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Depth of Knowledge

Depth of Knowledge
Related:  Depth of KnowledgeWriting to TextCommon Core / PARCC

Webb's Depth of Knowledge Rigor. Text Complexity. Difficulty. What do these words all mean in the world of thinking? Teaching? I learned about Webb’s Depth of Knowledge just last year when I was at a Larry Ainsworth Professional Development workshop about unwrapping Common Core State Standards and aligning our instructional sequences to those standards. So, what is Webb’s Depth of Knowledge and what’s the big deal? Branching off of a “flipped classroom approach” and because I don’t pretend to be an expert on Webb’s Depth of Knowledge, click here to review (or learn about) the four levels of Webb’s Depth of Knowledge continuum: DoK1. DoK3. DoK4. I believe that each unit needs a mixture, or a balance, of all of the levels above. How do we apply Webb's Depth of Knowledge into our classrooms? If we are asking students to research, for example, here are some ways that we might be able to integrate DoK into a research unit sequentially: DoK1. DoK2. DoK3. DoK4. How does that look in Writing Workshop? DoK1. DoK2.

Technology and Webb’s Depth of Knowledge | SBBC • Department of Instructional Technology Most educators are more familiar with Bloom’s Taxonomy than with Webb’s Depth of Knowledge. Blooms Taxonomy In 1965 Benjamin Bloom identified three types of learning: cognative (mental skills/knowledge), affective (emotional/attitudes) <could be “habits of mind”>, and psychomotor (manual/physical skills) Within the cognative area, there are six progressive categories in the development of intellectual skills. Each step must be mastered before the next can occur. (Note the levels listed below do not reflect the 1990’s revision of the taxonomy) KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation As the use of technology has become an integral part of what we do, digital examples of Bloom’s Taxonomy have been developed to give teacher a better idea of how technology integration fits. Bloom’s Taxonomy does not adequate describe the depth of knowledge students have on a subject. Webb’s Depth of Knowledge recallskills,strategic thinkingextended thinking Webb’s Depth of Knowledge Hardware:

PARCC Task Prototypes and New Sample Items for ELA/literacy New! Try out sample test questions in their intended environment. The primary purpose of sharing samples of PARCC items is to provide information about the assessment system and support educators as they transition to the Common Core State Standards (CCSS) and the PARCC tests. The samples presented here are designed to shine a light on important elements of the CCSS and to show how critical content in the standards may appear in PARCC’s next-generation, technology-based assessments. Samples can be found by clicking on each grade level on the left menu. There are two types of samples found on these pages: Task Prototypes, which were released in August 2012; and, Sample Items, which were released beginning on August 19, 2013. Considerations for Using Task Prototypes and Sample Items Considerations for Using Task Prototypes and New Sample Items The sample items are not intended to be a practice test, and are not meant to mirror full-length assessments that address the full range of the CCSS.

Depth of Knowledge in the 21st Century To begin the day, Jim steps into a math class taught by Lori, a relatively new arrival. Her students are quietly poring over their worksheets. There is no talking. They have few questions. Jim peers over the shoulder of a student. Sheila’s class is noisy almost to the point of being chaotic. Both sessions correlate to the same grade level and feature the same topic. Clearly, the students in Sheila’s class are learning beyond sheer knowledge. As Jim steps out of the classroom, he recalls an email he received from a colleague about 21st century skills. While the “three Rs” are still fundamental to any new workforce entrant’s ability to do the job, employers emphasize that applied skills like teamwork/ collaboration and critical thinking are “very important” to success at work. Rick’s eighth-grade English class looks much like Sheila’s math class, with students arguing over academic content in small formal groups. Why Incorporate 21st Century Skills in the Classroom? DOK-1.

