181. Based on Question #2 from the above website: The 4th standard listed for SDAIE suggests teaching complex thinking. I feel I am doing this with open-ended questions. How do you deal with those students that simply leave the open-ended questions blank? The same question may be asked orally and they quickly give the correct answer. What are your suggestions to this problem?

I find that students prefer NOT to write --probably because they misspell many words or cannot write correctly what they are trying to say. In that case, I try to do group compositions, that is, compositions in which ALL students can participate. This process is particularly useful for students who have difficulty expressing themselves.

In my class I have a projector that is connected to my computer so that I can type in my computer while projecting for students what I am writing. When we do group compositions the students dictate to me their ideas. I write them on my computer which is connected to the projector. ALL students in the class can see how I incorporate every student's ideas into the larger composition ALL of us are trying to write. (I did the same thing on the board before getting the projector)

You can request that each student change the class composition to better reflect (h)is/er own ideas. The students do not need to RE-DO the composition, just change sections or phrases or words. I find students prefer to do that rather than write their own composition. Or you may wish to write two or three paragraphs and then have each student add one or two of their own.

 

 


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5. Cognitive - Academic Language and Vocabulary Development
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7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

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Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
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