Build an improvement plan that benefits everyone on your team — 
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Raising the Rigor
Choose the right strategies and instructional practices to best help students expand their knowledge and skills.
Benefits
- Discover how questioning can promote the traits that students need to succeed in college and their careers.
- Provide supports that help students reach deep levels of understanding.
- Explore how to deconstruct standards and standards-based questions.
- Create a classroom climate that fosters collaboration and constructive discussions.
- Use templates, surveys, and checklists to plan instruction, deconstruct academic standards, assess student engagement, and collect data.
TABLE OF CONTENTS
Chapter 1: Using Questioning Strategies in the Classroom
Chapter 2: Deconstructing Higher-Order Thinking Skills
Chapter 3: Developing Effective Assessments
Chapter 4: Ensuring Student Success With Complex Questions
Chapter 5: Creating Standards-Based Questions and Tasks
Chapter 6: Encouraging Traits to Attain College and Career Readiness
Chapter 7: Encouraging Student Involvement
Chapter 8: Growing Students’ Ability to Ask Questions That Matter
Epilogue: Pulling It All Together
REPRODUCIBLES
Chapter 2
- Figure 2.1: Developing Higher-Order Thinking Skills Tasks
- Figure 2.6: Higher-Order Thinking Skills Criteria Checklist
- Figure 2.8: Higher-Order Thinking Skills Criteria Checklist—Multiple Students
- Figure 2.11: Question Identification Template
- Figure 2.12: Depth of Knowledge Levels Assigned to Standards—Sample
- Table 2.3: Verbs Change Domain
- Table 2.4: Depth of Knowledge Levels and Characteristics
Chapter 3
- Figure 3.1: Question Identification Template—Geometry Example
- Figure 3.2: Question Identification Template—Counting Example
- Figure 3.3: Question Identification Template—Punctuation Example
- Figure 3.4: Question Identification Template—Prefix Example
- Figure 3.5: Sample Question Starters
- Table 3.1: Assessment Design Considerations—The Definite Dozen
- Table 3.2: Practices for Traditional Test Formats
Chapter 4
- Figure 4.1: A Framework for Taking Student Responses Deeper
- Figure 4.3: Differentiation Example 1—Mathematics
- Figure 4.4: Differentiation Example 2—Reading
- Figure 4.5: Sample Graphic Organizer to Compare and Contrast Two Books With the Same Author
- Figure 4.6: Sample Graphic Organizer for a Complex Mathematics Question
Chapter 5
- Figure 5.1: Deconstructing a Standard on Informative or Explanatory Texts
- Figure 5.2: Rubric Design for Informative or Explanatory Writing
- Figure 5.3: Deconstructing a Standard on Firsthand and Secondhand Accounts
- Figure 5.4: Deconstructing a Standard on Shapes
- Figure 5.5: Record Template for Standard Instruction and Assessment
- Figure 5.6: Deconstructing a Standard on Compare and Contrast
- Figure 5.7: Deconstructing a Standard on Graphing
- Figure 5.8: Deconstructing a Standard on Triangles
- Figure 5.9: Deconstructing a Standard on Multiplying Fractions and Mixed Numbers
- Figure 5.10: Standards-Based Questions on Multiplying Fractions and Mixed Numbers
- Figure 5.11: Standards-Based Questions on Adding Within 20
Chapter 6
- Figure 6.1: Students’ Key Skills Baseline
- Table 6.1: College and Career Readiness Survey—Data Collection
Chapter 7
- Figure 7.1: Template to Record Student Engagement
- Figure 7.2: Classroom Practices That Support Student Success With Higher-Order Thinking Skills—Self-Evaluation
- Figure 7.3: Classroom Practices—Student Survey
Chapter 8
- Table 8.1: Bloom’s Taxonomy for Students
- Table 8.2: Question Starters and Sentence Stems for Students
Online Only
- Deconstructing a Standard 1
- Deconstructing a Standard 2
- Question Identification Template—English Language Arts
- Template for Standard Instruction and Assessment
- Writing Rubric for Grades 3–5
SUGGESTED RESOURCES
Book
- Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
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