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Fairly comfortable with DOK and utilization. 

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Fairly comfortable with DOK and utilization. 

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-EE

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JJ: I don't use it and kind of uncomfortable to its application for the higher levels.

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JJ: I don't use it and kind of uncomfortable to its application for the higher levels.

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I am somewhat comfortable but don't use it as much as I should. KP

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I am somewhat comfortable but don't use it as much as I should. KP

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JW: Comfortable with understanding DOK, need to be more comfortable applying it in daily lessons

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Pretty comfortable. With released items, I do look at the DOK to help gauge where my students are. JH

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Pretty comfortable. With released items, I do look at the DOK to help gauge where my students are. JH

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I feel relatively comfortable as we have had a little training about it. A program that I use (Study Island) will make reference to the levels as well. I do think I could be more diligent with it on a daily basis.

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vocabulary; labeling; scientist discovered what; formula identification; basic law idenitifications -- JJ

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vocabulary; labeling; scientist discovered what; formula identification; basic law idenitifications -- JJ

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Word of the Day, Term of the Day, footnotes when reading higher level texts. -EE

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Word of the Day, Term of the Day, footnotes when reading higher level texts. -EE

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notes completed in class with teacher; basic expressions/equations; applying basic application from lesson - JH

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notes completed in class with teacher; basic expressions/equations; applying basic application from lesson - JH

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vocab,recall with comprehension passages, tasks associated with literary skills

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Vocabulary, fact fluency, basic understanding of mathematical operations JW

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Application of WoD and ToD: identify which word fits into the sentence below, what is the author's purpose after reading this section (term). What connections does the author draw in the piece? Most MC questions on quizzes and exit tickets will fall into this category. -EE

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Application of WoD and ToD: identify which word fits into the sentence below, what is the author's purpose after reading this section (term). What connections does the author draw in the piece? Most MC questions on quizzes and exit tickets will fall into this category. -EE

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Relate mathematical operations to one another, applying steps to solving word problems in math, observing patterns in mathematics JW

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various literary skills asking cause/effect, recall of information, questioning on IXL and or Study Island, recall of some grammar skills

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building concepts from previous lessons (such as from one-step equations to two-step equations); simplifying problems with descriptions of why; multi-step (unit rate and then applying to find the time in x amount of time); Simple Solutions - taking the content from all year and spiral review - JH

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building concepts from previous lessons (such as from one-step equations to two-step equations); simplifying problems with descriptions of why; multi-step (unit rate and then applying to find the time in x amount of time); Simple Solutions - taking the content from all year and spiral review - JH

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Example: How does the author use _____________ in the text to introduce and develop the theme? Cite evidence from the text to support your response.  Most extended responses would fall into this category. Students read multiple texts and come to a conclusion, they have to support that evidence. -EE

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Example: How does the author use _____________ in the text to introduce and develop the theme? Cite evidence from the text to support your response.  Most extended responses would fall into this category. Students read multiple texts and come to a conclusion, they have to support that evidence. -EE

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Compare and contrast; monohybrid/dihybrid crosses; creating hypothesis and identifying variables; cause and effect - JJ

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Compare and contrast; monohybrid/dihybrid crosses; creating hypothesis and identifying variables; cause and effect - JJ

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Explanation of why a student solved a problem using a particular strategy, analysis of incorrect problems and correcting and providing evidence to support their claim JW

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problem is giving from two different students - students must find who did it correctly and then explain why the other person did not solve it correctly; find what step is incorrect in a problem - explain why it is wrong and then correctly solve the problem - JH

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problem is giving from two different students - students must find who did it correctly and then explain why the other person did not solve it correctly; find what step is incorrect in a problem - explain why it is wrong and then correctly solve the problem - JH

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providing evidence from two passages and comparing the information, inferences and proof from a passage or selection read, citing evidence from passage

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students explain why they provided the answer they did (Why?)- JJ

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students explain why they provided the answer they did (Why?)- JJ

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Where I really see this in my classrooms is in discussions and larger projects in my classroom. One example on our upcoming discussion: How do we solve the issue of poverty in Welch? A project we have at the end of this unit is to design a movie poster on the American Dream based on one of the readings we have in class. Students have to make casting decisions, create a genre, and a medium for the project. They have to defend choices that they make and present it via an online source. -EE

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Where I really see this in my classrooms is in discussions and larger projects in my classroom. One example on our upcoming discussion: How do we solve the issue of poverty in Welch? A project we have at the end of this unit is to design a movie poster on the American Dream based on one of the readings we have in class. Students have to make casting decisions, create a genre, and a medium for the project. They have to defend choices that they make and present it via an online source. -EE

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Writing original word problems JW

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some Study Island,