English Language Arts

Transcription

1 SUBJECT SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (DOK) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 English Language Arts Requires students to recall, observe, question, or represent facts, simple skills, or abilities. Requires only surface understanding of text, often verbatim recall. Support ideas by reference to verbatim (or only slightly paraphrased) details in text Use a dictionary to find meanings of words Recognize figurative language in a passage Identify correct spelling or meaning of words Requires processing beyond recall and observation. Requires both comprehension and subsequent processing of text or portions of text. Involves ordering, classifying text as well as identifying patterns, relationships, and main points. Use context to identify unfamiliar words Predict a logical outcome Identify and summarize main points Apply knowledge of conventions of standard American English Compose accurate summaries of the major events in a narrative Requires students to go beyond text. Requires students to explain, generalize, and connect ideas. Involves deep inferencing, prediction, elaboration, and summary. Requires students to support positions using prior knowledge and evidence and to manipulate themes across passages. Determine effect of author s purpose on text elements Summarize information from multiple sources Critically analyze literature Compose focused, organized, coherent, purposeful prose Evaluate the internal logic or credibility of a message Requires complexity at least at the level of DOK 3 but also an extended time to complete the task, such as conducting a research project over many weeks. A project that requires extended time but repetitive or lower-dok tasks is not at Level 4. May require generating hypotheses and performing complex analyses and connections among texts. Analyze and synthesize information from multiple sources Examine and explain alternative perspectives across sources Describe and illustrate common themes across a variety of texts Create compositions that synthesize, analyze, and evaluate Revised 2014 CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 4 WebbAlign (c) All Rights Reserved. WebbAlign offers alignment studies and professional development on Webb s Depth of Knowledge. Please contact us at contracts@wceps.org or for more information.

2 SUBJECT SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (DOK) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Mathematics Requires students to recall or observe facts, definitions, and terms. Includes simple one-step procedures. Includes computing simple algorithms (e.g., sum, quotient). Recall or recognize a fact, term, or property. Represent in words, pictures, or symbols a math object or relationship Perform a routine procedure, such as measuring At higher grades, solve a quadratic equation or a system of two linear equations with two unknowns Requires students to make decisions on how to approach a problem. Requires students to compare, classify, organize, estimate, or order data. Often involves procedures with two or more steps. Specify and explain relationships between facts, terms, properties, or operations Select procedure according to criteria and perform it Use concepts to solve routine multiple-step problems. Requires reasoning, planning, or use of evidence to solve a problem or algorithm. May involve an activity with more than one possible answer. Requires conjecture or restructuring of problems. Involves drawing conclusions from observations, citing evidence and developing logical arguments for concepts. Uses concepts to solve non-routine problems. Formulate original problem, given situation Formulate mathematical model for complex situation Produce a sound and valid mathematical argument Devise an original proof Critique a mathematical argument Requires complexity at least at the level of DOK 3 but also an extended time to complete the task. A project that requires extended time but repetitive or lower-dok tasks is not at Level 4. Requires complex reasoning, planning, developing, and thinking. May require students to make several connections and apply one approach among many to solve the problem. May involve complex restructuring of data, establishing and evaluating criteria to solve problems. Apply a mathematical model to illuminate a problem, situation Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results Design a mathematical model to inform and solve a practical or abstract situation Revised 2014 CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 5 WebbAlign (c) All Rights Reserved. WebbAlign offers alignment studies and professional development on Webb s Depth of Knowledge. Please contact us at contracts@wceps.org or for more information.

