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Spring Branch ISD Training Module 2A PK-2 nd grade Teacher. DRA/EDL Training Module. Introduction. All district PK-2 nd grade teachers will be trained or retrained on how to: administer the DRA/EDL score the DRA/EDL analyze the DRA/EDL. A little about the DRA/EDL….
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Spring Branch ISD Training Module 2A PK-2nd grade Teacher DRA/EDL Training Module
Introduction • All district PK-2nd grade teachers will be trained or retrained on how to: • administer the DRA/EDL • score the DRA/EDL • analyze the DRA/EDL
A little about the DRA/EDL….. • Provides a standardized method for assessing primary students’ reading development • Documents student progress over time • Is conducted during a one-on one conference • Utilizes carefully selected assessment texts. • Incorporates standardized procedures and forms
Types of Assessments • Diagnostic (DRA/EDL) • Formative • Summative • Assessment Cycle • Language Arts Reporting Grading Guidelines-Assessment and Evaluation (page 23)
DRA-An authentic assessment • DRA is based on what good readers do: • They select appropriately leveled materials and continue to improve as readers • They preview a book or story before reading and predict what might happen • They read quickly and smoothly • They use a variety of strategies • They read for meaning
Good Readers know various strategies to decode words…… • Word Recognition • Identifying words by analogy • Identifying words by the use of context clues • Identifying words through recognition of root words, prefixes or inflectional endings • Sounding our words using phonics • Identifying syllabic boundaries within multi-syllabic words and sounding out separate syllables
Good readers also…… • Comprehend while they are reading • Are able to explain information • Connect information to previous knowledge • Use information • Acquire information in order to develop insight • Are fluent readers (using phrasing and intonation) • Have appropriate pacing and speed
Using information from the DRA/EDL • Determine a reader’s instructional level • Determine a reader’s strengths or weaknesses • Group students efficiently for reading experiences and instruction • Identify student who may be working below proficiency and need further accelerated instruction
Performance Levels • SBISD has normed performance levels based upon several years of district DRA/EDL data. • There are three ranges of student performance for fall, winter and spring per grade level: • More Development Needed (25%) • Developing as Expected (50%) • Advance Development (25%) • Spring Branch DRA/EDL Standards • Classroom distribution will rarely reflect these percentages since the data was normed at the district level
DRA/EDL Assessment Text • DRA/EDL Text Titles • Group DRA books into these categories: • A-2 • 3-6 • 8-14 • 16-28 • 30-44 • Look through each group of texts. Decide on two characteristics that books in the same group share with each other. • Discuss your findings.
DRA/EDL- Text Characteristics Levels A-2 • Highly patterned text with simple illustrations • One or two lines of text on left hand page • Familiar animals and objects • Repetitive language structures
DRA/EDL- Text Characteristics Levels 3-6 • Simple stories with repetitive words, phrases and actions • Predictable language structures • Familiar characters and experiences • Highly supportive illustrations
DRA/EDL- Text Characteristics Levels 8-14 • Stories include problems with which children can relate • Repetition of events • More complex book, oral language structures, and high frequency words • Supportive illustrations
Levels 16-28 Imaginary or animal characters with human characteristics Familiar topics and vocabulary Nonfiction text features such as photographs, labels, charts, flowcharts, diagrams Some literary language structures Some description of characters and setting Moderate to minimum picture support DRA/EDL- Text Characteristics
Levels 30-44 More complex stories Characters, setting, problems, and resolutions described in greater detail Different genres Minimum of picture support More specialized vocabulary Nonfiction text features such as headings, maps, time lines, graphs, photographs DRA/EDL- Text Characteristics
DRA/EDL-Observation Guides • An observation guide has been designed for each assessment text. • The teacher records observations of the student’s reading behavior and student responses in the designated spaces. • Designated spaces include : • Introduction to the text: Previewing/Predicting • Oral Reading and Strategies Used • Comprehension and Retelling (Levels 3-44) • Reading Preferences
DRA/EDL-Observation Guides • Record of Oral Reading Coding Conventions As the student reads the text, the teacher uses these conventions as a means of recording the behaviors of the reader. • Classifying Errors • Is a repetition an error? • Is a substitution an error? • What about contractions? • What about when students sound out the word?