Article on Close Reading Welcome to the first post in our 7-week blog-a-thon on #closereading. We invite YOU to join in! Find more on how-to here. Several selected posts will be linked to on the Contributors page. Close Reading Isn’t Just Anything Just as I suddenly–and against my will–have now heard hundreds of people use the term “twerking” in near constant use, from the VMAs to news anchors to walking into the grocery store… and I don’t think everyone is using it correctly (if you don’t know the definition, please do not hold me accountable for what you google)…, it seems that once a term comes in vogue everyone uses it to define everything. The term “close reading” seems to be experiencing a similar misapplied overuse: What were once called “textbook questions” are now being called close reading.Excuse me, is that classroom of students independently reading? What we lose when we place the term just anywhere is the ability to be specific and purposeful in our instruction. Close Reading Is… Your Turn Like this:

Common Core Support Tools Below you will find unpacking standards documents to support teachers in their understanding of the common core and essential standards. The unpacking documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade. Important Note: The current Standard Course of Study will continue to be taught and tested during the 2010-11 and 2011-12 school years. New standards and assessments are to be implemented for the first time beginning with the 2012-13 school year. English Language Arts Unpacking Standards Kindergarten (pdf, 608kb) 1st Grade (pdf, 646kb) 2nd Grade (pdf, 761kb) 3rd Grade (pdf, 849kb) 4th Grade (pdf, 833kb) 5th Grade (pdf, 1.6mb) 6th Grade (pdf, 1.3mb) 7th Grade (pdf, 1016kb) 8th Grade (pdf, 1.0mb) English I & II (pdf, 1.1mb) English III & IV (pdf, 1.2mb) Math Unpacking Standards Kindergarten (pdf, 6.8mb) 1st Grade (pdf, 11.3mb) 2nd Grade (pdf, 1.1mb) 3rd Grade (pdf, 5.4mb) 4th Grade (pdf, 8.5mb) 5th Grade Math (pdf, 4.4mb)

The Real Story of a “Rosie the Riveter”: a Ford Motor Company Employee - Press Release Until World War II, the automotive industry was a mostly male bastion. But with so many men called to serve, more women than ever before sought employment. While their fathers, sons, husbands and friends fought in Europe and Asia, women served the war effort right at home, filling in quickly and capably. Women Were Integral to the War Effort In 1943, two years after the United States entered World War II, more than 30 percent of Ford workers in the machining and assembly departments were women. Women built jeeps, B-24 aircraft, and tractors. A Real Rosie the Riveter The term "Rosie the Riveter" was first used in 1942 in a song recorded by the popular big band leader Kay Kyser, which became a national hit. She worked as a riveter at the Willow Run Aircraft Factory in Ypsilanti, Michigan, building B-29 and B-24 bombers for the U.S. When the war ended, Rose Will Monroe and her female wartime colleagues were sent home so the returning soldiers could resume their prewar jobs.

Common Core Checklists Our common core standards checklists are just what you need to help you keep track of the standards taught in your classroom. Use these to make sure you are addressing all that you need to teach throughout the course of the school year. Keep track of when you have introduced, retaught and assessed each indicator. ***Please keep in mind that this checklist is more to be used as a system of checks and balances in your teaching for the year and not so much a “check off” sheet for these indicators to be checked and thought of as “done”. Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math Reading Writing Language Speaking & Listening Math

Writing about Reading...Constructed Response Resources Writing About Reading: Constructed Response resources for helping students construct written answers "Dear WritingFix and NNWP, I was so happy to find your Constructed Response webpage. At first, I was really disappointed that I could not physically attend your September Summit, since I live quite far from Reno, but then I started studying the resources you have posted for any of us teachers to use. **Kindly read our WritingFix permission page before sharing this page's resources with other teachers. Between 2006 and 2009, the Northern Nevada Writing Project hosted three year-long workshops for Nevada teachers who were interested in introducing Constructed Response to their classrooms. What is a Constructed Response? Kristi was our NNWP Consultant who created our first C.R. cadre in 2006. This page at WritingFix freely shares the ideas and resources we introduced to our Northern Nevada colleagues during these C.R.

