questions about the text (e.g., how the problem is illustrated, what happens as the boy worries, how he takes care of the problem). Activity 2 asks students to brainstorm problems, describe the problem, explain why it worries them, and identify what is within or out of their control, which requires them to clarify aspects of a situation. The instruction to have the child look through the book and examine how the illustrations of the problem progress asks students to locate and explain evidence from the text and images.

Activity 4 instructs to "let him look at the pictures and ask questions about what he sees," giving the child explicit opportunity to generate questions about family photos. Activity 6 asks the child to "share his descriptions with the rest of the family" and "let others contribute their ideas," which creates a setting for conversational questioning. The student is also prompted to "read his ideas aloud" (Activity 5) and to "ask questions" in the Getting Started prompts, indicating occasions for student questioning during discussion.

The lesson includes multiple question prompts that require student responses (Activity 1: "Did this person live in the past...", "How would you describe this person?", "What did this person do to make a positive change?"). Activity 2 asks the child to reread descriptions, point to the individual described, and to choose which historical person she wants to learn more about. The wrapping up prompts ask the child to define a biography and describe people from the past, engaging the child in asking and answering about the text.

Students practice forming and using question words in Activity 1.3 by reading sight-word cards (which, what, when), underlining the question word that begins sentences, and being asked to come up with their own questions using those words. The Student Activity Page presents literal questions for students to read and answer (e.g., Which horse runs faster?, What is your name?), and Activity 4.2 asks students to read a short reader and respond to comprehension questions about the text. Teacher prompts throughout (e.g., "Which column shows the Bossy R?") require students to interpret questions and respond aloud.

Students practice question words and create questions in Activity 4.2, where they fill blanks with who/what/where/when/how/why/which and produce sentences such as "Where is the beach?". The lesson also points out that "where" is a question word and asks students to name other question words, and the Question Words page requires students to read each question word before completing sentences. During reading activities (Day 5) students answer comprehension questions about The Bad Bear, showing engagement with question-and-answer routines.

Students are repeatedly prompted to respond to questions and explain their thinking (e.g., asked to guess how to pronounce "gnome," "know," and "write" and to answer "What do you notice about the beginning of this word?" and "What do you know about the letters in this word?"). Activities ask students to list things they've learned about reading words and to answer comprehension questions about The Gnats. Sorting and word-building tasks require students to compare words and respond to targeted prompts such as "Which word has the same vowel sound as 'wren'?"