3 SUBJECT SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (DOK) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Science Requires students to recall facts, definitions, or simple procedures or processes. Involves rote responses, use of well-known formulae, or following a set of clearly defined procedures. Recall or recognize a fact, term, structure, or property Represent in words or diagrams a scientific concept or relationship Provide or recognize a standard scientific representation or simple phenomenon Perform a grade level-appropriate routine procedure, such as measuring length or completing a basic Punnett square Requires students to make some decisions as to how to approach the question or problem. Involves comparing, classifying, organizing, estimating, ordering, or displaying data (e.g., tables, graphs, charts). Typically involves multiple-step procedures. Specify and explain the relationship between facts, terms, properties, or variables Describe and explain examples and non-examples of science concepts Select a procedure according to specified criteria and perform it Organize, represent, and interpret data. Interpret or explain phenomena in terms of science concepts. Make basic predictions for cause-and-effect relationships Requires students to solve problems with more than one possible answer and justify responses. Involves aspects of authentic experimental design processes. Requires drawing conclusions from observations, citing evidence, and developing logical arguments for concepts. Involves using concepts to solve non-routine problems. Identify research questions and design investigations for a scientific problem Develop a scientific model for a complex situation Draw robust conclusions from observations and experimental data Cite evidence and develop a logical argument Requires complexity at least at the level of DOK 3 but also an extended time to complete the task. A project that requires extended time but repetitive or lower-dok tasks is not at Level 4. Requires students to apply one approach among many to solve problems. Involves developing generalizations from obtained results and formulating strategies to solve new problems in a variety of situations. Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and formulating conclusions Analyze the results of multiple studies on a particular science topic to form an original conclusion about the subject. Evaluate strengths and weaknesses of an experimental design and develop a revised experimental design. Revised 2014 CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 6 WebbAlign (c) All Rights Reserved. WebbAlign offers alignment studies and professional development on Webb s Depth of Knowledge. Please contact us at contracts@wceps.org or for more information.

4 SUBJECT SUMMARY DEFINITIONS OF DEPTH OF KNOWLEDGE (DOK) LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Social Studies Requires students to recall facts (who, what, when, and where), terms, concepts, trends, generalizations, and theories. May require students to recognize or identify specific information contained in maps, charts, tables, graphs, drawings, or other graphics. Recall or recognize an event, map, or document Describe the features of a place or people Identify key figures in a particular context Requires students to compare or contrast people, places, events, and concepts; give examples, classify or sort items into meaningful categories; describe, interpret or explain issues and problems, patterns, reasons, causes, effects, significance or impact, relationships, and points of view or processes. Describe the causes/effects of particular events Identify patterns in events or behavior Categorize events or figures into meaningful groupings Convert information from one form into another Explain issues or problems in their own words Requires students to draw conclusions, cite evidence, apply concepts to new situations; use concepts to solve problems, analyze similarities and differences in issues and problems; propose and evaluate solutions; recognize and explain misconceptions; make connections and explain main concepts. Requires students to justify their arguments through application and evidence. Analyze how changes have affected people or places Apply concepts in other contexts Form alternate conclusions Propose and evaluate solutions to problems Recognize misconceptions and explain them (in their own words) Make connections across time and place to explain a concept or big idea Requires complexity at least at the level of DOK 3 but also.an extended time to complete the task. A project that requires extended time but repetitive or lower-dok tasks is not at Level 4. May require students to connect and relate ideas and concepts within and among content areas. May involve analyzing and synthesizing information from multiple sources; examining and explaining alternative perspectives across a variety of sources; making predictions with evidence as support; planning and developing solutions to problems. Given a situation/problem research, define and describe the situation/ problem and provide alternative solutions Describe, define and illustrate common social, historical, or geographical themes and how they interrelate Revised 2014 CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 7 WebbAlign (c) All Rights Reserved. WebbAlign offers alignment studies and professional development on Webb s Depth of Knowledge. Please contact us at contracts@wceps.org or for more information.

