Writing DOK Assessments for Elementary Language Arts

1
Writing DOK Assessments for Elementary Language
Arts

• Stacy Baudoin
• Curriculum Coordinator
• Pearl River Central School District

2
Familiarize yourself with the language arts
competencies and objectives for your grade level

• Competency 1
• The student will use word recognition and
  vocabulary (word meaning) skills to communicate.
• Competency 2
• The student will apply strategies and skills to
  comprehend, respond to, interpret, or evaluate a
  variety of texts of increasing length,
  difficulty, and complexity.
• Competency 3
• The student will express, communicate, or
  evaluate ideas effectively.
• Competency 4
• The student will use Standard English to
  communicate.

3
Pay attention to DOK levels for each objective

• 1e. The student will apply and use synonyms,
  antonyms, and homonyms. (DOK 1)
• 2c. The student will recognize or generate a
  summary or paraphrase of the events or ideas in
  text, citing text-based evidence. (DOK 2)
• 3b. The student will compose descriptive texts
  using specific details and vivid language. (DOK
  3)
• 4a. The student will apply Standard English
  grammar to compose or edit. (DOK 1)

4
DOK Levels and Objectives

• At least 50 of the test items on the MCT2 will
  match the Depth of Knowledge level assigned to
  the objectives for each competency. That means
  50 could be on a level below that level.
• The DOK level assigned to each objective is
  called the ceiling. The ceiling is the highest
  level an objective can be assessed. The questions
  at a lower level are called enabler questions.

5
Use the Language Arts Test Item Specifications as
a model

• Example Item
• 1A. Select the word below that does NOT
  represent a compound word.
• Careful
• Cardboard
• Cartwheel
• Carport

6
Use other available resources

• Test Ready
• Buckle Down
• MCT Coach
• Textbooks
• Supplemental materials
• Internet

Look for assessment items at different DOK
Levels.
7
How to find the DOK Level of a test item?

• Read through it and ask yourself
• Is the question involving recall? (DOK 1)
• Is it asking the student to apply a skill? (DOK
  2)
• Is the student required to justify the answer in
  some way? (DOK 3)

8
How to write reading questions?

• Competency 1
• The student will use word recognition and
  vocabulary (word meaning) skills to communicate.
• Competency 2
• The student will apply strategies and skills to
  comprehend, respond to, interpret, or evaluate a
  variety of texts of increasing length,
  difficulty, and complexity.

9
Competency 1

• Vowel digraphs, diphthongs, and r-controlled
  letter-sound correspondences
• Vocabulary words
• Spelling patterns
• Inflectional endings
• Compound words
• Contractions
• Root words and affixes
• Relationships among words in categories
• Synonyms, antonyms, and homonyms
• Context clues
• Figurative language
• Reference materials
• Formal and informal language

10
Competency 1 Sample Question

• Select the word below that represents a compound
  word.
• The bus driver took an alternate route to the
  airport.
• bus driver
• alternate route Grade 3
• to the 1d, DOK
  2
• airport

11
Competency 1 Sample Question

• Which word listed below can be used as a
  contraction in this sentence?
• Let us look for your book in their car and in his
  room.
• lets
• youre
  Grade 3
• theyre
  1a, DOK 2
• hes

12
Competency 1 Sample Question

• Choose the word that will best replace the
  underlined words.
• Joey wanted to get his money back, so he went to
  Shana for help. I do not like asking for my
  money, Joey said.
• disagree
• disappear Grade
  3
• dislike 1c,
  DOK 2
• dont

13
Competency 1 Sample Question

• Which word below belongs with this group of
  words?
• spoke, yelled, whispered
• talked
• ignored Grade 3
• listened 1d, DOK 2
• read

14
Competency 1 Sample Question

• "They didn't realize that in this position their
  bulgy eyes would see behind them instead of in
  front." In this sentence realize means almost the
  same as
• A. declare
• B. discuss Grade 4
• C. comprehend 1e, DOK 2
• D. claim

15
Competency 1 Sample Question

• Where would you find a brief summary of Abraham
  Lincoln's life?
• A. atlas
• B. thesaurus
• C. dictionary Grade 5
• D. encyclopedia 1f, DOK 1

16
Competency 2

• Text features and structures
• Parts of a book
• Genres
• Main ideas, topic sentences, sequence, flashback,
  cause and effect, connect with prior knowledge,
  predict outcomes
• Summarize
• Story elements, literary devices, sound devices,
  authors purpose
• Identify fact, opinion, and tools of persuasion

17
Competency 2 Sample Question

• When Polly has a problem in the future, what will
  she most likely do?
• A. She will pity herself and act gloomy.
• B. She will ask her mother for advice.
• C. She will be uncertain what to do.
• D. She will try to solve the problem.
• Grade 5
• 2b, DOK 2

18
Competency 2 Sample Question

• "The Shell" is an example of which kind of
  writing?
• A. poetry
• B. fiction
• C. folktale
• D. nonfiction Grade 3
• 2a, DOK 2

