the quest for rigor

Arizona’s Common Core English Arts Standards

04/19/23 1

Claudia Gaxiola

NORMS – RESPECT

•Respect time - Begin & End on Time•Electronic Devices – Silenced •Set Aside Preconceived Notions•Practice Active Listening - refrain from side-conversation •Equity of voice, allow for different perspectives and expertise•Courtesy and cooperation guide our work and negotiations•Think globally, seek site or self specific answers- separately – Parking Lot

At your tables, get in groups of four and assign one box per person

Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box

Share ideas in your group Agree on one interpretation of the ELA’s or something

significant that was learned Day 1 and write it in the center circle

Be prepared to share

Goals:• Participants will understand the difference between cognitive

demand, Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix to better understand Depth of Knowledge and Bloom’s Taxonomy

• Participants will create their personal definition of Cognitive Rigor• Participants use the Hess Cognitive Rigor Matrix to better

understand Depth of Knowledge

Essential Questions• What is the relationship between Bloom’s Taxonomy,

Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?

• How will teachers design rigorous instruction?• What is your definition of rigor?

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The federal government took the lead indeveloping the Common Core standards formath and language arts. True or False

AZ adopted the Common Core standards as our new 2010 Math and Language Arts Standards.

True or False

The Lexile level is the primary indicator of text complexity. True or False

2014-2015 is the pilot year for the common core assessment.

True or False

The standards do not define the nature of advanced work. True or False

Teachers, content experts, administrators, university faculty, and business people contributed to the formulation of the Common Core standards. True or False

What students shouldbe able to do . . .

Text Complexity Grade

Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned

toCCR Expectations

K–1 N/A N/A2–3 450–725 450–7904–5 645–845 770–9806–8 860–1010 955–1155

9–10 960–1115 1080–130511–CCR 1070–1220 1215–1355

Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles)

Text Collection 50th Percentile

Education (11-12) 1130L

Workplace 1260L

Community College 1295L

University 1395L

Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.

ScientistTeacher

Average 3rd grader

AZ AIMS meets

Top of Lexile Range

2nd & 3rd Lexile Band

Pass Exceeds Meets

AZ’s Common Core ELA standards require students to read to think, think to discuss, and think to write.

0 10 20 30 40 50 60 70 80 90 100

Arizona Eighth-Grade Proficiency as Measured by Arizona State Tests and NAEP for SY 2010-

2011(Alliance for Excellent Education, 2011)

AZ State Test – 71% Proficient

NAEP – 28% Proficient

http://nces.ed.gov/nationsreportcard/

What is Rigor?

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Do you have a solid definition?

1. Harsh inflexibility in opinion, temper, or judgment: severity

2. The quality of being unyielding or inflexible: strictness3. Severity of life: austerity: an act or instance of

strictness, severity, or cruelty4. A tremor caused by a chill5. A condition that makes life difficult, challenging, or

uncomfortable6. Strict precision; exactness7. Rigidity, stiffness; rigidness or torpor of organs or

tissue that prevents response to stimuli: rigor mortis

Highlight the nouns, verbs and phrases that resonate with you.

2804/19/23

FLASH MOB!!!

Expectations for Student Performance (Cognitive Demand)

Acquire Use Extend

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Student Knowledge

Skill/ConceptRecallStrategicThinking

ExtendedThinking

Acquire Use Extend

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Webb’s Depth of Knowledge

ExtendedThinking

Acquire Use Extend

Memorize/RecallPerform

ProceduresAnalyze/

InvestigateEvaluate

Generate/Demonstrate

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5 Categories of Cognitive Demand

ExtendedThinking

Acquire Use Extend

ProceduresAnalyze/

InvestigateEvaluate

Remember Understand Apply Analyze Evaluate Create

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Bloom’s Taxonomy

ExtendedThinking

Acquire Use Extend

ProceduresAnalyze/

InvestigateEvaluate

English Language Arts & Reading

Rigor Increases and Overlaps

Remember Understand Apply Analyze Evaluate Create

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Tab: Rigor-DOK Activity 04/19/23 34

WHAT’S IN A VERB?

The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.

DOK LEVEL 1 - RECALL

Recall of a fact, definition, information, or performance of a simple process or procedure.

Example: Solve a linear expression 5(4x+9)

Depth of Knowledge

Recall

Skill & Concept

Strategic Thinking

Extended Thinking

Degree of understanding “Cognitive Demand”

Bloom’s Taxonomy

Knowledge Comprehension

Application

Analysis

Evaluate & Create

Progression of the development of cognitive skills

DOK LEVEL 2 – SKILL & CONCEPT

Use information or conceptual knowledge; two or more steps; make decisions about how to approach

Example: Predict a logical outcome based on information in a reading selection

Depth of Knowledge

Recall

Skill & Concept

Strategic Thinking

Extended Thinking

Bloom’s Taxonomy

Application

Analysis

Evaluate & Create

DOK LEVEL 3 – STRATEGIC THINKING

Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer

Example: Solve a multi-step problem & provide a mathematical explanation to justifying

answer

Depth of Knowledge

Recall

Skill & Concept

Strategic Thinking

Extended Thinking

Bloom’s Taxonomy

Application

Analysis

Evaluate & Create

DOK LEVEL 4 – EXTENDED THINKING

Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem

Example: Analyze & explain multiple perspectives across time periods, events, or cultures

Writing Standard 6

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Pg. 19 in Standards

Kindergarten: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

First and Second Grades: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Third Grade: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.

