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Little Red Riding Hood & Cognitive Rigor Revised Bloom’s Taxonomy Webb’s DOK 1 Recall & Reproduction Webb’s DOK 2 Skills & Concepts Webb’s DOK 3 Strategic.

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Presentation on theme: "Little Red Riding Hood & Cognitive Rigor Revised Bloom’s Taxonomy Webb’s DOK 1 Recall & Reproduction Webb’s DOK 2 Skills & Concepts Webb’s DOK 3 Strategic."— Presentation transcript:

1 Little Red Riding Hood & Cognitive Rigor Revised Bloom’s Taxonomy Webb’s DOK 1 Recall & Reproduction Webb’s DOK 2 Skills & Concepts Webb’s DOK 3 Strategic Thinking/ Reasoning Webb’s DOK 4 Extending Thinking Remember Understand Apply Analyze Evaluate Create

2 Revised Bloom’s Taxonomy Webb’s DOK 1 Recall & Reproduction Webb’s DOK 2 Skills & Concepts Webb’s DOK 3 Strategic Thinking/ Reasoning Webb’s DOK 4 Extending Thinking Remember What color was Red’s cape? Where was Little Red Riding Hood going? What did the wolf do to trick Little Read Riding Hood? How did the story end? Understand Who was the main character? What was the story’s setting? Retell or summarize the story in your own words. Apply Identify transitional words and phrases that helped you to know the sequence of events in the story. Analyze What are some examples of personification used in the story? What is the same and different about your grandmother’s house and the house in the story? Are all wolves (in literature) like the world in the story? Support your response using evidence from other texts. Evaluate What is the opinion about the intelligence of the wolf? Justify using details/ evidence from the story. Create Write a telephone conversation between Little Red Riding Hood and her mother that explains the wolf incident.

3 DOK Level 1DOK Level 2 The purpose of this level is to ensure students factual information. Read orally and located and recall details Demonstrate an understanding of the elements of fiction by describing character, setting, plot, sequence of events, and identifying figurative language Use basic reference materials to locate information Students should be able to understand and identify attributes. At the beginning of a lesson on persuasive writing, students can be introduced to the elements of persuasion using advertisements from TV, radio, billboards, magazines, brochures, flyers, editorials and letters to the editor. Using two-column notes, list the elements of persuasion in the left-hand column and using the teacher’s models provided, define and describe them in the right-hand column. DOK Level 3DOK Level 4 English Language Arts Depth of Knowledge Examples


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