19
Competency 2 Sample Question

• The author's purpose in writing this passage is
  to
• A. tell the history of Jekyll Island
• B. persuade a person to move to Jekyll Island
• C. explain the activities of the Jekyll Island
  Club
• D. describe the way the island looks
• Grade 4
• 2d, DOK 3

20
Competency 2 Sample Question

• When the author says, "I sounded just like Mr.
  Edwards," what does she mean?
• A. Mr. Edwards tells people what to say.
• B. She learned from Mr. Edwards.
• C. Mr. Edwards is a very smart man.
• D. Her voice sounded like Mr. Edwards's.
• Grade 4
• 2b, DOK 2

21
Competency 2 Sample Question

• A supporting detail provided in this passage is
• A. that most rice is boiled before being eaten.
• B. that rice hulls can also be used for
  fertilizer.
• C. that cement made from rice hulls is black.
• D. that the rice flower is called the panicle.
• Grade 5
• 2b, DOK 2

22
Competency 2 Sample Question

• Which line of the poem includes the best example
  of imagery?
• Of keeping near the rabbits at their play
• So still awhile, that, as they hang in the air
• When winds are chill and all the sky is gray
• And leave the woodland world to sad decay
• Grade 5
• 2d, DOK 3

23
How to write language questions?

• Competency 3
• The student will express, communicate, or
  evaluate ideas effectively.
• Competency 4
• The student will use Standard English to
  communicate.

24
Competency 3

• The writing process
• Vivid language
• Compose effective narrative, informational, and
  persuasive texts
• Compose research papers using multiple sources

25
Competency 3 Sample Question

• Use the paragraph below to answer this question.
• 1The feathers on a hummingbird are very shiny.
  2In the shade, the feathers look dark and dull.
  3A hummingbird has great eyesight. 4The feathers
  sparkle in the sunlight.
• Which sentence should BEST be removed from the
  paragraph above?
• A. sentence 1
• B. sentence 2
• C. sentence 3 Grade 3
• D. sentence 4 3a, DOK 3

26
Competency 3 Sample Question

• Which is the BEST way to select a topic that you
  will enjoy for a report or research project?
• A. Find the topic that looks easiest.
• B. Choose a topic that interests you.
• C. Ask a friend what she wrote about.
• D. Choose the first topic you think of.
• Grade 3
• 3A, DOK 3

27
Competency 3 Sample Question

• Which sentence below is a detail sentence that
  might BEST be added to the paragraph below?
• Some snakes and lizards have forked tongues. The
  tongues are harmless and are used to taste the
  air. Flicking the tongue is a way of smelling the
  air and ground.
• A. Snakes' eyes are always open.
• B. Some snakes have pits in their head that sense
  heat.
• C. A chameleon's tongue can be as long as its
  body.
• D. Many snakes use their tongues to find food.
• Grade 4
• 3a, DOK 3

28
Competency 3 Sample Question

• Nick has chosen scuba diving as his topic for a
  research report. What is the next thing he should
  do?
• A. write an outline
• B. take notes
• C. gather information
• D. write a first draft Grade 4
• 3a, DOK 2

29
Competency 3 Sample Question

• One of the books Jamie's teacher recommended was
  a novel called The Red Pony by John Steinbeck. If
  Jamie wanted to find out more about it, what
  would be the BEST way for him to do so?
• A. look in the library catalog under horses
• B. type in the key word pony in an Internet
  search
• C. look under famous American plays in the
  Subject Index and then look for The Red Pony
• D. type in John Steinbeck in an Internet search
  and then look for a subcategory of novels
• Grade 4
• 3f, DOK 3

30
Competency 3 Sample Question

• Later, after my papers were delivered, I went to
  the bike store. I checked the price tag on a
  shiny green bike. It was exactly like the one my
  brother had shown me in his bike magazine, but
  the price was higher. The store bike was 229.00.
  That was 25.00 more than the same bike in the
  magazine. I checked the price tag, sighed softly,
  and turned to head home.
• Which phrase in the paragraph is redundant?
• A. the price was more
• B. I checked the price tag
• C. my brother had shown me
• D. after my papers were delivered
• Grade 5
• 3a, DOK 3

31
Competency 4

• Use Standard English grammar and mechanics to
  compose
• Use Standard English grammar and mechanics to
  edit
• Use correct and varied sentence structure

32
Competency 4 Sample Question

• How should the sentences below BEST be combined?
• Dottie won the spelling contest. She spelled the
  word intelligent.
• A. Dottie won the spelling contest she spelled
  the word intelligent.
• B. Dottie won the spelling contest spelled the
  word intelligent.
• C. Dottie won the spelling contest, and spelled
  the word intelligent.
• D. Dottie won the spelling contest because she
  spelled the word intelligent.
• Grade 4
• 4c, DOK 2

33
Competency 4 Sample Question

• Karen's rabbit didn't look like he would make it
  across the road now we know why she named him
  "Speedy!"
• Which would correct the sentence above?
• A. Add a comma before "Speedy."
• B. Add a period between road and now.
• C. Add a comma between road and now.
• D. Add a period after road and capitalize now.
• Grade 5
• 4b, DOK 1

