ELA Common Core
Victor Valley Union High School District
Silverado High School
Esther Jang-Tamanaha, Ed.D
Heather Durant
11.18.2014
Introductions
CSTPs - Professional Standards
1.3
Connect subject matter to meaningful real-life contexts
3.3
Organize curriculum to facilitate student understanding
of the subject matter
4.2
Establish and articulate goals for student learning
4.3
Develop and sequence long-term and short-term
instructional plans to support student learning
6.2
Establish professional goals and engaging in continuous
and purposeful professional growth and development
Professional norms
o
I will keep focused on the objectives
o
I will take responsibility for my own learning
o
I will respect my colleagues’ thinking space
o
I will keep an open mind free of judgment
o
I will promote group learning & inquiry
Learning Objectives
As a result of today’s professional development, I will be able to say with
confidence:

I can compare and contrast the SBAC to the CST to determine
implications for instruction.

I can identify and distinguish between the four levels of DOK.

I can analyze a lesson for DOK and plan ways to include levels 1-4.

I can apply GRR to my own lesson planning to ensure success in all
levels of DOK.

I can utilize Collaborative Learning strategies to improve or refine the
“You Do It Together” lesson phase of GRR.
T-W-P-S

What transition or instructional changes have you
made for CCSS?

What do you think your next steps are to
continuously improve your implementation of CCSS?
Analyzing the Smarter Balanced Assessment
Consortium (SBAC) test

Compare and contrast the CSTs to the SBAC
assessments.

What are some commonalities between Part I, Part
II, and Performance Task?
Webb’s Depth of Knowledge
Adapted Jigsaw


Formulate into 4 groups
Each group is an expert of one DOK level

Level 1: page 7
 Level
2: page 9
 Level 3: page 11
 Level 4: page 13



Read your section independently
Independently create a summary of your DOK level
Share your summary with the whole group
DOK is NOT...
The Depth of Knowledge is NOT determined by the verb
(Bloom’s Taxonomy), but by the context in which the verb is
used and the depth of thinking required.
•
a taxonomy (Bloom’s)
•
the same as difficulty
•
about using “verbs”
Verbs are not always used appropriately...
Words like explain or analyze have to be considered in
context.
• “Explain to me where you live” does not raise the DOK
of a simple rote response.
• Even if the student has to use addresses or landmarks,
the student is doing nothing more than recalling and
reciting.
DOK is about what follows the verb...
What comes after the verb is more important
than the verb itself.
“Analyze this sentence to decide if the commas have been
used correctly” does not meet the criteria for high
cognitive processing.”
The student who has been taught the rule for using commas
is merely using the rule.
DOK is not about difficulty...
Difficulty is a reference to how many students answer a
question correctly.
“How many of you know the definition of exaggerate?”
DOK 1 – recall
If all of you know the definition, this question is an easy
question.
“How many of you know the definition of prescient?”
DOK 1 – recall
If most of you do not know the definition, this question is a
difficult question.
Depth of Knowledge

Focuses on complexity of content standards in order to
successfully complete an assessment or task.

The outcome (product) is the focus of the depth of
understanding.

The intended student learning outcome determines the
DOK level.

DOK is about complexity
Evidence of DOK
Judge two supplemental texts against the Webb’s
Depth of Knowledge Guide.
To what extent does the DOK wheel and DOK
Overview Chart support/refute/clarify/extend
Webb’s Depth of Knowledge Guide?
Evidence of DOK
Design learning activities at each DOK level.
 With a partner, design a minimum of 1
learning activity for each DOK level.
 Write each activity on a separate index card.
 Indicate
 Write
card.
the DOK level on the back of the card.
your names or initials on the back of the
Evidence of DOK
Evaluate learning activities with evidence from
the texts:

Sort each card to its appropriate DOK level

Defend your answer with evidence from the text.

