1. Depth of Knowledge: Elementary ELA Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Belinda Louie, Ph.D.

2. DOK Elementary ELA Module Learning Goals Define (DOK1) DOK Levels Categorize (DOK2) existing Smarter Balanced problems by DOK Level Cite evidence (DOK3) for DOK Levels in existing and developed problems Modify/revise (DOK3) existing Smarter Balanced materials to vary DOK level Create (DOK4) balanced assessment DOK1: Recall DOK2: Skill/Concept DOK3: Strategic Thinking DOK4: Extended Thinking

3. Group work after presentation: 1. Categorization exercise: DOK analysis Please see handout.

4. Group work after the presentation 2. Extended Thinking: Teachers will work in pairs to create reading and writing performance tasks (instructional activities) for each DOK level using your own texts.

5. Webb’s DOK or “How deep can your students go?” CCSS alone do not bring rigor to the classroom Webb’s DOK is one tool to analyze cognitive demand intended by the standards DOK can facilitate differentiated instruction to accommodate English language learners, students with special needs, and gifted leaners DOK1: Recall DOK2: Skill/Concept DOK3: Strategic Thinking DOK4: Extended Thinking

8. Applying DOK to Lessons DOK coding helps scaffold lessons and balance assessments Students should be exposed to activities that represent all DOK levels Smarter Balanced practice problems may be modified to scaffold students to designated DOK Level DOK1: Recall DOK2: Skill/Concept DOK3: Strategic Thinking DOK4: Extended Thinking

9. Cognitive Rigor and Depth of Knowledge The level of complexity of the cognitive demand. Level 1: Recall and Reproduction Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Level 2: Basic Skills and Concepts Requires the engagement of some mental processing beyond a recall of information. Level 3: Strategic Thinking and Reasoning Requires reasoning, planning, using evidence, and explanations of thinking. Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.

11. Reading DOK 1 - Support ideas by reference to verbatim or only slightly paraphrased details from the text. - Use a dictionary to find the meanings of words. - - Recognize figurative language in a reading passage.

12. Can you recall ? When did happen? Who was ? What is ? How can you find the meaning of ? Can you recall ? Can you select ? How would you write ? What might you include on a list about ? Who discovered ? What is the formula for ? Can you identify ? How would you describe ?

13. Reading DOK 2 - Use context cues to identify the meaning of unfamiliar words, phrases, and expressions that could otherwise have multiple meanings. - Predict a logical outcome based on information in a reading selection. Identify and summarize the major events in a narrative.

14. Can you explain how affected ? How would you apply what you learned to develop ? How would you compare ? Contrast ? How would you classify ? How are alike? Different? How would you classify the type of ? What can you say about ? How would you summarize ? What steps are needed to edit ? When would you use an outline to ? How could you organize ? What would you use to classify ? What do you notice about ?

15. Reading DOK 3 - Explain or recognize how the author‟s purpose affects the interpretation of a reading selection. - Summarize information from multiple sources to address a specific topic. - Analyze and describe the characteristics of various types of literature.

16. How is related to ? What conclusions can you draw ? How would you adapt to create a different ? How would you test_ ? Can you predict the outcome if ? What is the best answer? Why? What conclusion can be drawn from these three texts? What is your interpretation of this text? Support your rationale. How would you describe the sequence of ? What facts would you select to support ? Can you elaborate on the reason ? What would happen if ? Can you formulate a theory for ? How would you test_ ? Can you elaborate on the reason?

17. Reading DOK4 - Analyze and synthesize information from multiple sources. -Examine and explain alternative perspectives across a variety of sources. - Describe and illustrate how common themes are found across texts from different cultures.

18. Writing DOK1 - Use punctuation marks correctly. - Identify Standard English grammatical structures, including the correct use of verb tenses. -Listing/generating ideas or words prior to developing written composition -Writing simple sentences -Using punctuation marks and capitalization correctly in writing and editing -Identifying misspelled words in a written passage

19. Writing DOK2 -Construct or edit compound or complex sentences, with attention to correct use of phrases and clauses. -Use simple organizational strategies to structure written work. -Write summaries that contain the main idea of the reading selection and pertinent details.

20. Writing DOK 3 - Support ideas with details and examples. -Use voice appropriate to the purpose and audience. -Edit writing to produce a logical progression of ideas. -Note-taking or outlining as a means of organizing ideas for writing -Developing text which may be limited to one paragraph -Constructing a variety of sentence types -Editing final drafts of compositions for mechanics and conventions - Developing compositions that include multiple paragraphs -Using complex or varied sentence structures written compositions -Showing awareness of audience and purpose through focus, organization, voice/tone -Editing and revising to improve the quality of the composition

21. Writing DOK 4 - Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both. -Demonstrating evidence of a deep awareness of purpose and intended audience -Creating compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas or themes -Writing an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both

22. Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about ? DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking.

23. Writing sample analysis

24. 12 th grade Writing Task 1 Situation: From a very young age we are taught to follow the rules at home, then at school, and, later, on the job. Think of a time when you needed to know the rules. What happened? Why were the rules important? Could someone else learn from your experience? Writing Task: Write an editorial for your school newspaper about the importance of rules. Support your idea by writing about a time when knowing the rules proved to be important.

25. Writing-HS-1-DOK3- WR-HS-1.1.3, WR-HS-1.2.3, WR-HS-2.3.3, WR-HS- 2.4.3,WR-HS-3.5.3, WR-HS-3.6.0 Writing Task 1 Annotation: The item requires the student to conduct some higher level mental processing. Students are engaged in writing an editorial that includes consideration of the audience and purpose provided in the prompt. The student shows awareness of the audience through usage of a formal tone and focuses on telling when knowing the rules was important. The student organizes the writing in order to set a context for the reader and to provide narrative details developing the lesson learned. Complex sentences may be evident. Students are engaged in revising and editing to improve the quality of the writing.

26. What are some possible DOK 1, 2 and 4 tasks?

27. Group work after presentation: 1. Categorization exercise: DOK analysis Please see handout.

28. Group work after the presentation 2. Extended Thinking: Teachers will work in pairs to create reading and writing performance tasks (instructional activities) for each DOK level using your own texts.