Question of the day

 Have you ever thought about implementing question of the day in your classroom, but wasn't sure how or why you should?  I will share with you my experience and maybe that will help you with your decision.

One year I had a student that was unable to answer simple yes/no questions in a conversation.  I knew that this was a need that I needed to meet.  After my research with state standards I decided I needed to incorporate this into my curriculum.  

By incorporating this into the curriculum students are meeting the Texas Pre K Guidelines:

• PK3.II.A.1 Child responds to situations in ways that demonstrate an understanding of what has been communicated. 
• PK4.II.A.1 Child shows understanding by responding appropriately to what has been communicated by adults and peers.
• PK3.II.B.3 Child is able to communicate basic information in familiar social settings. 
• PK4.II.B.3 Child provides appropriate information in various settings.

I like using visuals in my classroom as many are not yet reading.  I found many options for questions on Teacher Pay Teacher.  I make name cards for each student in my class.  The card has their name and a picture with the same beginning sound as their name.  I then created my own sign:

Students can place their name under the yes or no column.  I don't have a pocket chart to use, so we just use sticky tack right on the wall.  At the end we count how many students said "yes" and how many said "no", and which answer has more.  This incorporates more of the Pre K Guidelines:

• PK3.V.A.2 Child counts up to 5 objects with one-to-one correspondence. 
• PK4.V.A.2 Child counts up to 10 objects with one-to-one correspondence.
• PK3.V.A.3 Child counts up to 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. 
• PK4.V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. 
• PK3.V.A.8 Child compares sets of objects up to 5 using comparative language (e.g., more than, less than, same number of). 
• PK4.V.A.8 Child compares sets of objects up to 10 using comparative language (e.g., greater/more than, less/fewer than, equal to/same number of). 

I apply this same idea for "would you rather" questions, and voting. 

Student answering the question Would you rather go on a hayride or play in a pile of leaves?

We can then take this information and put it into a graph to incorporate more standards.

• PK3.V.E.2 Child participates in group activities of collecting data and organizing it into graphic representations. 
• PK4.V.E.2 Child collects data and organizes it in a graphic representation.

I feel like this met the need I saw for that 1 student while giving my whole class something they had been missing.  I love incorporating all types of questions during my morning meeting.  It helps us grow as a community while tackling some of those standards in a fun and engaging way.

If you would like to start your journey incorporating questions into your curriculum, or maybe you already do but are looking for something to change it up.  You can get this FREE yes/no sign here!

Leave me a comment below and let me know how you plan to or already do incorporate questions into your curriculum.