5 CDE Office of Gifted Education Depth & Complexity Framework Workshop 2 LE.1 Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: Apply standard English conventions to effectively communicate with written language Grade Level Expectation: Sixth Grade Concepts and skills students master: 3. Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy Evidence Outcomes Students can: a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. DOK 1 i. Ensure that pronouns are in the proper case (subjective, objective, possessive). DOK 1 ii. Use intensive pronouns (e.g., myself, ourselves). DOK 1 iii. Recognize and correct inappropriate shifts in pronoun number and person. DOK 1 iv. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). DOK 1 v. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. DOK 1 vi. Identify fragments and run-ons and revise sentences to eliminate them. DOK 1-2 vii. Use coordinating conjunctions in compound sentences. DOK 1-2 viii. Maintain consistent verb tense within paragraph. DOK 1-2 ix. Choose adverbs to describe verbs, adjectives, and other adverbs. DOK 1-2 b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. DOK 1 i. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. DOK 1 ii. Spell correctly. DOK 1 c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. DOK 2-3 i. Vary sentence patterns for meaning, reader/listener interest, and style. DOK 2-3 ii. Maintain consistency in style and tone. DOK 2-3 d. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in grade level expectations 1 and 2 above.) DOK 3-4 e. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. DOK 1-4 f. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. DOK th 21 st Century Skills and Readiness Competencies Inquiry Questions: 1. If piece of writing has many errors or is difficult to read, what are readers thoughts about that piece? 2. How can writers create strong sentence fluency in their work? 3. What author uses language and organization that makes his/her work enjoyable to read? 4. How do writers monitor their spelling if spellcheck is not available? Relevance and Application: 1. Written language differs from spoken language in terms of vocabulary, structure, and context. 2. Learning to edit writing is important because it demonstrates the work to others who may be reading it (Locate examples of public places where there is poor grammar or poor spelling. Write a letter to a local business asking for support for a class project. Use electronic resources to edit and revise your project.) Nature of Reading, Writing, and Communicating: 1. Writers pay attention to the way sentences start, which creates more sentence fluency in their writing. CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 8

6 CDE Office of Gifted Education Depth & Complexity Framework Workshop 2 LE.1 Depth & Complexity Framework & Depth of Knowledge Chart DOK Level Title Description Prompts Instruction Student Task Assessment 1 Recall & Reproduction 2 Working with Skills & Concepts 3 Strategic Thinking Surface understanding, basic tasks, knowledge and skills (usually dealing with details and simple procedures and formulas) to recall or reproduce or demonstrate a simple skill. Takes two or more steps to use information in a context different from how it was learned to answer how or why, to infer, compare, classify, etc. Uses mental process beyond a habitual response. Short-term use of higher order thinking processes that require a plan or sequence of steps. Requires more complex thinking than levels 1 or 2 to answer a question or solve a non-routine problem that often requires skills from across disciplines. Details Big Ideas (depending on background knowledge) Big Ideas Multiple Perspectives Patterns Details as evidence Across disciplines SETS and INTERSECTIONS of prompts Content Imperatives Confirmation Inquiry (Direct instruction): Show Tell Question Demonstrate Direct Structured Inquiry Facilitate Question Observe Re-direct Guided Inquiry Probe Guide Observe Clarify Accept Act as a resource Describe Demonstrate Remember Translate Respond Organize, order Calculate Practice Apply Construct Solve Describe cause & effect Discuss Debate Justify Evaluate Assess Decide Solve Examine Calculate Quiz Worksheet Example Recite List Explain Demonstrate Perform Present Simulate Graph Chart Report Program Investigation Debate Solution 4 Extended Thinking DOK 3 complexity requiring multiple steps and processes over an extended period of time to synthesize, reflect, conduct and manage the solving of a realworld problem with unpredictable outcomes. All of the above Prompts used as a PATHWAY through the problem solving process Guided-Open Inquiry Facilitate Evaluate Extend Reflect Design Propose Formulate Create Take risks Plan Lends itself to authentic assessment using language, tools, habits of the discipline and evaluation by an authentic audience CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 9

7 Differentiating Process with Tiered Thinking & Doing Tasks Not Yet Ready Ready to Learn Already Know SINGLETONS, some SETS, beginning levels of DOK continuum; much structure and support SINGLETONS, SETS, grade level readiness level of DOK continuum; grade appropriate structure and support SETS, INTERSECTIONS, CONTENT IMPERATIVES, higher levels of DOK continuum and limited structure and support based on readiness CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 10

8 Not Yet Ready Ready to Learn Already Know SINGLETONS, some SETS, beginning levels of DOK continuum; much structure and support SINGLETONS, SETS, grade level readiness level of DOK continuum; grade appropriate structure and support SETS, INTERSECTIONS, CONTENT IMPERATIVES, higher levels of DOK continuum and limited structure and support based on readiness CDE Office of Gifted Education Empowering Students to Thinking & Learning Using the Depth & Complexity Framework (Workshop 2) 11