34
Competency 4 Sample Question

• Which is a sentence fragment?
• A. My sister won the swimming contest.
• B. Did you go to the swimming contest?
• C. Next Saturday, the swimming contest.
• D. Stop calling about the swimming contest.
• Grade 5
• 4c, DOK 2

35
Competency 4 Sample Question

• Which form of the word BEST fills in the blank in
  the sentence below?
• I am getting ready for the race at school. We
  will start ___________ at 1000.
• A. run
• B. runs
• C. ran
• D. Running
• Grade 4
• 4a, DOK 1

36
Competency 4 Sample Question

• Which word is spelled correctly?
• A. relieve
• B. releive
• C. releave
• D. Realieve
• Grade 3
• 4b, DOK 1

37
Competency 4 Sample Question

• Jimmy carter, who used to be president, works
  with Habitat for Humanity.
• Which word in the sentence should be capitalized?
• A. carter
• B. president
• C. works
• D. with
• Grade 3
• 4a, DOK 1

38
Is labeling the parts of speech required on the
MCT2?

• Labeling parts of speech is not an objective
• Understanding how the parts of speech work to
  empower effective communication is a part of the
  framework
• Students who understand what effect the placement
  of a word has on meaning also can understand the
  effect of using modifiers correctly
• One aspect of the added rigor in the framework
  means that students do not merely need to know
  the rules
• rigor also suggests that students need to
  understand that rules affect the message they
  communicate when they write

39
Notice the wording of the objectives

• Grade 3
• 4a The student will use Standard English grammar
  to compose or edit.
• 4b The student will use Standard English
  mechanics to compose or edit.
• Grades 4 and 5
• 4a The student will apply Standard English
  grammar to compose or edit.
• 4b The student will apply Standard English
  mechanics to compose or edit.
• The objectives state use or apply not
  identify. The objectives also use the words to
  compose or edit.

40
District Tests

• A pretest for a nine weeks will test all
  objectives that will be taught in that nine
  weeks.
• A 4 ½ week test will test all of the objectives
  taught from the beginning of the nine weeks until
  that mid point.
• An exam will be similar to the pretest in that it
  tests the same objectives however, it will not
  use the same questions.

41
Creating District Tests

• When creating a district pretest, look for
  questions that are at the DOK level of the
  objective. Include some enabler questions that
  are at a lower DOK level.
• Place the competency number, objective letter and
  DOK level next to each test item.
• Choose the word from the list that does not
  belong. 1E, DOK 1
• Which of the following sentences correctly uses
  the word leaves according to this dictionary
  entry? 1H, DOK 1
• These tests should be similar in length to the
  MCT2.
• Be sure to use the test language similar to the
  sample questions.

42
Test Language-Grade 3

• select
• compound word
• syllable
• represents
• appropriate
• affix
• synonym
• metaphor
• according to
• expresses
• fragment

index infer summarizes passage outline des
criptive detail persuade sources pronouns inter
rogative declarative exclamatory imperative
43
Test Language-Grade 4
authors purpose expresses descriptive nar
rative compose rearranged committee advertise
persuasive annual editor phrase researching
present perfect tense complex sentence retains

• divides
• syllables
• root word
• suffix
• antonym
• infer
• simile
• hyperbole
• entry
• text structure
• organize
• cause and effect
• compare and contrast
• simple procedure
• sequential order
• effect
• summarizes
• accurate
• conclusion

44
Test Language-Grade 5

• prefix
• passage
• synonym
• antonym
• determine
• idiom
• resource
• replacement
• language
• acceptable
• purpose
• subheading
• appropriate
• allow

infer summarizes accurate sound device rhythm end
rhyme assonance onomatopoeia fact opinion composin
g process vivid descriptive sequence narrative org
anization
developed informational paragraph problem/solution
comparison/contrast procedural order of
importance advertisement supporting
details persuade attend combine punctuate interrup
ters compound predicate
45
Resources

• Test Item Specifications
• http//www.mde.k12.ms.us/ACAD/osa/itemspecs
• Practice Tests
• http//www.mde.k12.ms.us/ACAD/osa/practicetests/
• Sample Assessments
• http//cjhweb.rockdale.k12.ga.us/2006_crct_pract
  ice_tests.htm
• http//www.tea.state.tx.us/student.assessment/re
  sources/online/2003/grade3/read.htm
• http//www.tea.state.tx.us/student.assessment/re
  sources/online/2003/grade4/read.htm
• http//www.tea.state.tx.us/student.assessment/re
  sources/online/2003/grade5/read.htm
• http//www.tea.state.tx.us/student.assessment/res
  ources/release/index.html
• http//www.charliefrench.com/4thleap.htm
• http//www.okaloosa.k12.fl.us/bobsikes/Standardiz
  edtestpractice.htm
• http//www.cde.ca.gov/ta/tg/sr/documents/rtqgr3el
  a.pdf
• http//www.cde.ca.gov/ta/tg/sr/documents/rtqgr4el
  a.pdf
• http//www.cde.ca.gov/ta/tg/sr/documents/rtqgr5e
  la.pdf
• http//dpi.wi.gov/oea/wkce.html