Learning Progressions Frameworks Designed for …

2 © Hess, Karin K., (Ed.) December 2010. Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K-12.

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Hess’ Cognitive Rigor Matrix & Curricular Examples ...

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Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – M-Sci © 2009 Karin Hess permission to reproduce is given when authorship is fully cited khess@nciea.org

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Applying Webb’s Depth-of-Knowledge (DOK) Levels …

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Level 3 Strategic Thinking requires deep knowledge using reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive ...

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Applying Webb’s Depth-of-Knowledge (DOK) Levels …

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Table 1: Sample Depth-of-Knowledge Level Descriptors for Social Studies (Based on Webb, Karin Hess, 2005, National Center for Assessment www.nciea.org)

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Teaching and Assessing Understanding of Text Structures ...

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Teaching and Assessing Understanding of Text Structures across Grades Karin K. Hess Use of Graphic Organizers for … ¾ Instructional Support: How could you graphically depict the different text structures listed? When introducing a graphic organizer, “match” the specifics of the graphic to the

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Applying Webb’s Depth-of-Knowledge (DOK) Levels in …

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Applying Webb’s Depth-of-Knowledge (DOK) Levels in Social Studies Karin K. Hess According to Norman L. Webb (“Depth-of-Knowledge Levels for Four Content Areas,” March 28, 2002), interpreting and assigning depth-of-knowledge levels to both objectives

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Teaching and Assessing Understanding of Text Structures ...

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Karin K. Hess Text Structures are the organizational structures used within paragraphs or longer texts, appropriate to genre and purpose. Examples of text structures include: sequence/process, description, time order/chronology, proposition/support, compare/contrast, problem/solution, cause/effect, inductive/deductive, and investigation.

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Teaching and Assessing Understanding of Text Structures ...

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signals, transitional devices and their purposes (numbering, bullets, white space, etc.), text features (headings, bold text, etc.), the organizational patterns of the text, and semantic cues. Have students use post-its to annotate a text’s features and describe each feature’s use/purpose in …

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