Developmental Reading Assessment-NEW TEACHERS 2012

 To determine instructional level reading  Student strengths and weaknesses  Observe, Record and Evaluate student reading behaviors.  Monitor student growth over year/s  Provide instructional strategies

 Range from A-80 (Kindergarten to Grade 8)  Grade Level Appropriateness  Humanities, Social Studies, Science and Literature  Each Level has Fiction/Non-Fiction (grade 1 and up)  Bridge Pack (Intermediate Students in Grade 4-8 reading below grade level)*

 BP + level found on the back of the book  8 Book titles for intermediate students reading on a Level (2 nd and 3 rd grade reading lvl.)  Each grade level set: 2 Fiction/2 NonFiction (28/38)  Fiction has 8-12 pgs  Nonfiction-16 pgs  400-1,100 words  Can be read silently in minutes.

 Teacher Observation Forms  Reading Engagement  Oral Reading Fluency  Comprehension ◦ Prediction, Interpretation, Reflection, Summary, Literal Comp., Meta-cognitive Awareness  Teacher Analysis (*optional )  Continuum (fiction/nonfiction)  Focus for Instruction* ( optional )

 DRA Assesses each students…. ◦ Reading Engagement  Ability to respond to what books they are reading, literature experiences, choice of text, level of support needed ◦ Oral Reading Fluency  phrasing, intonation, and attention to punctuation, rate and accuracy as they orally read. ◦ Comprehension  Ability to locate and use information explicitly stated in the text, connections/inferences, support responses using information from the text and/or using background knowledge.

 DRA Assesses each students…. ◦ Reading Engagement  # and type of books/materials read over time ◦ Oral Reading Fluency  Ability to decode and self-monitor using multiple cueing systems, oral reading rate, and level of expression ◦ Comprehension  Engage with text, generate relevant questions during/after reading, effectively use text features and graphic organizers, literal information, make inferences, use text to support thinking, evaluate ideas in text, explain/justify reading responses and use comprehension strategies while reading.

Materials Needed

**scores are transferred a to continuum  K-3 DRA levels  A-3 literacy support, favorite book and book handling skills.  4-24-students orally respond questions for overall engagement.  students may dictate OR write responses (K-3 survey)  40+ Student writes answers independently  4-8 Levels + Bridge Pack  Grade 4-5 and Gr. 6-8  Assess student reading engagement ◦ Wide Reading ◦ Self-Assessment/Goal Setting

Administration  Teacher does not intervene while student is reading (no prompting)  Teacher notes miscues as meaning, structure, visual to make decisions.  Use this data to plan for instruction in while group, small group or one-on-one

 A-40-Record student’s oral reading behaviors (e.g., miscues, substitutions, rereading, sounding out, self- corrections) on the Record of Oral Reading Form.  time the students oral reading (see picture of a timer). ◦ Note: phrasing, expression, and attention to punctuation. ◦ use words per minute chart for WPM range ◦ Levels 18 and above read to the * **scores are transferred a to continuum

 On Percent of Accuracy Chart, circle the # of miscues not self-corrected to determine the students accuracy rate.  Use scores from ORF and Accuracy and place on Continuum ◦ IMPORTANT ◦ STOP if WPM or Accuracy falls in Intervention section, REASSESS at a LOWER text level!!

Let’s Try It!  Highlight required parts  Review student responses  Score on Continuum  Make a decision about levels.  Level 4 Where is My Hat?  Level 14 The Wagon  Level 18 Game Day

Compare Levels (4, 14, 18) Peanuts to Peanut Butter-Level 28

Meaning Visual Structure

 Pictures/Illustrations  Vocabulary-are new words explained/illustrated  Concepts-are they explained/illustrated  Mental pictures  Is text engaging  Appropriate word substitutions( home for house)

 Knowledge of sounds/print  Size and shape of words  Proportion of decodable words  Syllables per word  Words with substitutions (in for on)

Levels After reading a designated passage, students predict ORALLY what they think will happen in a fiction text. (to the *)-cannot use the book to predict Levels Students WRITE their predictions to the text. **Score on Continuum

 Levels 4-24-ORAL retell. Teachers may choose oral/written or both. The student should be developmentally ready for the written retelling. Use the DRA retell forms only. Most students on Kindergarten level should get oral retelling first.  Making Connections Levels 4-14  Interpretation/Reflection Levels

 Levels  Summary/Literal Comprehension/Meta-cognitive Awareness  Reflection  Interpretation  Graphic Organizer Nonfiction Only for Note-Taking

Let’s Try It!  Highlight required parts  Review student responses  Score on Continuum  Make a decision about levels.  Level 4 Where is My Hat?  Level 14 The Wagon  Level 18 Game Day

LET’S PRACTICE SCORING Missing Sneakers–Lesson 28 Fiction

 Comprehension, Word Accuracy and Fluency, together, make a PROFICIENT READER.  Accuracy is just ONE factor in determining a reading level.  Readings MAY appear to be proficient after administering the DRA running record and obtaining a fluency level.  HOWEVER, an oral or written retelling will confirm that a reader understood the text.

 Strategies readers use.  Ways readers process information  Appropriate text  Ways readers identify unknown words  Risk Taking  Ways readers integrate strategies

 Is the reader self-correcting most errors?  Is the reader re-reading to confirm or establish meaning?  Is the reader substituting words that make sense?  Is the reader reading with fluency, phrasing, and intonation?

Sort the Books from Level A-28 using the Fountas and Pinnell Text Descriptors

Before, During, After handout

 Scores will be recorded as an assignment in Sapphire under Title I category.  Level/Accuracy, Reading Engagement, Comprehension scores are recorded