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Developmental Reading Assessment Second Edition K-3

Developmental Reading Assessment Second Edition K-3. Presented by Rebecca Pilver. Agenda. Compare DRA2 to the First Edition Review the Assessment Procedures Watch Examples Read the New Titles. Look at the Teacher Observation Guides for Levels 4, 14, 28, and 38. Discuss at your tables:

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Developmental Reading Assessment Second Edition K-3

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  1. Developmental Reading AssessmentSecond EditionK-3 Presented by Rebecca Pilver

  2. Agenda • Compare DRA2 to the First Edition • Review the Assessment Procedures • Watch Examples • Read the New Titles

  3. Look at the Teacher Observation Guides for Levels 4, 14, 28, and 38. Discuss at your tables: What is different from the first edition?

  4. Comparing DRA to DRA2

  5. Comparing DRA to DRA2

  6. New Texts Preview the titles of the DRA2 texts. Star those that are new that you will be reading at your grade level.

  7. Assessment Procedures

  8. All LevelsReading Engagement • Levels A-24: Record student responses to the questions on the Teacher Observation Guide. • Levels 28-38: Students either complete the Student Reading Survey prior to the assessment or teachers ask the questions on the survey and record them.

  9. All Levels Introduction and Preview • Levels 1-16, students preview the story. • Levels 18 and up, students orally read the beginning of the story.

  10. All LevelsRecord of Oral Reading • All Levels: Record the students oral reading behaviors (miscues, substitutions, rereading, self-corrections) on the Record of Oral Reading. • Levels 14-40: Time the student’s oral reading and note their phrasing, expression, and attention to punctuation.

  11. Recording Oral Reading • Levels 14-40: Record the student’s time. Use the Words Per Minute chart to identify the WPM range. • All Levels: Count the number of miscues and circle the appropriate box on the Percent Accuracy chart. • Stop the assessment if the student’s score falls in the shaded areas and begin with a lower level text.

  12. Levels 18-24Predictions • Levels 18-24: Note and count the number of possible events or actions that the student predicts. • Levels 28-38: Read aloud the prompts in the Student Booklet, and record the student’s responses on the same page. • Level 40: Students complete the written responses independently. (You may read the prompts aloud before they complete them)

  13. Reading the Text • Levels A-16: Students read text orally. • Levels 18 and up: Students read a portion of the text orally and reads the rest of the text silently.

  14. Levels 4-24Oral Retelling and Responses • As student retells, underline and record the information included in the Story Overview on the Teacher Observation Guide. • Levels 4-16: Record the student responses to the Reflection and Making Connections prompts. • Levels 18-24: Record the student responses to the Reflection and Interpretation prompts.

  15. Levels 28-40Written Summary and Responses • Students complete the Student Booklet. • You may read aloud the questions/prompts before the student begins. Do not give additional prompts.

  16. Teacher Analysis • All Levels: Use the information on the Record of Oral Reading to check responses on the Oral Reading Analysis chart. • Levels 14-40: Use the formula to calculate the student’s exact WPM. • All levels: Complete the Continuum page.

  17. Completing the Continuum • Reading Engagement: Use responses to select descriptors. • Comprehension: Levels 4-24- Use information from oral retelling. Levels 28-40- Use information from Student Booklet and the examples in the Handbook in the Teacher’s Guide.

  18. Scoring • Add the circled numbers to obtain a total score for each section. • Student’s total Fluency score and Comprehension score must fall within the Independent range on the continuum. • If the scores are below Independent, reassess with a lower level text.

  19. Focus For Instruction • Choose 3 to 5 learning/teaching activities on the Focus for Instruction.

  20. Written Summaries and Response • It is important to teach Extending readings how to respond in writing. • Scoring the written summary and responses as a team (at least initially) helps to achieve consistency • The K-3 Handbook in the Teacher’s Guide is helpful as you analyze the DRA2.

  21. New Texts and Forms Use the time remaining to read the new titles for your grade level and familiarize yourself with the new Teacher Observation Forms.

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