Updated Kindergarten Teacher Checklists Presented with the CCSS AND I Can by Jill & Cathy on August 19, 2014 Here are the updated kindergarten CCSS checklists some of you have been asking for! Our common core standards checklists are just what you need to help you keep track of the standards taught in your classroom. Use these to make sure you are addressing all that you need to teach throughout the course of the school year. Keep track of when you have introduced, retaught and assessed each indicator. The most important parts of the common core are the anchor standards that carry through from kindergarten to high school. ***Please keep in mind that these checklists are more to be used as a system of checks and balances in your teaching for the year and not so much a “check off” sheet for these indicators to be checked and thought of as “done”. These checklists are presented in two ways. The first two links are the in depth explanations of the standards found at www.corestandards.org. CCSS Reading Anchor Standards CCSS Standards for Mathematical Practice

Nonfiction Reading Comprehension Worksheets If you need nonfiction reading comprehension worksheets, then here they are! Each comes with included pdfs for printing in the classroom or for personal use Reading Comprehension Worksheet 1Mastering reading comprehension takes practice - lots of it! Start here with my Reading Comprehension Worksheet 1, Escaping the Endless Adolescence. This reading comprehension worksheet comes complete with printable PDFs, so teachers, you can use it, too! Reading Comprehension Worksheet 1 AnswersIf you've completed my reading comprehension worksheet 1 "Escaping the Endless Adolescence", then by all means take a look at these reading comprehension worksheet answers. Reading Comprehension Worksheet 2This Reading comprehension worksheet 2 also includes a pdf for easy printing, and five multiple choice practice questions, perfect for use in a high school or college reading/English class. Reading Comprehension Worksheet 2 AnswersHere is the answer key to my reading comprehension worksheet 2.

70 useful sentences for academic writing Back in the late 90s, in the process of reading for my MA dissertation, I put together a collection of hundreds of sentence frames that I felt could help me with my academic writing later on. And they did. Immensely. After the course was over, I stacked my sentences away, but kept wondering if I could ever put them to good use and perhaps help other MA / PhD students. So here are 70 sentences extracted and adapted for from the original compilation, which ran for almost 10 pages. Before you start:1. Arguea. Claima. Data a. Debate a. Discussion a. Evidence a. Grounda. Issue a. Premisea. Researcha.This study draws on research conducted by ___.b. If you found this list useful, check out The Only Academic Phrasebook You’ll Ever Need, which contains 600 sentences, as well as grammar and vocabulary tips.

Great Gatsby movie compared to the book: How faithful is it to F. Scott Fitzgerald's novel? A detailed comparison. Ever since Baz Luhrmann announced that he was adapting F. Scott Fitzgerald’s The Great Gatsby­—and especially after he revealed that he’d be doing it in 3-D—much digital ink has been spilled about the hideous sacrilege that was sure to follow. Nevermind that Luhrmann’s previous adaptation, William Shakespeare’s Romeo + Juliet, was quite true to both the language and the spirit of that legendary play; Gatsby, as David Denby puts it in The New Yorker this week, is “too intricate, too subtle, too tender for the movies,” and especially for such an unsubtle filmmaker as Luhrmann. David Haglund is a senior editor at Slate. Follow So the argument goes, anyway. Below is a breakdown of the ways in which the new film departs from the classic novel. The Apartment Party The film, like the novel, is a series of set pieces, including an impromptu party that Tom throws in a Manhattan apartment he keeps for his mistress, Myrtle Wilson, wife of a Queens mechanic.

research shows long-run benefit of English instruction By Clifton B. Parker AVAVA/Shutterstock Education researchers found that students of good language arts teachers had higher than expected math scores in subsequent years. Great English teachers boost their students' achievements in math, a very different subject, according to Stanford researchers. The researchers found that students of good language arts teachers had higher than expected math scores in subsequent years – a crossover effect. On the other hand, good math teachers had only small long-term effects on English scores. "What surprised us," said Susanna Loeb, a professor at Stanford Graduate School of Education, "was how clear the distinction was between math and English language arts, with math teachers teaching almost exclusively subject-specific skills and English teachers teaching skills that affect students' later outcomes across other subjects." The researchers examined the performances of 700,000 students in New York City in third through eighth grade from 2003 to 2010. 0 Share

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