Questions to ask to promote deeper thinking about

Questions to ask to promote deeper thinking about reading John Wolf jwolf@doe. in. gov

Norman Webb, a Wisconsin research scientist and mathematics educator (1997) There are four DOK levels, level 1 (recall), level 2 (skill/concept), level 3 (strategic thinking), and level 4 (extended thinking), and they are applicable to all subject areas and at all grade levels, including college.

Complex thinking vs hard questions DOK is about complexity, not difficulty. Hard: Name all the presidents of the United States beginning with George Washington. DOK 1 Complex: After a study on the American Revolution, research & explain reasons why George Washington did not want to be “king” of the United States. DOK 4

Academic Rigor in a Thinking Curriculum The DOK level describes the kind of thinking involved in the task, not whether it will be completed correctly. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. Therefore, on average, students who reach greater DOK levels more regularly will have increased student achievement.

Level 1 Descriptors: Recall and Reproduction Recall or recognition of a fact and/or information, (definitions, terms, dates, etc. ) required to complete a problem or task.

DOK 1 Question Stems Who is the main character? What is the setting? Where does the story take place? What happens first? . . . Then… Next?

Level 1 From Charlotte’s Web #1. Who is in the story? What has happened so far? DOK Level 1 - Recall and Reproduction – recall basic facts or identify key events in context. Knowledge

Level 2 Descriptors: Skills and Concepts Using information, using conceptual knowledge, selecting and/or applying appropriate procedure(s); includes the , engagement of some mental processing beyond recalling or reproducing a response; requires a decision as to how to approach a problem or task.

DOK 2 Question Stems What can you say about the characters so far? Or…. What are you learning about the characters? How would you compare what happens to the main character to your life? Contrast_____?

Level 2 From Charlotte’s Web #3. What theories are we developing about the characters? DOK Level 2 Skills & Conceptsmake basic inferences or logical predictions from text. Comprehension

Level 3 Descriptors: Strategic Thinking Requires reasoning, developing a plan for approaching a problem or task, decision making, justification, and complex thinking.

Level 3 From Charlotte’s Web #2. What could this story be about? “This could be a story about…” DOK 3 Strategic Thinking/Reasoning Make inferences about theme or author’s purpose. Comprehension

Level 3 From Charlotte’s Web #4. The story started with…Now let’s add some details we learned from further on in the text. Let’s look at the way the characters interact, what they say to each other and what that means about their relationships with each other. Look at how Fern and her dad talk to each other. Look at what Mother says. What about Avery. DOK 3 - Explain, generalize, or connect ideas using supporting text. Comprehension

Level 3 Charlotte’s Web #5. Reread and notice any words that may be a symbol or a hint at something in the story or may have a deeper meaning. What are the specific word choices that help shape meaning in the text? DOK 3 - Analyze interrelationships among text elements, situations, events, or ideas.

Level 3 Charlotte’s Web #6. Think about the structure of this chapter. What will be the structure of this text based on this chapter? (Where are we in time and how does that move? ) DOK Level 3 – Analyze an essay

Level 3 Charlotte’s Web #7. Whose point of view is represented in this chapter? How does the author show it? DOK Level 3 - Synthesize information within one source or text. Synthesis

DOK 3 Question Stems What conclusions can you draw from the way the characters interact, what they say to each other and what that means about their relationships with each other? Why did the author……? Choose this setting, put this character in the story? What do you think about this story? Support your rationale. What facts would you select to support____? (logical argument) How will this story go based on what you know about stories like this one?

Level 4 Descriptors: Extended Thinking An investigation or application that requires time to research, think, and process multiple conditions of the problem or task; includes nonroutine manipulations or connections across disciplines/content areas/multiple sources.

Level 4 Extensions Reader’s notebooks Reading and writing connection Making connections across text (i. e. author study, series) Read non fiction text to gain more information that relates to the book or series you are currently reading (farm life, spiders) Research about the author Compare the movie and the book (discussion or writing) Read different versions of a fairy tale and tell about how they are the same or different

DOK 4 Question Stems Write a_____, drawing conclusions from multiple sources. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about___? DOK 4 would most likely be the writing about reading or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking.

The Hess Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom’s Cognitive Process Dimensions Depth + thinking Remembe r Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking -Recall, locate basic facts, details, events Understan d -Select appropriate words to use when intended meaning is clearly evident -Specify or explain relationships -summarize -identify central idea -Explain, generalize, or connect ideas using supporting evidence (quote, example…) -Explain how concepts or ideas specifically relate to other content domains or concepts -Use context to identify meaning of word -Obtain and interpret information using text features -Use concepts to solve non-routine problems Apply -Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning -Devise an approach among many alternatives to research a novel problem -Identify whether information is contained in a graph, table, etc. -Compare literary elements, terms, facts, events -analyze format, organization, & text structures -Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text -Analyze multiple sources -Analyze complex/abstract themes -Cite evidence and develop a logical argument for conjectures -Evaluate relevancy, accuracy, & completeness of information Analyze Evaluate

Little Red Riding Hood Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remembe -Recall facts r -Identify Understan characters, d setting, etc. -Retell or summarize… Apply -Compare-contrast -Analyze multiple texts/sources & using text evidence for support Analyze Evaluate -Justify judgments using details/evidence