Accuracy Levels • Independent: When a student is able to read effortlessly. They make few error, have good fluency and excellent comprehension. • Instructional : Where students are supported by a teacher. With the help of the teacher they can work on the “hard bits”. • Frustration: Students reading becomes disfluent and fails to result in comprehension.
DRA/EDL Observation Guide • Scoring-add up the errors and circle the accuracy rate • Independent 95-100% • Instructional 90-94% • Frustration 89% and less • If students accuracy rate is less than 89% choose a lower level. There is no need to continue on to the comprehension/retelling portion.
Practice Activity # 1 Discuss results Why is Rosa only counted as 1 error? Do the miscues interfere with meaning? Practice Activity # 2 Discuss results Is this reading at an instructional level? Which miscue interferes with meaning? Record of Oral Reading Practice Activity
DRA/EDL One-on-One Conference • There are three different formats for the one-on-one conference the teacher has with the student. The format of the DRA K-3 conference changes over time to honor and support what readers can do as they move towards independence. • A-2 Teacher reads some of the text • 3-16 Student reads text out loud. • 18-44 Student reads most of the text silently
DRA/EDL One-on-One Conference A-2 • Conference Format • DRA Observation Guide-Level A • DRA Observation Guide-Level 1 • Watch DRA Training Video-Zach • Should Zach get to read text level 2 why or why not?
DRA/EDL-Comprehension Retelling Levels 3-44 • The DRA uses retelling to assess students comprehension • Before administering the DRA/EDL teachers should give students opportunities to retell stories during their Language Arts block. • If students are having difficulty retelling the DRA/EDL observation guide provided prompts for teachers to use. • Limited prompting • Some prompting • Much prompting
DRA/EDL-Comprehension Rubric 3-14(adapted by SBISD) • Oral Reading • Phrasing • Fluency • Monitoring-self correction • Problem Solving-Unknown words
DRA/EDL-Comprehension Rubric 3-14(adapted by SBISD) • Comprehension • Retelling-Sequence of Events • Retelling-Character and Details • Retelling-Vocabulary • Prompting
DRA/EDL- Comprehension Rubric 3-14(adapted by SBISD) • Scoring • More Development Needed =1 point • Developing as Expected = 2 • Advanced Development = 3 • Students must score 7 in both sections to be considered Developing as Expected
DRA One-on-One Conference Text levels 3-16 • Conference Format • DRA Observation Guide Level 4 • Watch Video-Level 4 Tanicqua • Should Tanicqua get to read text level 6?
Comprehension Rubric 16-44 • A different rubric has been created for text levels 16-44 Comprehension Rubric 16-44 • To be considered Developing as Expected students’ comprehension score must be between 11-17 • If a student’s comprehension score is between 0-10, they must be given a lower text level
DRA One-on-One Conference Text levels 18-44 • Conference Format • DRA observation Guide Level 28 • Watch Video-Level 28 Wesley • Should Wesley get to read level 30?
Other important information- Fall Testing • If student was in the district use district database to find spring reading level. • If there is not DRA data, place three books out for the student to choose. One above and one below the student’s grade level. • Fall testing dates have been adjusted for K-2 • Testing Dates
Other important information- Text Levels A & 1 • It is a good idea to give students both levels A &1 . • Level 1 gives the student the opportunity to demonstrate some early concepts of print not available in text level A. • L to R • 1 to 1 match
Other important information- Spring Testing • The DRA is also given at the end of they school year. The purpose is to determine student reading progress. • Use current guided reading level to determine where to begin testing. • Students must have received guided reading instruction at the text level they are being tested.
Other important information- Advance Development • When students are reading in the Advanced Development range follow the guidelines below when completing the observation guide: • Accuracy rates should be higher than 94% • Comprehension scores should be 17 or higher • Fluency rates need to be 60 WPM for 1st grade and 90 WPM for 2nd grade
Reading Assessment “The most valuable form of reading assessment reflects our current understanding about the reading process and simulates authentic reading tasks.” (State of the Art: Transforming Ideas for Teaching and Learning to Read, U.S. Department of Educational Research and Improvement)