Developmental Reading
Assessment
Nancy Krueger
Instructional Coach
Sioux Falls School District
Introductions
Who are you?
Goals For Today
• Introduction to the DRA
• Watch video of how to administer
• How to look at this in your classroom as a whole
• Word Analysis
Choose a Student
• Choose a student you had this last school year who was not a proficient reader for your grade level.
• Journal for a few minutes about the strengths and weaknesses as a reader for that student
What do good readers do?
• This assessment is based on what good readers do.
• This assessment will tell you the strengths and weaknesses of each reader in your classroom.
• Field tested and developed with real teacher input.
What do good readers do?
• Get in groups of 2 and make a list of what good readers do.
How do these ideas compare with the DRA2?
What are the three areas this assessment
covers?• Reading Engagement
• Fluency
• Comprehension
Where do the ideas we listed for good readers fit for these three areas?
Journal
• Think about the student you chose at the beginning of this session.
• What could you write about the strengths and weaknesses of this student in terms of reading engagement?
• Fluency?
• Comprehension?
What does each kit include?• Teachers guide
• Blackline masters (CD and paper form)
• Training DVD
• Student books to read (informational and fiction)
• Overview Sheet
• Student Folders
• Clipboard with timer
• Online record keeping
How do you start?
• DRA level
• Individual reading conferences
4 Steps
Step 1 Reading Engagement
• Questions asked by teacher
• Student Reading Survey filled out by student
4 Steps
Step 2 Fluency
• Running Record
• Reading Rate-WPM
• Expression
• Phrasing
4 Steps
Step 3 Comprehension
• Students make predictions about the story from what they have read and seen so far
• Levels 6-24 Students retell the story while teacher uses story overview
4 StepsStep 3 Comprehension (cont.)
• Levels 28-80 Students use Student Booklet to write about what they have read.
• There are also interpretation and reflection questions.
• Nonfiction-may have to fill out graphic organizer, ask questions before reading.
4 Steps
Step 4 Teacher Analysis
• Use continuum to rate and Focus For Instruction form to decide what to do instructionally
What does an assessment in the K-3
kit look like?
• Level 6 “Why Are We Stopping?”
• Level 24 “Thin As A Stick”
• Level 40 “ All The Way Under”
• Bridge Pack
What does an assessment in the 4-8
kit look like?
What is the Word Analysis?
• Only for those readers who are not at grade level.
• Identifies the weaknesses a student has that is not enabling them to be a proficient reader
• Gives small group teaching ideas to work on those weaknesses
How do you use this information to group
students?
• Student Book Graph
• Focus for Instruction Form
• Class Reporting Form
