9/29 & 10/2 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please note the corrected ACT date for April. I initially told you this test was on 3/14. It is on 4/14. Then, please retrieve your DOK note sheet, a highlighter, and a pen.

DOK DOK Level 1 DOK Level 2 DOK: Level 3 DOK: Level 4 Literal Requires recall of information such as a fact, term, definition, or a simple procedure Requires students to demonstrate a rote response or perform a simple procedure Interpretative Requires mental processing beyond recall or reproducing an answer Students must make some decisions about how to approach a problem Cognitive demands are more complex than in Level 1 Evaluative Requires planning, thinking, explaining, justifying, using evidence, conjecturing, and postulating Cognitive demands are complex and abstract Extended Thinking Requires complex reasoning, planning, developing, and thinking Usually requires extended time Requires higher-order thinking

DOK – Class Example Literal DOK Level 1 DOK Level 2 DOK: Level 3 DOK: Level 4 Literal List the items necessary to make a peanut butter and jelly sandwich Interpretative Consider the items necessary to make a peanut butter and jelly sandwich and use them in such a way to make a sandwich. Evaluative Why would one serve peanut butter and jelly at a 7-year-old’s birthday party instead of liver and onions? Extended Thinking You have been tasked with organizing the food for a 7-year-old boy’s birthday party. There will be 10 guests plus the birthday boy. He has invited 5 boys and 5 girls. Parents will not be eating.

DOK – Small Group Example DOK Level 1 DOK Level 2 DOK: Level 3 DOK: Level 4 Literal List the items necessary to … Interpretative Consider the items necessary to…and use them in such a way to ... Evaluative Why would…? Extended Thinking Please work with your group for 15 minutes to create your own sequenced example of the levels of thinking. You may use any topic that is school appropriate. Then, use your knowledge to code the questions of “Yellowstone Autumn.” Hold on to your copy of the text.

10/3 & 10/4 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Quarter 1 Quote Response Re-Write for turn-in. You will be turning in TWO pieces of paper, together, at one time: The first is the ORIGINAL quote response which should be properly labeled and dated. This is a notebook sheet of paper. The second is the RE-WRITE of the quote response which should be properly labeled and dated. This is a computer sheet of paper. Do NOT staple. When finished with all tasks, place the RE-WRITE on top. When all quad members have finished, prepare your pile for turn-in. You will have 5 minutes to finish all tasks and to have your papers present in the pile at the front of each row.

QUARTER 1 QUOTE RESPONSE REWRITE

10/3 & 10/4 Next, please retrieve a sheet of paper and label and date it: 10/3 or 10/4 Essential Question #4: What reading strategies can I use to navigate difficult text? Now, brainstorm a list of reading strategies that you currently use while reading.

10/3 & 10/4 Now, let’s take a look at the Reading Strategies I Can Use to Navigate Difficult Text handout. You will need a red, blue, black, & green pen. You will need a highlighter.

10/3 & 10/4 META-COGNITION - higher-order thinking that enables understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning Know when you do and do not understand a text. Ask and answer 3 questions while reading to monitor understanding: What kind of things am I doing to help myself understand this passage? Why am I doing these things? How do they help me, if at all?

ONE MUST BE WILLING TO READ THE TEXT MULTIPLE TIMES, IF NECESSARY. Questioning – Generate a list of initial questions, revisit questions while reading, & generate new literal, interpretive & evaluative questions while reading for each paragraph – How?, Why?, To What Extent? Visualizing – Search for sensory details that help you to see, hear, or feel what the author is trying to say; come up with analogies to visualize the ideas Determining Importance – Evaluate evidence to determine what matters most – What is the purpose of this information? Making Connections – Relate the text to personal experiences, the real world, & other texts Inferring – Make an educated guess using background knowledge gained in life AND evidence from the text Synthesizing – Take information or skills learned and apply to a new situation

10/5 & 10/6 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a piece of paper and label and date it: Quote Response #8 – 10/5 or 10/6. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “A bad habit never disappears miraculously; it’s an ‘undo-it-yourself’ project.” Abigail Van Buren_ Advice Columnist & author of “Dear Abby” Life Skill: Gumption - initiative, resourcefulness

10/5 & 10/6 Next, please prepare for a whole-group, teacher-modeled annotation activity using our “Yellowstone Autumn” homework. You will need a blue, black, green, & red pen. For today’s activity, if you do not have your own utensils, you may borrow mine. In order for you to complete future activities and homework assignments accurately and efficiently, you will need your own. You will see that I take annotation very, very seriously, and that I believe the annotation strategy to be the single most important reading strategy to prepare your for success after graduation.

Insert “Yellowstone Autumn” Annotated Copy – Page 1