Administering the DRA 2: Diagnostic Reading Assessment

ADMINISTERING THE DRA2First Nation Student Success Program Grades K-3

WHAT’S AHEAD?

What is DRA2? DRA Assessment Texts Conducting the Assessment Conference After the DRA2 Conference The Student Folder The Teacher Clip Board What do I do when I am done

administrating DRA2?

WHAT’S IN THE BOX? Teacher Guide Blackline Masters Blackline Masters CD

45 Benchmark Assessment Books 30 Student Assessment Folders Assessment Procedures

Overview Card

Training DVD DRA Word Analysis Teacher Guide DRA Word Analysis Student Book DRA Word Analysis Training CD 46 Hanging File Folders

WHAT IS A DRA?

A way for us to find each child’s instructional reading level

Useful in determining instructional strategies to help move each child forward

Able to provide us with data to track individual student growth, whole-class or grade-level trends, and to evaluate our reading program school wide

TYPES OF ASSESSMENTS

Diagnostic : Pre-assessment

Formative – During learning

Summative – End of learning assessment

Assessment Cycle

INAPPROPRIATE USES OF DRA2

DRA2 is Not: For Labelling For Grading For Retention Decisions Independent of guided

reading Instruction

FOUNDATION OF DRA

With your elbow buddy:

What do good readers do?

HOW DO TEACHER USE INFORMATION FROM DRA ASSESSMENTS?

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

MOVING FORWARD: RECOMMENDATIONS DRA will be administered 3x a year DRA Testing Windows : 2 Weeks

All classes must be assessed within 2 weeks.

ADMINISTRATION SUGGESTIONS

• Remain organized.• Get help with photocopying.• Make a schedule and stick to it. • Conduct 1-2 assessments per day.• Ask your SERT or Literacy Specialist to model a

DRA. • Determine which students you wish to assess first.• Have more than one student working on DRA at a

time. • Score the assessment (especially ORF) as soon as

possible.• Complete the Focus For Instruction form.

DRA ASSESSMENT TEXTSCharacteristics and Reading Stages

DRA2 ASSESSMENT TEXT

DRA2 Text Titles Group DRA books

into these categories: A-2 3-6 8-14 16-28 30-44

WHAT DO DRA TEXT LOOK LIKE?

Levels A-2: Repeated word or

sentence patterned text with simple illustrations

One line of text on left hand page

Words are large and well spaced so children can point as they read

Number of words ranged from 20-42

DRA TEXT CHARACTERISTICS

Levels 3-6 Simple stories with

repetitive words, phrases and actions

Predictable language structures

Familiar characters and experiences, including pictures to support

Number of words: 53-76

DRA 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

DRA TEXT CHARACTERISTICS

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 TEXT CHARACTERISTICS – 16 TO 28

DRA 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 TEXT CHARACTERISTICS -30 TO 44

WHAT ARE THE DRA READING STAGES?

Emergent Stage Levels A Kindergarten

Early Stage Levels 4-12 Grade 1

Transitional Stage Levels 14-24 Grade 2

Extending Stage Levels 28-38 Grade 3

HOW DOES DRA DETERMINE PROFICIENCY?

GRADE Time of Year

DRA2 Benchmar

k Level

Kindergarten

JanuaryMay

13

Grade 1 SeptemberMay

3-616-18

Grade 2 SeptemberMay

16-2028

Grade 3 SeptemberMay

28-3438

CONDUCTING THE ASSESSMENT CONFERENCEAll Observation Guides go into the Student Folder

DRA OBSERVATION GUIDES

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

ORAL READING ACCURACY LEVELS

Independent

Instructional Advanced

DRA 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.

If students make 5 errors, stop assessment and go to lower level text.

OBSERVATION GUIDE - READING ENGAGEMENT

1. Record scores for each section at the end of the Assessment.

2. Student responses

OBSERVATION GUIDE – ORAL FLUENCY

3. Level A-40 Record student’s

recording behaviours.

Examples: Miscues, substitutions, rereading, sounding out, self-corrections

* REFER to Laminate

4. Levels 14-40Time the student’s oral reading.

*Record student’s reading on cassette or digital camera

OBSERVATION GUIDE - PERCENT OF ACCURACY

5. Record Student’s time

6. When student finishes reading ORALLY quickly count up miscues. Circle appropriate box on the Oral Reading Percent of Accuracy Chart.

