1. Sunset Elementary October 21, 2015
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Sunset Elementary
October 21, 2015

2. Why are we here?
Making Meaning is not perfectly aligned—in terms of rigor—with CCSS expectations
Will we get a new curriculum?
Not in the next few years, with a new math program coming next year
Meanwhile, we’re teaching you to fish.
Giving you tools you can use with any literary text
Why? So our kids will be better prepared to meet standards.

3. How do you make Making Meaning more meaningful?

4. Learning Targets
Gain awareness of depth of knowledge (DOK) in order to distinguish surface level questions from those that lead to deeper thinking.
Notice the 6 signposts in literary texts and use the anchor questions to deepen responses to the text.
Apply DOK and/or signpost anchor questions to Making Meaning lessons to deepen comprehension and build student independence in thinking about reading.
confidence

5. Introduction to DOK
6 signposts for literary texts
Planning for deeper discussions in MM lessons

6. Introduction to Depth of Knowledge (DOK)

7. Standards are assessed at specific DOK
Focus 1 2 3 4
RL1 / RI1
Explicit details & inferences from text X
RL2 / RI2
Summaries, central ideas, & themes
RL3 / RI3
Story elements; interaction of individuals, events, or ideas over the course of a text
RL4 / RI4
Meaning of words & phrases in context; literal vs. nonliteral language; domain specific vocabulary
RL5 / RI5
Literary structural elements; informational text features & structures
RL6 / RI6
Points of view (self vs. author, author vs. author)
RL7 / RI7
Use of visual & quantitative elements for learning or locating information
--- / RI8
Logic, claims & arguments presented in the text
RL9 / RI9
Story elements, themes & topics across texts; integrating information from multiple texts
Determined by SBAC: For all but one of the standards, students are expected to be able to answer questions at DOK 3 and higher: with multiple correct answers as long as there is evidence to support

8. Depth of Knowledge Indicates Complexity
Recall of a fact, information, or procedure (1 right answer) What is a chocolate chip?
DOK 1
Skill/concept: Apply conceptual knowledge or multi-step procedures (1 right answer) Describe the steps in making a chocolate chip cookie.
DOK 2
Strategic thinking: Reasoning abstractly, planning and solving a non-routine problem What are the most essential ingredients in a chocolate chip cookie recipe? Explain.
DOK 3
Extended thinking: Investigation and research, often across content areas Describe 3 ways to change popular cookie recipes to make them healthier without sacrificing taste.
DOK 4

9. Dispelling Misconceptions: DOK is…
NOT about difficulty
Defining existentialism is more difficult than defining organism, but both are DOK 1
4,678, ,578,885 is more difficult than 4+4, but both are DOK 1
NOT prescribed based on ability or age
Some wrongly conclude DOK 1 is for the “low group” and DOK 4 is for the “highly capable” or that DOK 1 is for elementary while DOK 3-4 is for high school

10. General rules of thumb…
If there’s only one right answer, it’s DOK 1 or 2  
DOK 1: you either know it (recall, locate, or do it) or you don’t
DOK 2: apply more than one step or concept
If there’s more than one solution or approach, requiring evidence, it’s DOK 3 or 4
DOK 3: requires reasoning supported by evidence
DOK 4: all of DOK 3 + use of multiple sources or texts

11. Practice: Match the questions/tasks to their DOK levels
Recall of information or procedure
Concept or multi-step procedure
Strategic thinking; solving a non-routine problem
Extended thinking, research, or investigation 1 2 3 4
Describe how Red Riding Hood’s character flaws contribute to the outcome and theme of the story
Why was Red Riding Hood going to her grand-mother’s house?
Explain one way the wolf and Red Riding Hood are similar.
Compare and contrast the use of wolf characters in Red Riding Hood and in another fairy tale.

12. Practice: Match the questions/tasks to their DOK levels
Recall of information or procedure
Concept or multi-step procedure
Strategic thinking; solving a non-routine problem
Extended thinking, research, or investigation 1 2 3 4
Describe how Red Riding Hood’s character flaws contribute to the outcome and theme of the story.
Why was Red Riding Hood going to her grand-mother’s house?
Explain one way the wolf and Red Riding Hood are similar.
Compare and contrast the use of wolf characters in Red Riding Hood and in another fairy tale.

13. Raising DOK leads to deeper thinking… and is more engaging
DOK 1-2 questions: Students see these as a “test”—they will be judged either right or wrong.
DOK 3-4 questions: Students see these as a chance to share their thinking and to hear their classmates’ ideas.

14. Pause and reflect: To what extent do you include a range of DOK levels in…
Turn & Talks?
How many questions have one correct answer? (DOK 1-2)
How many require original thinking with supporting evidence? (DOK 3-4)
Think-alouds?
Group discussions?
Written responses to reading?

15. Signposts: One Path to Rigor

16. There’s more than one way to increase depth of thinking about reading
You can use sample SBA questions to write or revise discussion questions for Making Meaning texts at the targeted DOK for each standard…
OR, you can use generic open-ended anchor questions for each of 6 “signposts” often found in literary text.

17. Signposts for Close Reading
6 signposts appear frequently in literary texts for kids
When you notice these, stop and take note— these often provide opportunities for deep thinking
Each signpost has an anchor question to stimulate deep discussion

18. Unexpected Behavior (Surprise!)
Wait, she did what!?!?
Shows us how a character changes or develops. Internal external conflict. Unexpected behavior – the answers could help you make a prediction or infer about plot of characters

19. It was then that I realized…
Aha! Moment
It was then that I realized…
Did the character figure out a problem? Understand a life lesson? (theme) Helps predict

20. Again and Again The lights flashed and flashed…
Again, I saw the lights flashing and I knew...

21. Tough Question
What should I do?
I’m so confused!

22. Words of the Wiser Listen to me, little one…
Let me give you a bit of advice…
I’ve lived long enough to know…

23. Mary thought back to when…
Memory Flashback
I remember the time…
Mary thought back to when…
She recalled the time…
Dream, vision too

24. Each signpost has an anchor question to stimulate deep discussion
Why would the character act that way?
What does this question make me wonder?
What is the life lesson and how might it affect the character?
How might this change things?
Why does this keep showing up again and again?
Why might this memory be important?
The questions are intentionally general to build student independence.

25. We teach for…
TRANSFER
Stress the importance of kids noticing this in their own books (K-1 in read alouds)

26. Listen for the signposts in this read-aloud…

27. Something to think about…
How might the signposts be useful to our developing writers?
Reading
Writing

28. Planning to Make MORE Meaning

29. Which Path Do You Choose?
Look at the MM text and the discussion questions provided.
How does the rigor (DOK) seem to compare to the standards?
Decide which questions to keep, revise, delete, and add.
Writing your own questions at specific DOK.
Resource:
Sample SBA questions
Use the signposts.
Resource:
Signpost anchor questions

30. Reflect and Share
How can your awareness of Depth of Knowledge help your students learn?
How can the signposts support students’ comprehension of literary texts?
Which resource are you most likely to use in your instruction? Why?