webb depth of knowledge chart language arts

Webb depth of knowledge chart language arts how to#

Think back to when you were in graduate school. Valid as these questions are, every instructor should desire to have content oriented dialogue between students and the instructor. Before we get into how academic conversation can be created, you may be asking yourself, “why do I want a conversation in my class?” or, “how can I afford to have a conversation when I have so much content to go through?”. To overcome this difficulty, an instructor can use questioning as a strategy to stimulate a conversation about a topic being covered on any given day. His research interests lie in the Numerical Analysis on Partial Differential Equations, specifically using the Finite Element Method. In addition, Andrew is an Adjunct Professor at Rhode Island College in their Mathematics Department. student in the Department of Mathematics as well as a GCCI student. We may want to engage our students in discussion to facilitate learning, but getting a discourse can be a Andrew Miller is a third year Ph.D. This practice prompts the question: “is this an effective way to teach?”. In subjects like mathematics, an instructor is likely to be found lecturing at the board for the entire class period while students listen and take notes. This is especially true in the sciences where students often have anxiety about the subject, little interest, and the “I just want to pass” mentality. Whether you are a teaching assistant, new faculty member, or tenured faculty, getting students to answer and ask questions is a challenge all instructors face. Analyzing and describing the characteristics of different types of literature.Classroom discourse can often be difficult to achieve.Summarizing information from multiple sources to address a specific topic.Determining the author’s purpose and describing how it affects the interpretation of a reading selection.Some examples that represent Level 3 performance are: Items may involve abstract theme identification, inference across an entire passage, or when the standards allow it-a students’ application of prior knowledge. Students must be able to support their thinking. Standards and items at Level 3 involve reasoning and planning. Students may be encouraged to explain, generalize, or connect ideas. Students may go beyond the text (when standards allow it). Identifying and summarizing the major events in a story.ĭeeper knowledge is the focus at Level 3.Predicting a plausible outcome based on information from the text.Using context cues to identify the meaning of unfamiliar words.Some examples that represent Level 2 performance are: Items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display, and compare. Some key concepts are covered but not in a complex way. Level 2 includes mental processing beyond recalling or reproducing a response it requires comprehension AND processing of text or portions of text. Remember, they are only identifying the figurative language at Level 1, they aren’t explaining what it means, why the author included it, or what affect its use has.

Identifying figurative language in a reading passage.

Using a dictionary to find the meaning of words.

Supporting ideas by referencing details in the text.Some examples that represent Level 1 performance are: Level 1 items require only a shallow understanding of text and often consist of recall from text or simple understanding of a single word or phrase. At Level 1, students receive or recite facts or to use simple skills or abilities. Let’s start with a look at DoK Level 1, which you don’t find much of in the Common Core ELA. For now, DoK Reading: DoK Reading -Level 1 I’ll explore DoK for writing and math in the coming weeks.

Webb depth of knowledge chart language arts how to#

Webb’s “ Depth‐of‐Knowledge Levels for Four Content Areas.” Here are some ideas about how to address DoK in Reading assessments.