Summarize information from multiple sources to address a specific topic.Explain or recognize how the author’s purpose affects the interpretation of a reading selection.Some examples that represent, but do not constitute all of, Level 3 performance are: Items may also involve more superficial connections between texts. Items may involve abstract theme identification, inference across an entire passage, or students’ application of prior knowledge. Students must be able to support their thinking. Standards and items at Level 3 involve reasoning and planning. Students may be encouraged to explain, generalize, or connect ideas. Students are encouraged to go beyond the text however, they are still required to show understanding of the ideas in the text. Reading Level 3 (Strategic Thinking): Deep knowledge becomes a greater focus at Level 3. Identify and summarize the major events in a narrative.Predict a logical outcome based on information in a reading selection.Use context cues to identify the meaning of unfamiliar words, phrases, and expressions that could otherwise have multiple meanings.Some examples that represent, but do not constitute all of, Level 2 performance are: However, items require closer understanding of text, possibly through the item’s paraphrasing of both the question and the answer. A Level 2 assessment item may require students to apply skills and concepts that are covered in Level 1. Standards and items at this level may include words such as summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion. Some important concepts are covered, but not in a complex way. Inter-sentence analysis of inference is required. Reading Level 2 (Skill/Concept): Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response it requires both comprehension and subsequent processing of text or portions of text. Recognize figurative language in a reading passage.Use a dictionary to find the meanings of words.Support ideas by reference to verbatim or only slightly paraphrased details from the text.Some examples that represent, but do not constitute all of, Level 1 performance are: Items require only a shallow understanding of the text presented and often consist of verbatim recall from text, slight paraphrasing of specific details from the text, or simple understanding of a single word or phrase. Oral reading that does not include analysis of the text, as well as basic comprehension of a text, is included. Reading Level 1 (Recall): Level 1 requires students to receive or recite facts or to use simple skills or abilities. The Role and Importance of Cognitive Complexity Standards Webb DOK - Literacy DOK Levels for Reading
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