Write your text-based justification on a post-it
and attach to the card.
Evidence of DOK

Explain the different DOK levels. DOK 1

Compare and contrast/differentiate each of the DOK
levels. DOK 2

Judge two supplemental texts against the Webb’s Depth of
Knowledge Guide. DOK 3

Design learning activities at each DOK level. DOK 4

Critique colleagues’ learning activities with evidence from
the texts. DOK 4
GOALS of Common Core

Complexity and Depth of Knowledge (levels 3 & 4)

Depth versus breadth

Struggling with complex tasks

Independent proficiency and
mastery
Easier said than done!
 How
do we engage all students with Common
Core?
 How do we raise the complexity, depth, and
rigor without leaving kids behind?
 How do we ensure success in all DOK
levels, even for students who are
not yet independently proficient?

Complexity and Depth of Knowledge (levels 3 & 4)

Depth versus breadth

Struggling with complex tasks

Independent proficiency and
mastery
How students learn….

Piaget's (1952) work on cognitive structures and schemata

Vygotsky's (1962, 1978) work on zones of proximal development

Bandura's (1965) work on attention, retention, reproduction,
and motivation

Wood, Bruner, and Ross's (1976) work on scaffolded instruction
Taken together, these theories suggest that learning
occurs through interactions with others; when these
interactions are intentional, specific learning
occurs.
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd
Edition by Douglas Fisher and Nancy Frey
Gradual Release of Responsibility
We must transfer responsibility for learning to our students
gradually– and offer support at every step.
How can we set students on a path to true independent learning?
One way is to purposefully yet gradually release responsibility for
learning from teacher to student… not just push them onto the
path and hope they find their way.
Releasing Responsibility by Douglas Fisher, Ph. D Professor of Language and Literacy Education San Diego State
University
Gradual Release of Responsibility
I
do
 We
do
 You
do together
 You
do independently
Silent Reflection:
Which phase(s) do you think you do best?
Are there any you tend to skip?
Talking Chips
Two Post-its each
 Write the following on your Post-its





Stating Opinions
Agreeing
Affirming Ideas
Asking for Clarification
Use Post-its as “Talking Chips” (At least 2)
 Use a corresponding frame for one of the functions on each
Post-it
 Discuss:
Which phase(s) do you think you do best?
Are there any you tend to skip?
Example: “I firmly believe that even though it’s hard to find time
to do, I need to beef up the collaborative phase.”

Read Chapter One of Better Learning Through
Structured Teaching by Fisher and Frey

You have about 10 minutes to read

Interact with the text however you like

Select a meaningful quote to share/discuss

You may select a backup quote in case someone else
uses your first choice
The Final Word

Number off in your group of 4.

At the signal, number one reads his/her quote to the
group without a comment or explanation.

Number two briefly comments on number one’s quote
by saying what it means and offering an opinion.

Number three also briefly comments on the same
quote, then number four.

When the discussion on the first quote comes full
circle, number one comments on his/her quote and
why it is significant -- the FINAL WORD.

Repeat the process starting with number two.
Lunch Break

45 minute break

Please be back by…

The room will not be locked
Conversation Round Table

Fold your paper in quarters, then fold over the
INTERIOR corner to form a rhombus in the center.

Write “My Notes” in the top left corner and the names
of your teammates in the top of the other quadrants.
Write “Summary” in the top of the rhombus.
Conversation Roundtable

Number off to do a jigsaw reading
1. Focus Lesson (I do)
2. Guided Instruction (We do)
3. Collaborative Work (you do together)
4. Independent (you do alone)

As you read the text again, take notes for your assigned reading
in the “My Notes” section.

After all are done reading, teammate #1 shares a summary of
what s/he read, while #2, 3, and 4 take notes. Repeat for #2
and so on.

After #4 has shared, the team agrees on what to include in a
summary of the entire reading.

Finally, each teammate writes an individual summary of the
entire reading in the rhombus.
What does it mean to
“Say it in your own words?”
The ability to summarize information
requires readers to sift through large units
of text, differentiate important from
unimportant ideas, then synthesize those
ideas and create a new coherent text that
stands for the original.
This sounds difficult, and the research
demonstrates that, in fact, it is.
- Dole, et al,1991
31
Break Time Exit Ticket
Think back to the GRR phase that
you often skip (Talking Chips).
What can you do to implement this
phase in order to orchestrate
student success in DOK levels 3 and
4?
(Use at least one sentence frame)

One way in which I will __ is __.