7. Use the Words Per Minutes chart to identify the WPM range.

8. Stop assessment if student’s score falls below the Independent level. REASSES the student with a lower level text immediately or another time

OBSERVATION GUIDE - COMPREHENSION

11. Level 40:Do not give students the

book to complete the Prediction page.

When the student has completed the assignment, teachers can read over their points aloud. Do not give extra prompts.

OBSERVATION GUIDE: ORAL RETELLING1. Underline and record

information that student retells in the story.

*Tally the number of prompts

2. Prompting should not continue after you believe the student has shared all he/she can remember about the story. Do not ask anymore prompts.

OBSERVATION GUIDE - ORAL RESPONSES

3. Record student responses to the Reflection and Making Connection Prompts.

AFTER THE DRA2 CONFERENCE

Teacher analysis of data

ANALYZING STUDENT PERFORMANCES

STAGE EMERGING

EARLY TRANSITIONAL

EXTENDING

INTERMEDI

ATE

Teacher Analysis and Evaluation

Teacher analyzes...

A-3 4-12

14-16

18-24

28-38 40

Student’s oral reading behaviours to determine rate of accuracy, types of miscues, and problem-solving strategies.

Student’s WPM (starts at Level 14)

Student’s responses to prompts about concepts of print and words used to talk about printed language.

Student’s oral responses to determine a level of comprehension.

Teacher reads and analyses the student’s written responses to determine level of comprehension.

AFTER CONFERENCE: STEP 1 TEACHER ANALYSIS

1. Use the information on the Record of Oral Reading to check response Analysis of Oral Reading Chart.

2. Use this formula to calculate student’s exact WPM.

STEP 2: COMPLETE CONTINUUM PAGE

3. Select the student’s best descriptors that describes the student.

* Daily classroom observations

4. Use the student’s responses on the Student Reading Survey to select the best descriptor that describes his/her level of reading engagement.

5. Use information from the student’s oral retelling noted on the Story Overview to select the best descriptor.

6. Use the Student Booklet to select the student’s best performance.

7. Add the circled numbers to obtain the total score for each section.

8. Record the Comprehension scores at the top of the Continuum page uses the level-colon format.

STEP 3: COMPLETE THE DRA2 FOCUS FOR INSTRUCTION PAGE

9. Refer back to continuum

*Draw a red line down between developing and independent.

*Check the learning/teaching strategies on the sheet needed for student growth.

NOTE: All learning /teaching strategies are scaffolded.

THE STUDENT FOLDER

PAGE 1: DEVELOPMENTAL READING ASSESSMENT

Teacher will fill out information

TIP: F or NF Fiction or Non-fiction

Is student reading at grade level?Check below, on or above

PAGE 2: STUDENT BOOK GRAPH

Student Book Graph is part of the student folder

1. Plot student’s progress

2. Use the directions to determine if the text is on the student’s Independent or Instructional level.

PAGE 3: FICTION AND NONFICTION RECORDS

Teacher records:

1. Assessment Date2. Current Grade3. DRA2 Text Level4. F or NF5. CHECKMARK DRA2

Grade-Level Performance

Click icon to add picture

THE TEACHER CLIP BOARDKeep these sheets on your clip board

DRA2 CLASS REPORTING FORM

Contains DRA2 text levels and scores for Reading Engagement, Oral Reading Fluency and Comprehension

You will need this form to input scores into the TRILLIUM DATABASE.

FOCUS ON INSTRUCTION: GROUPS

These students could be grouped by text levels or based on their needs.

Need 5 minute mini lessons?*Refer to Word Analysis Book

WHAT DO I DO WHEN I AM DONE ADMINISTRATING DRA2

WHAT DO I DO WHEN I AM FINISHED ADMINISTERING THE DRA2 WITH MY CLASS?

Store all DRA assessments and attempts in each student’s folder. These folders will be passed on to a student’s future teachers.

Remember to fill in each of the columns.

Input your Class’s DRA2 scores into the Trillium database.

Send home: Parent DRA2 Reading Assessment Information Form

PARENT DRA2 INFORMATION FORM

THE ENDResources

DRA2 Teacher Guide: Developmental Reading

Assessment Beaver, Joette M., www. pearsonschool.com