DRA/EDL Training Module Spring Branch ISD Training Module 2A PK-2 nd grade Teacher.

DRA/EDL Training Module

Spring Branch ISD

Training Module 2A

PK-2nd grade Teacher

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 CharacteristicsLevels 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 CharacteristicsLevels 3-6 Simple stories with

repetitive words, phrases and actions

Predictable language structures

Familiar characters and experiences

Highly supportive illustrations

DRA/EDL- Text CharacteristicsLevels 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/EDL- Text CharacteristicsLevels 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 16-28

DRA/EDL- Text CharacteristicsLevels 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 30-44

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.

Record of Oral Reading Practice Activity 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?

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 ConferenceText 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)