Table 1: Depth-of-Knowledge Level Descriptors for Reading from CCA Version 4

Table 1: Depth-of-Knowledge Level Descriptors for Reading from CCA Version 4.0 (grades 4, 7,10)
(Adapted from Karin Hess, Center for Assessment/NCIEA by the Kentucky Department of Education, 2005)
Recall and Reproduction (DOK 1)	Skills and Concepts/ Basic Reasoning (DOK 2)	Strategic Thinking/ Complex Reasoning (DOK 3)	Extended Thinking/Reasoning (DOK 4)
Students will identify the purpose of capitalization, punctuation, boldface type, italics, or indentations to make meaning of the text. Students will scan to find key information. Students will skim to get the general meaning of a passage. Students will locate key ideas or information in a passage. Students will identify essential information from a passage needed to accomplish a task. Students will follow the sequence of information from a passage.	Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. Students will apply knowledge of synonyms, antonyms, or compound words for comprehension. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. Students will formulate questions to guide reading. Students will identify and describe the characteristics of fiction, nonfiction, poetry, or plays. Students will describe characters, plot, setting, or problem/solution of a passage. Students will interpret the meaning of specialized vocabulary (words and terms specific to understanding the content). Students will identify and explain why the correct sequence is important. Students will make inferences or draw conclusions based on what is read. Students will identify main ideas and details that support them. Students will identify information in a passage that is supported by fact. Students will identify informative or persuasive passages. Students will select, based on context, the appropriate meaning for a word that has multiple meanings. Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage. Students will interpret literal and non-literal meanings of words or phrases, based on context. Students will interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage. Students will summarize information from a paragraph, a section of a passage, or an entire passage. Students will explain the meaning of concrete and abstract terms, based on the context from a passage (e.g., “loaded” words, connotation, and denotation). Students will identify or explain an author’s purpose in a passage. Students will distinguish between informative and persuasive passages. Students will distinguish between fact or opinion. Students will identify or explain an author’s opinion about a subject. Students will identify the argument or supporting evidence from a passage. Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon). Students will make predictions based on what is read. Students will paraphrase information in a passage. Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. Students will explain an author’s position based on evidence in a passage. Students will identify and explain literary devices such as foreshadowing, imagery, or figurative language (e.g., similes, metaphors, personification, hyperbole). Students will identify or explain an author’s use of symbolism, irony, or analogy found in a passage. Students will apply knowledge of organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage.	Students will explain a character’s actions based on a passage. Students will make predictions, draw conclusions, make generalizations, or make inferences based on what is read. Students will use evidence from a passage to formulate opinions in response to a reading passage. Students will explain or analyze how a conflict in a passage is resolved. Students will accept or reject an argument, giving supporting evidence from the passage. Students will analyze an argument, giving supporting evidence from the passage. Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas. Students will analyze or evaluate the use of supporting details as they relate to the author’s message. Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage. Students will explain the appropriateness of an argument for an intended audience. Students will use evidence from a passage to formulate opinions in response to a reading passage. Students will compare and contrast the characteristics of a variety of literary genres. Students will explain, analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). Students will critique the author’s word choice, style, tone, or content. Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage. Students will explain main ideas and their importance in a passage. Students will interpret how meaning is influenced by the author’s word choice, style, content, or use of literary elements. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage. Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, and captions) enhances the reader’s understanding of a passage. Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text).	Students will compare or contrast elements, views, ideas, or events presented in one or more passages. Students will analyze the ways in which similar themes or ideas are developed in more than one text. Students will identify the interrelationships (themes, ideas, concepts) that are developed in more than one literary work. Students will compare and contrast elements, views, ideas, or events presented in one or more passages.

Table 1: Depth-of-Knowledge Level Descriptors for Reading from CCA Version 4.0 (grades 4, 7,10)

(Adapted from Karin Hess, Center for Assessment/NCIEA by the

Kentucky Department of Education, 2005)

Recall and Reproduction

(DOK 1)

Skills and Concepts/

Basic Reasoning

(DOK 2)

Strategic Thinking/ Complex Reasoning

(DOK 3)

Extended Thinking/Reasoning

(DOK 4)

Students will identify the purpose of capitalization, punctuation, boldface type, italics, or indentations to make meaning of the text.

Students will scan to find key information.

Students will skim to get the general meaning of a passage.

Students will locate key ideas or information in a passage.

Students will identify essential information from a passage needed to accomplish a task.

Students will follow the sequence of information from a passage.

Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages.

Students will apply knowledge of synonyms, antonyms, or compound words for comprehension.

Students will know that some words have multiple meanings and identify the correct meaning as the word is used.

Students will formulate questions to guide reading.

Students will identify and describe the characteristics of fiction, nonfiction, poetry, or plays.

Students will describe characters, plot, setting, or problem/solution of a passage.

Students will interpret the meaning of specialized vocabulary (words and terms specific to understanding the content).

Students will identify and explain why the correct sequence is important.

Students will make inferences or draw conclusions based on what is read.

Students will identify main ideas and details that support them.

Students will identify information in a passage that is supported by fact.

Students will identify informative or persuasive passages.

Students will select, based on context, the appropriate meaning for a word that has multiple meanings.

Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.

Students will interpret literal and non-literal meanings of words or phrases, based on context.

Students will interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage.

Students will summarize information from a paragraph, a section of a passage, or an entire passage.

Students will explain the meaning of concrete and abstract terms, based on the context from a passage (e.g., “loaded” words, connotation, and denotation).

Students will identify or explain an author’s purpose in a passage.

Students will distinguish between informative and persuasive passages.

Students will distinguish between fact or opinion.

Students will identify or explain an author’s opinion about a subject.

Students will identify the argument or supporting evidence from a passage.

Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon).

Students will make predictions based on what is read.

Students will paraphrase information in a passage.

Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.

Students will explain an author’s position based on evidence in a passage.

Students will identify and explain literary devices such as foreshadowing, imagery, or figurative language (e.g., similes, metaphors, personification, hyperbole).

Students will identify or explain an author’s use of symbolism, irony, or analogy found in a passage.

Students will apply knowledge of organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage.

Students will explain a character’s actions based on a passage.

Students will make predictions, draw conclusions, make generalizations, or make inferences based on what is read.

Students will use evidence from a passage to formulate opinions in response to a reading passage.

Students will explain or analyze how a conflict in a passage is resolved.

Students will accept or reject an argument, giving supporting evidence from the passage.

Students will analyze an argument, giving supporting evidence from the passage.

Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas.

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

Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage.

Students will explain the appropriateness of an argument for an intended audience.

Students will use evidence from a passage to formulate opinions in response to a reading passage.

Students will compare and contrast the characteristics of a variety of literary genres.

Students will explain, analyze or evaluate the effectiveness of literary elements (e.g., theme,

characterization, setting, point of view, conflict and resolution, plot, structure) within a passage.

Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).

Students will critique the author’s word choice, style, tone, or content.

Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage.

Students will explain main ideas and their importance in a passage.

Students will interpret how meaning is influenced by the author’s word choice, style, content, or use of literary elements.

Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.

Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, and captions) enhances the reader’s understanding of a passage.

Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text).

Students will compare or contrast elements, views, ideas, or events presented in one or more passages.

Students will analyze the ways in which similar themes or ideas are developed in more than one text.

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

Students will compare and contrast elements, views, ideas, or events presented in one or more passages.