DETERMINING STARTING LEVEL Returning StudentNew Students Fall
use spring DRA2 independent level as a starting place. Spring use
last running record level from progress monitoring data and/or
classroom observations of student reading level (comparable book
titles on p. 37-39) Information from previous school if available
DRA2 Quick Check Use informal reading engagement information to
offer level choices (comparable book titles on p. 37-39)
Slide 5
TEACHER OBSERVATION GUIDES P.19 Scores To be independent, a
reader MUST meet the benchmark in BOTH oral reading fluency and
comprehension. Teacher selects the text for levels A-24. Students
may be given a choice of texts at level 28 and above. TSD We are
determining the highest independent level. Refer to TSD
handout.
Slide 6
TEACHER OBSERVATION GUIDES P. 19 Reading Engagement: Levels
A-24 student responses are recorded next to reading engagement
questions on guide. Levels 28 and above students complete a Student
Reading Survey which may be given individually or in a group.
Responses may be dictated or independently written. P. 69-73
provide support for understanding about reading engagement
responses from students
Slide 7
TEACHER OBSERVATION GUIDES P.19 Oral Reading Fluency Levels 1-3
if student is unable to name half the items pictured in the text,
use your best judgment to decide whether you should continue with
the assessment. In introduction and preview, for levels 4-16,
students do a picture walk. Teacher directions are in bold print.
Levels 14 and above, timing students reading is required. Note the
readers phrasing, expression, and attention to punctuation.
Slide 8
TEACHER OBSERVATION GUIDES P.19 Oral Predictions NOTE: Levels
A-16 have an Introduction and Preview Levels 18-24 students do an
Oral Prediction. Note and count the number of possible events or
actions that students predict. Students do NOT use the text when
making their predictions. Levels 28-38 Read aloud the
questions/prompts on page 1 in the Student Booklet, and record the
students responses on the same page. Do NOT give additional
prompts. NOTE: Students may use the book when responding to the
Text Features prompts and nonfiction Prediction prompt, but the
book should be CLOSED when they make their predictions for fiction
books. Level 40 and above Students must do a written
prediction
Slide 9
TEACHER OBSERVATION GUIDES P.19 Record of Oral Reading The
students miscues, including substitutions, omissions, and
insertions, as well as repetitions and self-corrections are marked
on the Record of Oral Reading. If student skips as an entire line,
redirect the student to reread and score as one error. If a
students miscues a proper noun multiple times in a text, the first
miscue is counted as an error. The subsequent miscues of the same
name are not counted as errors. Repetitions of words or phrases are
NOT errors. They should be recorded as they give you important
information about a childs processing. Mispronunciations are NOT
errors if they are due to speech impairment, English Language
Learners, and/or dialect. See p. 143 for more guidelines.
Slide 10
TEACHER OBSERVATION GUIDES P.19-20 After Oral Reading: Record
time on guide and reference Oral Reading Words Per Minute chart for
the WPM range. Count miscues and self corrections and determine
students percentage of accuracy. If the students score falls in a
shaded area for either WPM or Accuracy, STOP! Reassess at a lower
level. If the student is reading below the grade-level benchmark,
administer appropriate DRA Word Analysis Tasks at another time. To
determine tasks see p. 16 in Word Analysis book.
Slide 11
TEACHER OBSERVATION GUIDES. P.21 Comprehension For levels 4-24,
students orally retell the story. A story overview is provided.
Helpful hint: use a highlighter to highlight as student is
retelling. The only prompts that may be used are the ones provided
on the guide. NO EXCEPTIONS! Be sure to check and/or tally the
prompt/s used and the number of times prompted. For levels 28-40
students write a story summary. Any student, regardless of grade
level, being administered a level 28-40 MUST do the written summary
and it should be scored against the DRA2 Examples of Student
Written Responses (p.88-119) Please see chart on p. 74 for more
information.
Slide 12
TEACHER OBSERVATION GUIDES. P.21 Teacher Analysis This may be
done immediately following the administration OR it may be analyzed
at a later time.
