Today's state literacy standards and assessments demand deeper levels of knowledge from students. But many teachers ask, "What does depth of knowledge look like on these new, more rigorous assessments? How do we prepare students for this kind of thinking?" In this article, Nancy Boyles uses a sampling of questions from the PARCC and SBAC assessments to illustrate what students need to be able to do at four depth of knowledge levels--recall and reproduction, skills and concepts, strategic thinking and reasoning, and extended thinking. What does rigorous teaching and learning look like at each level? Boyles asserts that rigor should not be reserved for deeper depth of knowledge levels, but is also essential at the levels of recall, reproduction, and skills. For example, when students perform the seemingly low-level task of finding factual evidence in a text, they can practice rigor by holding themselves accountable for spot-on accuracy and choosing the very best evidence. And students need to master basic skills because they'll need to access these skills when they move to deeper levels of knowledge.