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Literacy Work Aligned with Common Core Standards, Depths of Knowledge, &

PARCC

Patty McGee, Coordinator of Professional Learning in LiteracyNorthern Valley Curriculum Centerpattymcgee33@gmail.com

Thank you for… Participating actively in the work Listening with the intent to learn Offering your own thoughts and ideas Supporting the learning of others Being present – silence phones, etc.

Norms

JigsawRead the article and be prepared to talk about the following questions:

1. What does the author want you to know or understand?

2. What is evidence of this understanding?

3. What do you think about this?

Common Core: Doug Reeves and Marc Aronson

{Complex Thinking and the Common Core

Depth of Knowledge

Why Depth of Knowledge (DoK)?

Mechanism to ensure that:

• The intent of the standard and the level of student demonstration required by

that standard matches the assessment items

• Teachers are teaching to a level that will promote student achievement

It’s NOT about the verb...

The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

Same Verb—Three Different DOK Levels

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

Same Verb—Three Different DOK LevelsDOK 1- Describe what a theme is. (Requires simple

recall)

DOK 2- Describe the difference theme and plot. (Requires cognitive processing to determine the differences in the two literary elements)

DOK 3- Describe the common theme in two texts and critique which author better addresses the theme. (Requires deep understanding of theme, evidence, and craft using more complex thinking to create something original)

Same Verb—Three Different DOK LevelsDOK 1- Describe what a primary source is. (Requires

simple recall)

DOK 2- Describe the difference between primary source and a secondary source. (Requires cognitive processing to determine the differences in two elements)

DOK 3- Describe how you might use a primary source and a secondary source to better understand a particular event in history. (Requires deep understanding of use of sources and an explanation of ‘how’)

DOK is about complexity

Level 1: Recall and ReproductionLevel 2: Skills & ConceptsLevel 3: Strategic ThinkingLevel 4: Extended Thinking

Webb’s Four Levels of Cognitive Complexity

• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure

• Answering a Level 1 item can involve following a simple, well-known procedure or formula

DOK Level 1: Recall and Reproduction

Skills/Concepts: DOK Level 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

• Actions imply more than one mental or cognitive process/step

Strategic Thinking: Level 3

• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning

• The cognitive demands are complex and abstract

• A guiding question with more than one possible answer and requires students to justify the response

Extended Thinking: Level 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 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

Using our shared reading of “Wings”, what work could we do at each level of DOK? Turn & talk…

Level 1:

Level 2:

Level 3:

Level4:

DOK in Action

Understanding the Common Core Standards

What do the standards say? What are some highlights and

important parts? What should we infer? What should we avoid? How does this align with current

instruction? How does it differ?

Studying Each Strand: Questions for Consideration

Tier 1, 2, 3 Words

Tier 1: the most basic words, found often in conversation, rarely require instruction (tired, run, dog, warm)

Tier 2: high utility and found most often in written text, have a powerful impact on verbal functioning (contradict, freedom, devour)

Tier 3: infrequently used words, often limited to specific topic or domain, best used when a need arises (stamen, petal, leaf, photosynthesis)

A Test for Tier 2 vs. Tier 3 Words:

If you can predict the words likely to be used in a specific text, it is probably a Tier 3.If you can’t it is probably a

Tier 2.

Nvcc.nvnet.orghttp://tinyurl.com/pattycontentareabinder

Resources

Wrapping it up…

What shifts do you notice in the standards?

What themes have emerged in our conversations and reading?

What are the next steps from here?