Slide 13
DRA2 CONTINUUM Independent: Total score for Oral Reading
Fluency and Comprehension must be at least within the Independent
range on the Continuum Instructional: Total score for Oral Reading
Fluency or Comprehension is within the Instructional range on the
Continuum. Advanced: Total score for Oral Reading Fluency and
Comprehension must be within the Advanced range on the
Continuum.
Slide 14
DRA2 CONTINUUM Reading Engagement Use the information from the
Student Reading Survey and the Student Booklet to circle the
descriptors that best describe the students responses for Reading
Engagement and Comprehension. Levels 28-40 Use the students
responses on the Student Reading Survey Refer to p. 68-73 for
exemplars of student responses P. 69 = A-3 P. 71 = 4-24 P. 72-73 =
28-38
Slide 15
DRA2 CONTINUUM Oral Reading Fluency Use your notes from your
observations about the students phrasing,
monitoring/self-corrections, and problem solving on unknown words,
expression and accuracy rate to fill out the Oral Reading Fluency
section of the continuum Levels 4-12: If a student reads a text
with 100% accuracy, then they score a 4 on Problem Solving Unknown
Words
Slide 16
DRA2 CONTINUUM - COMPREHENSION A-3 = Printed Language Concepts
(directionality, 1-1 Correspondence, Words/letters) 4-24 use info
from oral retelling 28-40 use info from student booklet **use
teacher guide for exemplars pp. 80-119
Slide 17
ADDITIONAL INFORMATION P.57 Students reading text levels 28-40
are not reassessed using a lower DRA2 level text if their total
comprehension score falls within the Instructional range on the
Continuum. Without instruction it is highly improbable that they
will perform any better when asked to write similar responses with
a slightly lower level text. It is important to teach Extending
readers how to respond in writing to demonstrate their
comprehension. Providing opportunities to respond in writing
scaffolds their ability to think more deeply about a text and
prepares them for proficiency tests at the district and state
levels.
Slide 18
INSTRUCTIONAL DECISIONS P. 121-129 Reference pp. 121-129 Next
steps Delve more deeply Instructional coach meetings Support from
Kathy
Slide 19
KINDERGARTEN Word Analysis P, 9 in Word Analysis book Handout
recording sheet Explore tasks in group Questions and debrief whole
group
Slide 20
APPROPRIATE ACCOMMODATIONS The only accommodations used when
administering DRA2 are those documented on an IEP, 504 Plan, or
IAAP The following accommodations MAY be appropriate and
documented: Scribe or Assisted Technology (Level 28 and above) The
following are NOT documented accommodations for DRA2: Extended
Time: There is no time limit for a student taking the DRA2. Teacher
Read Directions: The protocol for DRA2 is to read the directions to
students. Using the Spanish version of DRA2 (Lectura) is not an
accomodation, but rather an alternative admissible administration
of the assessment. Alternate settings and frequent breaks are
admissible for DRA2 administration, therefore they are not an
accommodation.
Slide 21
INTERRATER RELIABILITY I
Slide 22
Level 4 Where is My Hat? Choose a student reader and a teacher
Other two are observers/recorders Teacher administer level 4 to
student reader Teacher and observers record student responses on
observation guide Complete DRA2 continuum independently using p. 71
& 83 in guide Compare data on continuum and discuss Group
debrief
Slide 23
INTERRATER RELIABILITY Level 16 Nonfiction Animal Homes Choose
a student reader and a teacher Other two are observers/recorders
Teacher administer level 16 to student reader Teacher and observers
record student responses on observation guide Complete DRA2
continuum independently using p. 71, 80 & 83 in guide Compare
data on continuum and discuss Group debrief
Slide 24
INTERRATER RELIABILITY Level 28 Fiction Missing Sneakers Read
story In partners, score and complete continuum. Use pp. 72-73,
92-93 in guide as a reference. Compare scores with other
partnership Discuss noticings and/or questions Group debrief
Slide 25
COMPLIANCE VS. BEST PRACTICE How might you support teachers in
moving from using DRA2 for compliance to using it for best
practice?