Prepare potential questions prior to the lesson. By taking time to compose questions prior to the class instead of asking them off-the-cuff, you can increase the likelihood that your questions are well-formatted and easily understandable. Write these potential questions on index cards, and move through the cards as you teach your lesson.
Move through the levels of Bloom's Taxonomy as you question. Bloom's Taxonomy is a tiered system of questioning. The question complexity represented in this taxonomy increases as you move through it from knowledge through to evaluation. While it may seem that primary students are only able to answer knowledge and comprehension questions, in truth, these learners can answer more complex queries as well. After your students have answered knowledge and comprehension questions, challenge them by moving up in the taxonomy.
Question throughout the lesson. Don't save all of your questioning for the end of the lesson, but instead pause periodically and pose questions throughout. By doing so, you can check your students' understanding throughout your instruction and keep them engaged in the lesson.
Use oral questioning for quick understanding checks. Oral questions can be just as effective as written ones. By posing oral questions to your primary students, particularly those who have not yet mastered the skill of reading, you can get a quick picture of their understanding.
Allow adequate wait time. If you ask a question and no students raise their hands, don't simply move on. Instead, pause and allow the question to sink in for your students. Wait for at least 30 seconds, counting to ensure that you do wait for this allotted time, before you move on or give the students additional hints.
Praise learners for their correct answers. Some primary students are hesitant to attempt questions because they fear that they will answer incorrectly. By praising students who do answer correctly you can potentially encourage students who would otherwise not have answered to give answering a shot.