Something I’m going to begin
doing to __ is __.

Hearing/reading __ gave me the
idea to __ to improve/refine __.
In some classrooms …
TEACHER RESPONSIBILITY
“I do it”
Explicit Instruction
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
© Fisher & Frey, 2006
You Do It Together
A Closer Look at the
Collaborative Learning Phase
Small Group Collaboration Handout

Take a moment to look it over

Tab sections you want to refer to later

At the signal share with your face partner what you
tabbed
Teach Norms for Discussion
SLANT:
4 L’s:
S Sit up straight
L Listen
A - Ask and answer questions
N Nod your head
T Track the speaker
-
L – Lean in close to your partner
-
L
-
-
L
L
– Look
at your partner
(face her/him)
– Listen
– Use
to your partner
a Low/Loud voice (just loud
enough for group members, and only
group members to hear you)
Choose the Topic Wisely
Use Collaborative Group Work only for topics that are worth
discussing. Simply completing an assignment together may
not be enough for a collaborative discussion.
Group work becomes productive when three elements are
present:
1. The discussion requires argumentation, not just sharing
2. The group’s task is to resolve a problem, reach
How does the DOK
consensus, or identify a solution
concept we learned
3. There is individual as well as group accountability
about this morning
(Fisher and Frey, 2012)
relate to this?
Teach Language for Academic Discourse
Academic Discourse Moves
(adapted from Kate Kinsella’s starters for academic discussion)
Stating Opinions
Instead of saying “I think that…”, say:
•
I strongly/firmly believe that…
•
In my opinion, …
•
From my perspective, …
Building on Ideas
To add to someone’s good idea, say:
•
Wouldn’t that also mean…
•
If that’s the case, then…
•
Even though __, …
Disagreeing
Making a Claim
Instead of saying “in the book it says…”, say:
Instead of saying “That’s wrong” say,
•
Actually, …
•
I don’t quite agree that...
•
The data/reading/research suggests that…
•
I see it differently.
•
Based on __, I assume that…
•
I somewhat agree that…, but…
•
After reading/hearing __, I conclude that…
•
I respectfully disagree with …
•
According to [the reading/lecture/video],…
•
I see what you mean, but…
•
I interpret … to mean…
•
Have you considered…?
Use Structured Routines
It is essential to utilize structured routines and include accountability to ensure
that all students participate and stay on task.
Pg. 4-10
Monitor and Provide Feedback
As students work, monitor for:
1. Understanding of content
2. Use of Academic Language
3. Adherence to the routine
Sitting in a group ≠ Collaboration
O+O≠I
(Output + Output ≠ Interaction)
I would use factoring
to solve it.
I would complete
the square.
OK
then.
O+I=I
(Output + Input = Interaction)
1. I would use
factoring to solve it.
2. Why?
4. How do you know it
can be factored easily?
Can you show me?
3. Because when you
set it equal to zero in
this case it’s easy to
factor.
Constructive Conversation Skills
Zwiers P. 3
4 essential skills of building an idea
 Create
 Negotiate
 Fortify
 Clarify
Put the pieces together
Select an upcoming unit of instruction

Design/choose a DOK 4 learning activity

Plan activities lessons including DOK 1-3 that
build up to the DOK 4 activity

Plan a one day instructional sequence using
the four phases of Gradual Release

Be specific about the structure you will use
for the Collaborative Learning phase
Did we meet our objectives?

Can I compare and contrast the SBAC to CST to determine
implications for instruction?

Can I identify and distinguish between the four levels of
DOK?

Can I analyze a lesson for DOK and plan ways to include
levels 1-4?

Can I apply GRR to my own lesson planning to ensure
success in all levels of DOK?

Can I utilize Collaborative Learning strategies to improve
or refine the “You Do It Together” lesson phase?
Reflection / Evaluation
What did you learn so far? What did you find most
valuable?
 How do the SBAC, DOK, and GRR connect with
each other and to the CCSS?
 What strategy (strategies) can you implement
right away in your classroom?
 What question(s) do you still have?

Please fill out the PD evaluation
 Leave it face down on the desk as you leave
