A factual question about a character named Mary could be: 'Who is Mary's husband', or 'Who did Mary marry?'.
We saw here that those factual questions are crucial in getting information out of the text so that we have something to think from, and think with. But factual questions, however valuable, are only a start: we need to ask interpretive questions - the Why-questions.
For example, if the factual question is Who is Mary's husband?, an interpretive question could be:
'Why did she marry him?'; or 'What could be the reasons she married him?'
Such question can only be answered by a combination of two things;
A close reading of the text
The reader's engagement with the information in order to derive possible reasons, based on what they know of Mary, her husband, her (and their) personalities, outlook on life, desires, fears, hopes etc.
Such interpretive questions are not about truth, or certainty: they are designed to elicit ideas, interpretations, possibilities, potential meanings.
Interpretive questions must not be seen as a competition between learners as to who has the most ideas: it is important to remind yourself that interpreting is - in large parts - a personal process based on objective information (the information contained in the text). That personal process therefore depends on what a reader knows, experienced, remembers, but also on their own worldview, attitudes, expectations and - yes - prejudices.
Interpretive questions are therefore a way to make those (often unconscious) judgements and views visible. It is only by making them visible that one can start to reflect on them. For example, if my answer to the question 'Why did she marry her husband' is 'She was lonely', I will say something about myself which is different from another reader whose answer would be 'Because she loves him', or 'Because she took pity on him', or 'Because she felt she had to'.
As a teacher, you need those different answers because they are different interpretations of the same fact(s) and so show clearly how differently we understand (=view, think about) the same world. Equally, those different answers help show readers how they think and view the world.