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1. PISD AssessmentsDRA Overview Developmental Reading Assessment
2007-2008
2. Purpose “To enable primary teachers to systematically observe, record, and evaluate change in student reading performance and to plan for and teach what each student needs to learn next”
3. Components Series of leveled stories
DRA
DRA ALT
DRAII
Observation Guides
Directions, questions, prompts
Space to mark behaviors and responses
4. One Campus—Two Kits Range of books
DRA A-44
DRAII A-40 (extra level 40 titles)
Oral Accuracy, Fluency and Rate
DRA Accuracy & Fluency on observation guide; rate (counts EOY Grade 1 and beyond)
DRAII Scored together on continuum (rate included level 14+)
5. One Campus—Two Kits Comprehension score for leveling
DRA Top score is 24 (below 16 is frustration); all responses are oral; no vocabulary concepts are tested
DRA II Top score is 28 (below 20 is frustration); responses are written on level 28+; Vocabulary concepts included (accounts for the 4 point difference)
6. Uses Focus on instruction
Strategy lessons
Flexible groups
Guided Reading
Centers
Reporting
Use PISD form on line (linked to ELA/ARI)
7. Recommended Testing Levels Follow guidelines on testing instrument regarding when to stop—DRA II is explicit on the test; for DRA I stop when comp falls below 16 or accuracy falls below 94% or rate falls below target (starting EOY 1st grade 60 wpm; 2nd grade 70 wpm) or child reaches recommended grade level (Kinder EOY=2; Grade 1 EOY=16; Grade 2 EOY=30)
Once a child reaches grade level
use running records with alternative
materials to guide instructional
decisions (leveled library books)
8. Testing beyond grade level NOT recommended
If you do choose to test beyond grade level, do NOT test beyond these levels
Kinder - Level 8
Grade 1 - Level 28 (equivalent to end of grade 2)
Grade 2 - Level 38 (equivalent to end of grade 3)
9. Levels A-2 Teacher selects text
Teacher introduces text
Teacher reads 1-2 pages
Child points and reads rest of story; teacher takes record of oral reading
Teacher asks response and preference questions
10. Levels 3-16 Teacher or student selects text
Teacher introduces text
Child looks at pictures and tells what is happening or identifies topics within informational text
Child reads story aloud; teacher takes record of oral reading
11. Levels 3-16 (cont’d) Child retells the story or information read
Teacher asks response and preference questions
12. Levels 18-44 Teacher selects a range of 3 texts
Child previews and chooses one
Teacher introduces text
Child reads first 2-4 paragraphs aloud
Child predicts what will happen in story or identifies topics within informational text
13. Levels 18-44 (Cont’d) Child reads complete story in another location
Child retells story or shares information from text
Teacher asks response questions
Child reads selected portion of text aloud; teacher takes record of oral reading
Teacher asks preference questions
14. Paper Work Individual Student Form (On line link from Curriculum/ELA/ARI)
Revised forms available (DRA II)
Class Summary Form by grade level (also on line)
Revised forms available (DRA II)
15. Now What? Use scores to drive instruction
Guided reading using leveled library
Consider the three cuing systems
Semantic (meaning: does it make sense?)
Syntactic (structure: does it sound right?)
Graphophonic (visual: does it look right?)
Build on strengths to develop skills that have not been mastered
16. Questions?