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Administering the DRA2 and EDL2. Denver Public Schools Spring 2008 Grades 4–8. Agenda Topics. What good readers do CBLA Expectations for grade level targets Administration of the DRA2 with different levels of readers Word Analysis tasks and instruction
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Administering the DRA2 and EDL2 Denver Public Schools Spring 2008 Grades 4–8
Agenda Topics • What good readers do • CBLA Expectations for grade level targets • Administration of the DRA2 with different levels of readers • Word Analysis tasks and instruction • Instructional information gained from the DRA2/EDL2
What is the purpose of DRA2/EDL2 testing? • For Teachers: To get instructional information • For the State: To meet CBLA requirements (Spring) • Inform the state of students’ reading levels (K–3). • After third grade: Inform the state as to the progress of those students identified at the end of third grade (Grades 4–11).
Foundation for the DRA2/EDL2:What do good readers do? Brainstorm at tables: What do good readers do?
How has “What Good Readers Do”been incorporated into DRA2/EDL2 Text Reading? • Assesses: • Reading Engagement • Oral Reading Accuracy and Fluency • Comprehension (Predictions, Retellings and Summaries, Connections, Inferences, Reflections) • Determines student’s Independent level and provides focus areas for instruction. • Look in the handout at the Good Readers Chart. Put a checkmark next to every strategy on which you have provided mini-lessons. Note Rationale.
How has “What Good Readers Do”been incorporated into DRA2/EDL2 Text Reading? Activity: Read through the sample Continuum for Oral Reading (Level 38, Amelia Earhart, nonfiction). • How might teachers use this information to guide instruction?
DRA2 4–8 DRA2 4–8 has slightly different processes for administration at each of the following levels of reading: • Bridge (L. 20–38) • Intermediate (L. 40–50) • Middle School (L. 60–80)
DRA 4–8: Bridge Pack • For students in grades 4–8 who are reading BELOW L. 40 • Texts at Levels 20, 24, 28, 38 • If students need a lower text, coordinate with your facilitator or a primary teacher to use the DRA2 K–3. • Teacher provides more scaffolding at lower levels
In grades 4–8, which students should take the DRA2/EDL2? • Administration of the DRA2/EDL2 in the Spring is required: • For students who are in the third grade cohort group (identified in third grade as being below grade level) and • For students who did not score Proficient on Benchmark Assessments for Reading or are not reading at grade level, according to other indicators, including CSAP. • Administration of the DRA2/EDL2 is OPTIONAL: • For students who are NOT in the cohort group AND scored Proficient on Benchmark Tests for Reading and are reading at or above grade level, according to other classroom indicators.
CDE Guidelines:CBLA Benchmark Levels Adapted from the CDE PowerPoint at: http://www.cde.state.co.us/action/CBLA/Updated_DRA2_EOY_Reporting.ppt
What is Independent Level on the DRA 4–8? • Use the Continuum descriptors to evaluate the student’s reading behaviors. • Find highest level at which the student scores Independent or Advanced in BOTH the total of the ORF and the total of the Comprehension scores.
Highest Independent Level Consider going to a higher text level Go to a lower text level
Why is it important to find students’ Independent level? • 85% of everything children read should be easy for them • 15% should be a bit of a challenge • 0% should be at the difficult level because it provides no purpose for learning • Richard Allington Richard Allington
Administering the DRA2/EDL2 with Consistency • Read only the bold directions in the Teacher Observation Guide. • Paraphrasing or giving more information can compromise the reliability of the test. • Use a stopwatch to time the reading. • If a student is stuck on a word, give 5 seconds of wait time, then supply the word and mark it as a miscue.
Administering the DRA2 Bridge PackL. 38: Hayato • Read through Hayato’s Reading Survey. What would you give him for Reading Engagement on the Continuum? • Read through the Observation Guide and Continuum for Amelia Earhart, L. 38. • Watch DVD of Hayato, following along with the transcript and taking notes. • Underline the words and phrases to show how Hayato phrases words as he reads them. • Score his ORF immediately. Is he Independent? Should you go on?
Administering the DRA2 Bridge PackL. 38: Hayato • Look through Hayato’s “Student Booklet.” • Note: Student examples are included in Teacher Guide to support scoring. • Score the Continuum. At what level is Hayato reading? • Look at Focus for Instruction sheet and check three to five areas to focus on with Hayato. • What would you work with him on in guided reading? • What would you do with him in your reading conferences? • Watch the conference between the facilitator and the teacher.
Word Analysis Assessment • For DRA2 4–8: • If students are significantly below grade level, teachers might choose to do some of the Word Analysis tasks to determine the extent to which word analysis problems are interfering with the students’ reading progress. • Teachers collaborate with their facilitator or primary teachers about the administration of the Word Analysis tasks.
Activity: Administering the DRA2 4–8 Level 40 • Watch DVD of the student reading L. 40, All the Way Under and the conference between the facilitator and the teacher. • How is this process different from the Bridge Pack format?
Using the DRA2/EDL2 for Instructional Purposes Look at the following DRA2 Summary Sheet for students at the Bridge level. • What do you notice? • What questions does this raise for you? • How can this information be used for instructional purposes?
Using the DRA2/EDL2 for Instructional Purposes • Use information to support appropriate book bags for students. • Use Summary Sheets to group students and plan whole group and small group instruction. • Use Continuum rubrics and Focus for Instruction sheets to identify areas for instruction.
Using the DRA2/EDL2 for Instructional Purposes • Use Continuum rubrics to assess student progress, e.g., in SMART goals. For example: If students score low on Reflection, • Make a student-friendly chart of the Reflection rubric, • Model and teach students how to reflect during Guided Reading, and • Teach students the rubric for Reflection and have them write their own reflections and score them.
Using the DRA2/EDL2 for Instructional Purposes • Keep Continuum on clipboard during conferences or guided reading as a reference. • As students improve in the areas of instruction identified initially, use the Focus for Instruction sheets to identify new areas for instruction and to set goals with students in Reading Assessment Notebooks. What else?
Preparing for the Assessment:Teachers • Gather materials—Teacher Guides, stopwatch, clipboard, books • Make copies of necessary forms. • Teacher Observation Guide and Continuum for each book • Student Booklet for writing responses (L.28–40) • Focus for Instruction form • Word Analysis record forms (if necessary) • Read the books and Teacher Guides ahead of time. • Use information from instruction to guide choice of levels and tasks. • If new to running records, ask facilitator for training and tape students’ reading.
In closing… The DRA2 and EDL2 • Provide a clear and shared vision of what student proficiency looks like • Offer specific guidance for instruction • Support ongoing discussions of student work and implications for instruction ALL are critical for enhancing student achievement.