These are the kind of questions that teachers often ask that have the ability to drive me batty!!
There are so many variations in how teachers approach things that it makes giving a clear answer very challenging. I often find myself saying "well, that depends".
Based on your description my guess is that would be a better example of Quality of Feedback if the teacher is giving hints/assists to help children figure it out, or prompting their thoughts processes in examining why they gave their answer.
However, if the teachers is having a child compare the sound of a known word to the sound of another word, or having the child problem solve how he could find the answer, or classifying pictures based on the beginning sound...then those items could fit the Analysis and Reasoning piece of concept development.
Reading the definition at the top of the face pages in the manual has been very helpful for me as well as reading the Low/Mid/High sections.
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Tamara De Los Santos
Fairbanks AK
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Original Message:
Sent: 02-26-2020 07:50
From: Robert Gundling
Subject: Concept Development - Pre-k
As I am working to deepen my understanding of Concept Development for Pre-k, I am wondering if an example of reasoning or analysis would be when a teacher is engaged in an activity with a child or a group of children and supporting the children in learning how to identify the beginning sound and letter that represents that sound in a word.
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Robert Gundling
Alexandria VA
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