• Yellow highlighted, are the questions asked by the teacher. There were no questions asked by children. The questions they may have asked is if they questioned their answer to the teacher’s questions.
Analyzing Questions o Next to the highlighted question, in () I put if the questions were open- or close-ended. During the minutes I transcribed, only two of my questions were open-ended. All other questions, were questions that looked for a correct answer. For an example, when I ask, “what is the beginning sound of bee” I’m looking for the children to say the /b/ sound. o Almost every time that I ask a question to the children, I get a response. Sometimes the response may be what I wasn’t looking for, but they were getting the concept …show more content…
During one part of the conversation, when the children were having a hard time answering what the beginning sound of the word was, I gave the children other words that they may have been more familiar with. (As seen above, I used car as an example to explain the /c/ sound). This would allow the children to make the connection to beginning sounds more clear. When using words the children are familiar with, will hopefully help them make the connection to words that have similar beginning sounds. o It would have been hard to do in this type of setting, but I should have tried to ask more open-ended questions. This would allowed us to explore similar beginning sounds and get a better understanding of what sounds different letters makes. After initially asking what sound they may think it is, I could have asked, “What other words make the /m/ sound like mitten.” Answers could vary from, ‘mom’ to ‘muffin’. When they make these connections, they may better understand the beginning sounds of words. o The biggest pattern of speech I found about myself when asking questions, is almost always, starting with the word, “what.” I also noticed that I used the phrase, “what does” and “what is”. This sets me up to receive a yes or no answer, or just one correct answer. If I want to ask more
Analyzing Questions o Next to the highlighted question, in () I put if the questions were open- or close-ended. During the minutes I transcribed, only two of my questions were open-ended. All other questions, were questions that looked for a correct answer. For an example, when I ask, “what is the beginning sound of bee” I’m looking for the children to say the /b/ sound. o Almost every time that I ask a question to the children, I get a response. Sometimes the response may be what I wasn’t looking for, but they were getting the concept …show more content…
During one part of the conversation, when the children were having a hard time answering what the beginning sound of the word was, I gave the children other words that they may have been more familiar with. (As seen above, I used car as an example to explain the /c/ sound). This would allow the children to make the connection to beginning sounds more clear. When using words the children are familiar with, will hopefully help them make the connection to words that have similar beginning sounds. o It would have been hard to do in this type of setting, but I should have tried to ask more open-ended questions. This would allowed us to explore similar beginning sounds and get a better understanding of what sounds different letters makes. After initially asking what sound they may think it is, I could have asked, “What other words make the /m/ sound like mitten.” Answers could vary from, ‘mom’ to ‘muffin’. When they make these connections, they may better understand the beginning sounds of words. o The biggest pattern of speech I found about myself when asking questions, is almost always, starting with the word, “what.” I also noticed that I used the phrase, “what does” and “what is”. This sets me up to receive a yes or no answer, or just one correct answer. If I want to ask more