Forming, Answering, and Scoring Open-Ended Questions

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All teachers should encourage higher-level thinking in their classrooms. By forming open-ended questions that use words from the higher levels of Bloom's Taxonomy, your students will develop their critical thinking skills. Being able to form higher-level questions will allow you to bring a wide variety of texts into your classroom.

OBJECTIVE
Students will:

• Work cooperatively
• Make and explain connections between texts and personal lives
• Develop critical-thinking skills
• Use scoring rubrics for peer feedback and evaluation as well as self-reflection

LESSONS FOR THIS UNIT
Lesson 1: Forming Open-Ended Questions
Lesson 2: Answering and Scoring Open-Ended Questions

REPRODUCIBLES
Open-Ended Scoring Rubric (PDF)

SUPPORTING BOOKS

Book for Writing Open-Ended Questions

Miriama Sesay-St. Paul is a teacher at Malcolm X Shabazz High School in Newark, New Jersey.

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  The Frog in the Pond by Wil Mara and Cheryl Mendenhall SET FEATURES:     Familiar ideas, objects, actions, and vocabulary     Simple, short sentences     Frequent word repetition     One to four lines of text per spread     "New word" lists help build reading vocabularies     Skill-specific series promotes independent reading     Meets Reading First funding $13.65 You save: 30% Library Binding | Grades 1-2

  
  The Frog in the Pond
  Grades 1-2 $13.65
  
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  Little Sister, Big Mess! by Jane E. Gerver and Shelley Dieterichs SET FEATURES:     Familiar ideas, objects, actions, and vocabulary     Simple, short sentences     Frequent word repetition     One to four lines of text per spread     "New word" lists help build reading vocabularies     Skill-specific series promotes independent reading     Meets Reading First funding $13.65 You save: 30% Library Binding | Grades 1-2

  
  Little Sister, Big Mess!
  Grades 1-2 $13.65