In a previous post, I have shared how I incorporate the DOK and Revised Bloom's Taxonomy into my 'shared reading lesson plans' and my 'unit plans.' In this post, I will provide examples and teaching strategies for utilizing the DOK and Revised Bloom's Taxonomy within student conferences and small group work.

Using the Revised Bloom's Taxonomy While Conferring with Students

While conferencing with students I ask a wide variety of questions based on the Revised Bloom's Taxonomy. Depending on where a student is in the book (beginning, middle or end) will determine the level of questions I ask.

My example of a teacher-student conference sheet based on the Revised Bloom's Taxonomy available to download. Please note that I use that conference sheet over several conferences with a student. I usually only ask one or two questions from each section. If the student has a good understanding of that cognitive domain, I continue onto the next level. If the student does not understand, I stop for a teachable moment or to check that the student is reading an appropriate text.

Guided Groups and Strategy Groups

The Revised Bloom's Taxonomy & DOK questions can be used as guiding questions for your comprehension check with your guided groups and strategy groups. The questions can be asked orally or in written format, and works with both short and long texts.

Teaching with Webb’s Depth of Knowledge (DOK)

Below is an example of using Webb's DOK with the book Number the Stars by Lois Lowry, in which I provide possible teaching points and student reading activities that are open-ended without specifics on how to use. I did this because, as a teacher, you might use them differently based on the level & need of your students. Personally, I like to print both out for my students, but most teachers will just weave them into their instruction. If you are like me and want to print the lesson out, download my print-ready teacher guide and student worksheets!

Ch. 1 & 2 Creating A Visual (DOK I)

Teaching Points:

While reading historical fiction it is important to visualize what is going on during that time period to better understand the text. Pay close attention to the setting to better understand what the characters are facing.

Student Activities:

Describe a part of the story where you were able to create a visual. Why is this visual important to the story? How did that visual help you to better understand the story?

Ch. 3 & 4 Questioning (DOK II)

Teaching Points:

Reading historical fiction can be very challenging. Record any questions you have while reading to discuss with your group.

Student Activities:

Good readers are constantly asking questions as they read. Stop and write down at least two questions you were thinking about while you read. Both questions should be thick questions (remember that a thick question is not directly answered in the text, the answer will be supported by the text).

Number the Stars by Lois Lowry is one of my favorite novels. This is the book that made me fall in love with reading. I will post other ways that I use Number the Stars by Lois Lowry with my students in future posts, so stay tuned for more. In the meantime, download my Number the Stars Novel Guide Using DOK to get the enire list of teaching points and students activities.

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