1. Building Language Based Activities: Digging Below the Surface Cindy Shaffer, Stevie Kline, Michael Derman

2. Write 3 Questions About this Picture

3. Webb’s Depth of Knowledge

4. Why DOK?  Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content.  DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks.  Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

5. Why DOK?

6. How Does DOK Impact the Classroom?  DOK levels are a ceiling, not a target. We need to question and assess at various levels to gain important information about student learning along the achievement continuum.  We can no longer rely solely on “tell-me-what-I-told-you” answers and assessments.  We need to build questions and assessments that require the child to read the text to acquire answer  We need to create “demonstrate-and-apply-what-you- have-learned” tasks and assessments to ensure mastery.

8. Recall and Reproduction: Level 1

9. Skills/Concepts: Level 2 9

10. Strategic Thinking: Level 3 10

11. Extended Thinking: Level 4

12. DOK Levels Can be Cumulative

14. It’s not about the verb…

15. How Does DOK Impact the Classroom? DOK levels are ceilings not targets. Long gone are “tell me what I told you to do” answers and assessments QTA: Require students to explain answers Apply R, W, M skills using challenging content Demonstrate and apply what you’ve learned QTA: Require child to read the text to answer “Sweating to the Rigor”

16. How to Bartle Puzballs

17. Questions to Promote Thinking

18.  Text to self  Text to text  Text to world  Main idea  Author’s purpose  Inference  Cause/Effect  Questioning  Predicting  Illustrating  Idiom  Summarize Developed by Cyndie Sebourn and Sascyn Publishing, Inc. http://www.tractormac.com/electronic-media/

19. Creating Questions – All Together Now  Read article “World War I: A bloody birth to modernism in art”  Whole group will develop questions

20. Grade and Lexile Correspondence

21. Creating Questions – With Partner  Find a partner  Pick an article  Create questions for both versions  Create questions from several categories  Discuss with partner  How do questions differ with lexile level?  What levels of DOK does each question represent?

22. Wait Time

23. Questions

24. Exit Ticket  Retrieve your Please Do Now handout  Write three questions about this image that would require a greater depth of knowledge to answer