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Support Materials for CCA Version 4.0—Reading

Draft – February 2006

Some examples that represent, but do not constitute all of, Level 2 performance are:

Interpret literal and non-literal meanings of words or phrases, based on context.

Make inferences or draw conclusions based on what is read.

Apply knowledge of organizational patterns to understand a passage.

Strategic Thinking/Complex Reasoning—Depth of Knowledge (DOK) Level 3 Deep knowledge becomes a greater focus at Level 3.  Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text.  Students may be encouraged to explain, generalize, or connect ideas.  Standards and items at Level 3 involve reasoning and planning.  Students must be able to support their thinking.  Items may involve abstract theme identification, inference across an entire passage, or students’ application of prior knowledge.  Items may also involve more superficial connections between texts.  

Some examples that represent, but do not constitute all of, Level 3 performance are:

Explain the appropriateness of an argument for an intended audience.

Analyze or evaluate the use of supporting details as they relate to the author’s message.

Explain the main ideas and their importance in a passage.

Extended Thinking/Reasoning—Depth of Knowledge (DOK) Level 4

Higher-order thinking is central and knowledge is deep at Level 4.  The standard or assessment item at this level will probably be an extended activity, with extended time provided for completing it.  The extended time period is not a distinguishing factor if the required work is only repetitive and does not require the application of significant conceptual understanding and higher order thinking.  Students take information from at least one passage of a text and are asked to apply this information to a new task.  They may also be asked to develop hypotheses and perform complex analyses of the connections among texts.  

Some examples that represent, but do not constitute all of, Level 4 performance are:

Compare and contrast elements, views, ideas, or events presented in one or more passages.

Identify the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.

Analyze the ways in which similar themes or ideas are developed in more than one text.

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