Viewing is no longer a stand alone standard.
It is embedded in reading, for example looking at a
piece of art as a reading piece.
Types of writing:
Argumentative/opinion pieces
Informative/explanatory writing
Narrative texts
Research projects (short as well as sustained
inquiry)
Prepositions
1.
2.
Receive a standard and write an activity or
assessment you would use with this
standard. (On a large post it)
Place your post it on the chart labeled with
your standard.
Webb’s Depth of Knowledge levels:
Recall and Reproduction:
Level 1
Skills & Concepts:
Level 2
Strategic Thinking:
Level 3
Extended Thinking:
Level 4
`
`
`
`
Most state/national tests will have DOKs
1,2,3; however, the PARCC test in 2014-2015
will have DOK 4.
DOK is not an exact science.
DOKs can help you determine the “steps”
your students must take to get the right
answer.
DOK is not about difficulty but more about
the thinking process.
`
DOK 1 requires recall of information, such as a
fact, definition, term, or performance of a
simple process or procedure.
Locate or recall facts explicitly found in text.
Create 2 DOK 1 assessments.
`
`
DOK 2 includes the engagement of some mental
processing beyond recalling or reproducing a
response. Items require students to make some
decisions as to how to approach the question or
problem.
These actions imply more than one mental or cognitive
process/step.
Identify and summarize the major events, problem,
solution, conflicts in literary text.
Explain the cause-effect of historical events.
Create 2 DOK 2 assessments.
`
DOK 3 requires deep understanding as
exhibited through planning, using evidence,
and more demanding cognitive reasoning. The
cognitive demands at Level 3 are complex and
abstract.
`
An assessment item that has more than one
possible answer and requires students to
justify the response they give would most
likely be a Level 3.
Analyze or evaluate the effectiveness of literary
elements (e.g., characterization, setting,
point of view, conflict and resolution, plot
structures).
Explain, generalize or connect ideas, using
supporting evidence from a text or source.
Create 2 DOK 3 assessments.
`
DOK 4 requires high cognitive demand and is
very complex. Students are expected to make
connections—relate ideas within the content
or among content areas—and have to select or
devise one approach among many alternatives
on how the situation can be solved.
`
Due to the complexity of cognitive demand,
DOK 4 often requires an extended period of
time.
`
`
Write and produce an original play.
Gather, analyze, organize, and interpret
information from multiple (print and nonprint sources) to draft a reasoned report.
Create 2 DOK 4 assessments.
` The
Depth of Knowledge
is NOT determined by the
verb but the context in
which the verb is used
and the depth of thinking
required.
•
•
•
DOK 3- Describe how the author of a short story
must be cognizant of how much space he
actually has to develop the elements of the story
because he is confined by that space. (Requires
deep understanding of the elements of a short story
and the definition of the short story genre)
DOK 2- Describe the difference between a short
story and a novel. (Requires cognitive processing to
determine the differences in the two genres)
DOK 1- Describe the characteristics of a short
story. (Simple recall)
`
`
`
Depth of Knowledge (DOK) is a scale of cognitive
demand.
DOK requires looking at the assessment
item/standard-not student work-in order to
determine the level. DOK is about the
item/standard-not the student.
The context of the assessment item/standard
must be considered to determine the DOK-not just
a look at what verb was chosen.
`
`
`
Students read two texts on the topic of pancakes (Tomie
DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a
Pancake”) and distinguish between the text that is a storybook
and the text that is a poem.[RL.K.5]
After listening to L. Frank Baum’s The Wonderful Wizard of Oz,
students describe the characters of Dorothy, Auntie Em, and
Uncle Henry, the setting of Kansan prairie, and major events
such as the arrival of the cyclone. [RL.1.3]
Students (with prompting and support from the teacher) when
listening to Laura Ingalls Wilder’s Little House in the Big Woods
ask questions about the events that occur (such as the encounter
with the bear) and answer by offering key details drawn from the
text. [RL.1.1]
Source: Appendix B, Common Core State Standards
`
`
`
Students compare and contrast coming-of-age stories by
Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The
Birchbark House) by identifying similar themes and examining
the stories’ approach to the topic of growing up. [RL.5.9]
Students refer to the structural elements (e.g., verse, rhythm,
meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when
analyzing the poem and contrasting the impact and differences
of those elements to a prose summary of the poem. [RL.4.5]
Students determine the meaning of the metaphor of a cat in Carl
Sandburg’s poem “Fog” and contrast that figurative language to
the meaning of the simile in William Blake’s “The Echoing Green.”
[RL.5.4]
Source: Appendix B, Common Core State Standards
`
`
`
Students analyze Walt Whitman’s “O Captain! My Captain!” to uncover
the poem’s analogies and allusions. They analyze the impact of specific
word choices by Whitman, such as rack and grim, and determine how
they contribute to the overall meaning and tone of the poem. [RL.8.4]
Students provide an objective summary of Frederick Douglass’s
Narrative. They analyze how the central idea regarding the evils of
slavery is conveyed through supporting ideas and developed over the
course of the text. [RI.8.2]
Students trace the line of argument in Winston Churchill’s “Blood, Toil,
Tears and Sweat” address to Parliament and evaluate his specific claims
and opinions in the text, distinguishing which claims are supported by
facts, reasons, and evidence, and which are not. [RI.6.8]
Source: Appendix B, Common Core State Standards
` Students analyze in detail the theme of relationships between mothers
and daughters and how that theme develops over the course of Amy
Tan’s The Joy Luck Club. Students search the text for specific details that
show how the theme emerges and how it is shaped and refined over the
course of the novel. [RL.9–10.2]
`
`
Students determine the purpose and point of view in Martin Luther King,
Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to
advance his position. [RI.9–10.6]
Students compare two or more recorded or live productions of Arthur
Miller’s Death of a Salesman to the written text, evaluating how each
version interprets the source text and debating which aspects of the
enacted interpretations of the play best capture a particular character,
scene, or theme. [RL.11–12.7]
Source: Appendix B, Common Core State Standards
`Gallery
WALK!!!
`
`
Take one of the strands from the CCGPS and
DOK the spiraled standards.
Share your answers and justify as you discuss