Open Ended Question In Spanish 5th Grade

Open Ended Question In Spanish 5th Grade

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1. Because there is no certain anwers for the open-ended questions, so it gives them opporttunities to talk and share thier ideas more confidently, as no one will say you are wrong. And by talking, teacher will know how to support them better.

1. Open-ended questions empower students, especially English Language Learners, because it is a way for students to do more of the talking than the teacher, gets students engaged in dialogue, and gives students the ability to answer questions in many different ways. They also give the students the opportunity to give more than just a yes or no answer. They give students the opportunity to build on each other's thoughts and reach conclusions together.

I love open ended questions because it does allow the student to do more of the talking and practice theri oral communication skills. It also helps the teacher assess what the student knows or has learned about a certain topic.

+++ 00:00:28 +++Julia Gelormino: I use open-ended questions as often as possible as a strategy for my English Language Learners, and for all students. Because it's a way for them to do more of the talking.Julia Gelormino: So, Fenali [ph?], today can you tell us how many dots did you see?Fanali: I see three.

+++ 00:02:15 +++Julia Gelormino: For open-ended questions, usually the best practice that I found is to write them out and have them posted. Even if it's just in the back of the classroom. Because then you can always refer to those questions. And the more that you practice asking them, the better you'll get, and the more natural they'll become.

+++ 00:02:44 +++Julia Gelormino: With open-ended questions, it's a way to kind of place trust in your students answering the questions. It gets you away from doing all the talking, or giving them the answer. It gets them to build more competence in that area. It holds them to a higher expectation.Julia Gelormino: So the first partner was what everyone?Students: Eight!Julia Gelormino: Eight. And the partnership was?Students: Ni--Julia Gelormino: Two! So we had eight and?Students: Two!

Open-ended questions are an effective way to challenge your students and learn more about how they think. They encourage extended responses and allow your students to reason, think, and reflect. Some examples of open-ended question include, "What do you think... ?" and "How did you decide... ?"

At first, it can be hard to incorporate open-ended questions into your daily routines and lesson plans. But, with some practice, they can help you transform your classroom's learning environment, and the way your students think about the world. We've got three resources below that will teach you more about the basics of open-ended questions and how to incorporate them into your classroom.

Our e-book, All About Open-Ended Questions, is a great starting point. You'll learn about the basics of open-ended questions, gain some strategies for incorporating them into the classroom, and discover how you can help your students answer them. There's also several open-ended question starters sprinkled throughout the e-book so you won't have to come up with all of them on your own.

Our webinar about open-ended questions in the early learning classroom digs a little deeper into open-ended questions. You'll get exercises to help you generate your own open-ended questions, strategies for "encouraging children to reflect and respond," and learn how open-ended questions fit into the CLASS tool.

This infographic is perfect for those of you who want to learn about the basics of open-ended questions in an easy-to-read format, or for those of you who need a refresher on the basics of open-ended questions. Print it out and carry it with you, and share it with your colleagues!

Each day, I follow the same routine with my Spanish I courses. Our daily warm-up activity consists of writing out and reciting the date and weather in Spanish, along with another review-based task (typically practicing on Quizlet or answering open-ended questions). This ensures that students are thinking in the target language and using it from the moment they step into the classroom. Repeating the date, weather, and some basic questions each day also helps build confidence over time. Students are never confused or lost when they walk in because they know what to expect.

Parents/guardians may only appeal a score on a high school assessment that is being used by a student as a pathway to demonstrate post-secondary career or college readiness. A score appeal results in a review of particular scoring errors, such as errors on open-ended items or incorrect score calculations. Further information is available at Appealing a High School Testing Score. An appeal request form will be provided when the parent/guardian reviews the test.

These prompts usually begin with what, where, when, why, and how questions. Like open-ended prompts, wh- prompts focus on the pictures in books. For example, you might say, "What's the name of this?" while pointing to an object in the book. Wh- questions teach children new vocabulary.

Distancing prompts and recall prompts are more difficult for children than completion, open-ended, and wh- prompts. Frequent use of distancing and recall prompts should be limited to four- and five-year-olds.

The teacher asks an open-ended question and students think quietly about it for a minute or two. Then every student pairs up with a partner and they discuss the question for two to five minutes. Finally, the whole class engages in a discussion where students raise their hands and share all the thoughts and ideas they've gathered.

Teachers utilizing best teaching practices engage their students with content in multiple ways and provide open-ended formats to respond to questions. These new, non-multiple choice items are more like the questions teachers ask in class. Many new item types (multiselect, hot spot, hot text, etc.) also allow for polytomous scoring or partial credit. Multiple choice and griddable answers are scored dichotomously; they are either right (worth one point) or wrong (worth no points). Depending on the individual question, the new item types can be worth multiple points. Other than the extended constructed response items, the maximum number of points any of the items in the new item sampler sets is worth is two points.

TEA is set to release the list of new item types used on future STAAR tests by grade level and content area in the summer of 2022. The information in this chart and provided below is preliminary and represents the subset from which the new STAAR questions will be pulled.

Sample sets of the new item types can be found on the Online Practice Test site (site best viewed from desktop computer). Use Guest User and Guest Session to log in. Select the grade level desired and then one of the green New Item Type selections to see the items. You can also select any online accessibility features you may want to preview. Answer keys to the new item type questions are also available.

Hot text items are similar to hot spot items but with words instead of graphics. The student must click on one or more hot texts (words, phrases, sentences, etc.) to indicate their response to a question. Hot text items may be included on STAAR 3-5 RLA, 8th grade social studies, and U.S. History EOC tests. Text that is available to be chosen will be clearly indicated, and text that has been chosen by the student as an answer will be clearly indicated in another manner. If multiple groups of hot text are to be chosen, the item may tell the student how many they are to choose. If the number is given, the student will not be allowed to choose more hot test groups than indicated. To change an answer choice, the student must re-click the hot text they do not want to be included before clicking the new one.

Extended constructed response (ECR) items will require the student to provide an in-depth response by explaining, analyzing, and evaluating information in a reading selection or stimulus. Extended constructed response items may be included on any STAAR RLA test (3-8 or EOC). 3rd-5th grade ECR items will be either informational or argumentative, and 6th-8th and EOC ECR items will be either information, argumentative, or correspondence. The genres of the ECRs will not be released before testing.

This type of question is used to gain more insight into how the respondent feels. These require a lot of attention, so only use them when it really makes sense. Open-ended questions are helpful because the respondent's answer is not based on the researcher's assumptions. Instead, it's a personalized answer every time. These questions are more time consuming to analyze but provide real feedback.

After some practice with choral responses, have students talk with each other in pairs. Pairs provide more opportunity for all students to be included in a conversation than groups of four. Again, prompt the students with an open-ended question without any wrong answers to help them explain their thinking and reasoning.

Tip: The response to this question will vary from teacher to teacher. Be honest about your teaching style, but be sure to indicate that you are able to adopt a variety of different styles of teaching when they are suitable to a particular situation and to meet the needs of the students. This allows the interviewer to see that you are capable of handling a vast array of situations and students and that you have a range of different skills that you can draw from when needed. This makes you more appealing for a variety of different openings within the district.

Tip: When answering this question, it is good if you can provide examples of successful lesson plans that you have taught, and that you take these examples and focus on how you determined them to be successful. Interviewers know that planning lessons is an integral part of teaching and they also know that teachers who are successful are great planners. Placing an emphasis on the fact that that you are continually analyzing the lessons that you present, looking for weaknesses and strengths, shows the interviewer that you are always open to improvements and that you are constantly working on further developing this skill. 2b1af7f3a8