Reading, Writing, and Rigor: Helping Students Achieve Greater Depth of Knowledge in Literacy

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About

What does rigor, a word that frequently pops up in conversations about education, really mean? More specifically, what does it mean for literacy instruction, and how does it relate to challenging standards-based assessments? In this informative and practical guide, literacy expert Nancy Boyles uses the framework from Webb's Depth of Knowledge (DOK) to answer these questions, offering experience-based advice along with specific examples of K-8 assessment items.

Dedication

Introduction: Wanted: Rigor in Literacy

PART 1: The Depths of Knowledge in Literacy

Evidence: Supporting Depth of Knowledge 1

Skills and Concepts: Supporting Depth of Knowledge 2

Strategic Reasoning: Supporting Depth of Knowledge 3

About the authors

Nancy Boyles is a former classroom teacher and professor emerita at Southern Connecticut State University, where she was professor of Reading and Graduate Reading Program Coordinator. She is now a literacy consultant, providing workshops, modeling best practices in classrooms, and assisting with curriculum development.

Her workshop topics include Close Reading, Small Group Differentiated Instruction, Rigorous Assessment, and Depth of Knowledge. Boyles is the author of Closer Reading, Grades 3–6; Lessons and Units for Closer Reading, Grades 3–6; and Lessons and Units for Closer Reading, K–2. She has also written many articles and six additional books on reading comprehension.