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Fourth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Fifth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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Sixth Grade: *Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Seventh Grade: Use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*

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Eighth Grade: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others, including linking to and citing sources.

Ninth and Tenth Grades: Use technology, including the internet, to produce, publish individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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Eleventh and Twelfth Grades: Use technology, including the internet, to produce, publish and update individual or shared writing products, in response to ongoing feedback, including new arguments or information.*

College and Career Readiness Anchor Standard Writing – Standard 6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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Old… Informative Text Persuasive Text Determine the author’s

purpose for writing the persuasive text

Literary Text Literary Elements Identify the narrative point

of view

New… Reading Informative Text Craft and Structure Determine an author’s point of

view or purpose in a text and explain how it is conveyed in the text

Reading Literature Craft and Structure Analyze a particular point of view

or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

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OLD PO:R06.S3C3.PO1 Determine the author’s

purpose for writing the persuasive text

OLD ASSESSMENT: Multiple Choice

OLD INSTRUCTION: Perhaps less authentic Test prep materials could

be “good enough” LA teacher responsible

NEW STANDARD:6.RI.6 Determine an author’s point of

view or purpose in a text and explain how it is conveyed in the text

NEW ASSESSMENT: Multiple Choice-higher level OR Essay analyzing how author’s

purpose is conveyed

NEW INSTRUCTION: Deep understanding, authentic

application All teachers responsible

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K-12 Reading Informational Text Read Standard 2 from K to 5 Read a vertical column for any grade Read two grades, vertically, and

compare/contrast

Handouts and Activities Tab: Standards Activity04/19/23 51

What are some implications for the transition to Common Core State Standards?

Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, NHkhess@nciea.org 04/19/23 52

Before we begin…

Take a couple of minutes to write your personal definition of “cognitive rigor” as it relates to instruction and learning.

Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, NHkhess@nciea.org

04/19/23 53

Five Categories of Cognitive Demand

•Each category is defined by a list of descriptors.

•The list of descriptors is not exhaustive.

•Each category has an associated letter (B-F).

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BMemorize/Recall

FEvaluate/Integrate

CPerform Procedures/

Explain

DGenerate/Create/

Demonstrate

EAnalyze/Investigate

Cognitive Demand Sorting Activity

04/19/23 55Handouts and Activities Tab: Standards Activity

Each table will use one Cognitive Demand game board.

Cognitive Demand descriptor cards will be distributed.

Each table/team will need 1 set of cards

Distribute the cards EVENLY and discuss each descriptor card before placing it onto the pie chart.

Questions: • What do you notice about the placement of the

cards?• Are some categories “covered” with cards and

others have very few? • What does this reveal?

Talk at your tables04/19/23 57

Little Red Riding Hood

• What is a basic comprehension question you might ask?

• What is a more rigorous question you might ask?

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Karen Hess-Full Version 23 minutes

Karen Hess-Short Version 2.5 minutes

Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process

Dimensions-ELA

Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH khess@nciea.org

04/19/23 63

Bloom What type of thinking (verbs) is needed to

complete a task?

Webb How deeply do you have to understand the

content to successfully interact with it? How complex or abstract is the content?

The intended student learning outcome determines the DOK level.

What mental processing must occur?

While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor /DOK level.

Describe the process of photosynthesis. Describe how the two political parties are alike

and different. Describe the most significant effect of WWII on

the nations of Europe.Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, NHkhess@nciea.org 04/19/23 65

For this activity you will need:

1. Cognitive Rigor Matrix (CRM)

04/19/23 69

Describe the process of photosynthesis.

Describe how the two political parties are alike and different.

Describe the most significant effect of WWII on the nations of Europe.

Cognitive Rigor MatrixBloom’s TaxonomyCRM Blank TemplateAssigned Verb from Bloom

Find your verb on the template.

You will work across the row, designing questions/activities that correspond to each of the four Depth of Knowledge levels.

Write your assigned verb at the top of your chart paper then add your DOK Level and activities and questions below.

Be ready to share with the whole group.

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Raise Expectations Increase ComplexityGive appropriate support and

guidanceOpen your focusRaise Level of Content

Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com

Expecting the BestExpanding the VisionLearning is NOT OptionalTracking ProgressCreating a Culture

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Complexity through ProjectsComplexity in WritingComplexity as You Assess

Prior KnowledgeComplexity with VocabularyComplexity in Review Games

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Scaffolding During Reading Activities

Modeling Expected Instructional Behaviors

Providing Clear ExpectationsChunking Big TasksMultiple Opportunities to Learn

Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com 04/19/23 76

Open-ended QuestioningOpen-Ended ProjectsOpen-ended Choices for

Students

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Valuing DepthIncreasing Text DifficultyCreating ConnectionsEvaluating ContentReviewing without Repetition

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Share with your table.

Discuss: What have we learned in our Quest for Rigor?

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Essential Questions•What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?

•How will teachers design rigorous instruction?

•What is your definition of rigor?

04/19/23 80

Rigor is… Lexiles are important because…

Rigor is not…What are our next steps?

Rigor in the Classroom

Common Core State Standards:www.ade.az.gov/standards/commoncorestandards/default.asp

Center for K-12 Assessment & Performance Management at ETSAssessment Articlewww.k12center.org Achieve-Information about PARCC www.achieve.org/

Surveys of Enacted Curriculumhttp://seconline.wceruw.org/Reference/K12Taxonomy08.pdf

04/19/23

the quest for rigor

common core standards

common core assessment

language arts standards

hess cognitive rigor

lexile level

webbs depth of knowledge

hess matrix

text complexity grade

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