Shop Now Login/Register View Quote View Cart
1.800.221.5175
Mathematics
Core Math
Sadlier Math Grades K–6 View Details | Buy Now
Progress in Mathematics Grades K–6 View Details | Buy Now
Progress in Mathematics Grades 7–8+ View Details | Buy Now
Supplemental
Progress Mathematics Grades K–8 View Details | Buy Now
New Jersey Progress Mathematics Grades K–8 Buy Now
New York Progress Mathematics Grades K–8 Buy Now
Common Core Progress Mathematics Grades K–8 Buy Now
Let's Target Math Problem Solving Grades 1–8 View Details | Buy Now
Let's Target Real-World Math Word Problems Grades 1–8 View Details | Buy Now
Critical Thinking for Active Math Minds Grades 3–6 View Details | Buy Now
Preparing for Standards-Based Assessments Grades 7–8 View Details | Buy Now
Vocabulary
Vocabulary Workshop Enriched Edition Grades 1–5 View Details | Buy Now
Vocabulary Workshop Achieve Grades 6–12+ View Details | Buy Now
Vocabulary Workshop Achieve Interactive Edition Grades 6–12+ View Details | Buy Now
Vocabulary Workshop Enriched Edition Grades 6–12+ View Details | Buy Now
Vocabulary Workshop Interactive Edition Grades 2–12+ View Details | Buy Now
Vocabulary for Success Grades 6–10 View Details | Buy Now
Let's Target Vocabulary Acquisition Grades 1–8 View Details | Buy Now
Let's Target Vocabulary and Usage Grades 1–8 View Details | Buy Now
Building an Enriched Vocabulary Grades 9–12 View Details | Buy Now
English Language Arts
Progress English Language Arts Grades K-8 View Details | Buy Now
New Jersey Progress English Language Arts Grades K–8 Buy Now
New York Progress English Language Arts Grades K–8 Buy Now
Common Core Progress English Language Arts Grades K–8 Buy Now
Grammar & Writing
Grammar Workshop Grades 3–5 View Details | Buy Now
Grammar for Writing Grades 6–12 View Details | Buy Now
Let's Target Grammar Grades 1–8 View Details | Buy Now
Writing Workshop Grades 6–12 Buy Now
Writing a Research Paper Grades 6–12 Buy Now
Grammar & Writing for Standardized Tests Grades 9–12 Buy Now
Reading
From Phonics to Reading Grades K–3 View Details | Buy Now
Close Reading of Complex Texts Grades 3–8 View Details | Buy Now
Close Reading of Complex Texts Interactive Edition Grades 3–8 View Details | Buy Now
Sadlier Phonics Grades K–3 View Details | Buy Now
Let's Target Comprehension Grades 1–8 View Details | Buy Now

Sadlier's
English Language Arts Blog

The home of Vocab Gal and other educational experts K–12 resources

July 25, 2014 CL Teaching Strategies DOK & Bloom's, CL Teaching Strategies Charts & Org, ELA PD - Literacy, ELA K-5, ELA Focus - Reading, ELA Resources - Tip Sheets, Core Literacy

Connecting the Common Core Standards with Webb’s Depth of Knowledge & Bloom’s Taxonomy

In preparation for the Common Core State Standards I did a lot of research, and I started with the CCSS website.  I found this overview of the CCSS to be very important... 

The Common Core State Standards:

  • Are aligned with college and work expectations

  • Are clear, understandable and consistent

  • Include rigorous content and application of knowledge through high-order skills

  • Build upon strengths and lessons of current state standards

  • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society

  • Are evidence-based

As you can see I bolded, "Include rigorous content and application of knowledge through high-order skills," this in turn, inspired me to learn more about Webb's Depth of Knowledge & The Revised Bloom's Taxonomy. Below is a summary of each, and a comparison of the two.

Taken from: http://www.corestandards.org 

Download_ELA_DOK_Level_BloomsLadder.jpg

Literacy-Download-Now

 

Webb's Depth of Knowledge (a summary)

  • DOK-1 - Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

  • DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

  • DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

  • DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task

Taken from: What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments Karin K. Hess, Dennis Carlock, Ben Jones, and John R. Walkup 

 

The Revised Bloom's Taxonomy (a summary)

  • Remembering: can the student recall or remember the information?

    • Define, duplicate, list, memorize, recall, repeat, reproduce state

  • Understanding: can the student explain ideas or concepts?  

    • Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

  • Applying: can the student use the information in a new way?  

    • Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

  • Analyzing: can the student distinguish between the different parts?

    • Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

  • Evaluating: can the student justify a stand or decision?

    • Appraise, argue, defend, judge, select, support, value, evaluate

  • Creating: can the student create a new product or point of view?     

    •  Assemble, construct, create, design, develop, formulate, write            

 

Bloom's Taxonomy vs. The DOK (a comparison)

  • Bloom's Taxonomy categorizes the cognitive skills required of the brain to perform a task, describing the “type of thinking processes” necessary to answer a question.

  • Depth of knowledge, on the other hand, relates more closely to the depth of content understanding and scope of a learning activity, which shows in the skills required to complete the task from the beginning to the end (e.g., planning, researching, drawing conclusions).

Taken from: What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments Karin K. Hess, Dennis Carlock, Ben Jones, and John R. Walkup

Almost every unit, lesson or activity I create is written with the CCSS in mind. I use Bloom's Taxonomy and the DOK to be sure my lessons are rigorous and tap higher-order thinking skills. Stay tuned for example lesson plans on how I incorporate Bloom's Taxonomy and the DOK to enhance balanced literacy!

In the meantime, download my Bloom's Taxonomy Ladder & Webb's DOK Reference Charts.