1. Northwest ISD Grades K–5
Administering the DRA2
Northwest ISD
Grades K–5

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4. Make a name tent with grade and campus.
In the lower right hand corner, write your “Rock and Roll Band Name” that includes, your first name, and adjective and your high school or college mascot.”
5 min.
Share out Rock and Roll Names at your table. Vote on the best name and share this one out to the whole group.

5. Agenda Topics Purposes of testing What good readers do
NISD expectations for “on grade-level” minimum standard for EOY
Administration of the DRA2 with different levels of readers
Instructional information gained from the DRA2
1 min

6. What is the purpose of DRA2 testing?
For Teachers: To get instructional information to move students forward in reading.
For district reporting purposes.
1 min

7. Foundation for the DRA2: What do good readers do
Foundation for the DRA2: What do good readers do? How has “What Good Readers Do” been incorporated into DRA2 Text Reading?
K-3: Read the “”Good Readers Chart on pages 7-9 Grades 4-5: “Good Reader’s Chart” pages 6-7
Jot down eight things you want to remember or you feel are new information to you on the Give and Get form.
Reading time and jotting 8 things down: 8 min
Find 4 people and have each one give you a new piece of information that is not on your form. 6 min

8. Stages of Reading in DRA2
DRA2 K–3 has slightly different processes for administration at each of the following stages of reading:
Emergent: L. A–3
Early: L. 4–12
Transitional: L. 14–24 (Start to use timing for fluency)
Extending: L. 28–38 (Start to have student write answers in student booklet)
5 min
Hand out examples of blackline masters for each stage.
Find blackline master that falls in the Transitional stage. Locate the stop watch on the page and highlight it to show you are starting to time on this level.
Find blackline master that falls in the Extending stage. Locate the comprehension section where students do the writing. Make a note that written comprehension starts at Level 28.

9. Administering the DRA2 with Consistency
Read only the bold directions in the Teacher Observation Guide.
Use a stopwatch to time the reading beginning at level 14.
2 min
Paraphrasing or giving more information can compromise the reliability of the test.
If a student is stuck on a word, give 5 seconds of wait time, then supply the word as a “Told” and mark it as a miscue.
Remind teachers that they should use “Told” very sparingly. The Running Record is an assessment tool; it is not a time for instruction. The teacher’s role is passive, and the reader should be given at least five seconds to think before the teacher gives him the word.

10. Let’s look at the Record of Oral Reading Guidelines
10 min
Take notes, and have teachers highlight the miscues that are NOT errors. Also at the bottom, under “Repeated Substitutions” highlight “The substitution of a proper noun (e.g. Mary for Molly) is counted as an error only the first time.”

11. Let’s take a QUIZ on miscues!
Go to: Kahoot.it
Game PIN:
10 minutes
Below is the link to the Kahoot game.
Top 3 scorers get a prize!

12. Administering the DRA2 with a Transitional Reader (L. 14–24)
Watch DVD of the Transitional Reader.
Code the transcript as the student reads.
Note the student’s use of phrasing by underlining words read in phrases.
Note the student’s use of expression.
After listening to the student read, SCORE THE ORF on the continuum.
If student is Independent, continue with the Comprehension section.
If student is not Independent, move to a lower-level text.
30 min.
Level 24, Thin as a Stick - (in the handout packet)
K-3 DVD 01_2 VOB View video from 57:33 - 1:01:33. Stop here and score Reading Engagement and Oral Reading Fluency.

13. Administering the DRA2 with a Transitional Reader (L. 14–24)
Watch the rest of the administration of this level.
Script the student’s answers to the prediction questions.
Script or note on the Story Overview the student’s summary.
Score the Comprehension section of the continuum. Discuss with a partner and be ready to share out.
30 min
View video at 1:01:37- 1:05:50 to record comprehension. Now score comprehension on the Continuum.
Now go back and score the Teacher Analysis part on p. 151 of “Thin as a Stick”.
Now that you have scored all components, turn to the “Focus for Instruction” page and choose goals in the areas where the student scored “Instructional” or “Intervention”.

14. Break
10 min break

15. Levels A-24 Highest Independent Level
Consider going to a higher text level
Go to a lower text level
3 min
Have teachers take notes on their continuums to help them know when to move a child up or down a level when

16. Levels 28 and above Consider going to a higher text level
Go to a lower text level
2 min
Have teachers take notes on their continuums to help them know when to move a child up or down a level when assessing.
This note about fluency is from the Literacy Assessment Document:
(A note about WPM/Fluency: There are several aspects to fluent reading other than rate. Teachers should utilize the NAEP Fluency
Scale to determine a fluency score. If a student’s NAEP score is level 3 or 4, but their DRA 2 Oral Reading Words Per Minute falls in the Intervention or Instructional range then the teacher should use his/her best judgment in determining whether or not to assess at a lower-level text.
*If score is Indep or Adv in ORF, and Indep or Instruc in Comp, report & instruct at this level.

17. How far do I keep assessing for text level?
Use the Continuum descriptors and scores to evaluate student reading.
Levels A–3: Find highest level where student scores Independent on BOTH Oral Reading AND Printed Language Concepts.
Levels 4–24: Find highest Independent level where student scores Independent on BOTH Oral Reading Fluency AND Comprehension sections.
Levels 28 and above: Find the highest level where student scores Independent in Oral Reading Fluency AND Independent OR Instructional in Comprehension.
2 minutes
Have teachers take notes on their continuums to help them know when to move a child up or down a level when assessing.
This note about fluency is from the Literacy Assessment Document:
(A note about WPM/Fluency: There are several aspects to fluent reading other than rate. Teachers should utilize the NAEP Fluency
Scale to determine a fluency score. If a student’s NAEP score is level 3 or 4, but their DRA 2 Oral Reading Words Per Minute falls in the Intervention or Instructional range then the teacher should use his/her best judgment in determining whether or not to assess at
a lower-level text.

18. Scoring Student Written Responses
1 min
Tell teachers that this is the guide to use to find exemplars to use for scoring the comprehension.
Emphasize that they will always want to use the exemplars to score, don’t try to score these on the fly. Collaborating with teammates as well is beneficial to aid in scoring.

19. Let’s Practice Scoring Comprehension
Score both written comprehension pieces with a partner.
20 min
Put the student exemplars from the Teacher Guide on each table that match the assessment given.
Discuss and go over scores together as a group.
Presenters- please remember that the language the student uses on the assessment doesn’t have to match the exemplar exactly, but the depth of thinking should. There may be some disagreements, but share with teachers they should use their best teacher judgement to score.
If time is running short, only do the Level 28, “Animals Can Help”.

20. Let’s Talk about it!
5 min
Line up according to order of birthdays using nonverbal cues. Fold the line in half. With your eyeball partner, reflect on the process of scoring the comprehension component. What was hard? What do you want to remember?

21. DRA2 Word Analysis Assessments
1 min

22. What is the Word Analysis Part of the DRA2?
40 word analysis tasks, sequenced in difficulty
Students do a range of tasks, depending on their reading level
5 strands:
Phonological awareness
Meta-language related to Print Concepts
Letter/High-Frequency Word Recognition
Phonics
Structural Analysis and Syllabication
5 min
-Assessing and instructing these needed areas will help close gaps and move students along in texts.
-Distribute p out of Word Analysis Task book and have teachers explore which tasks come under each strand, and how will these tasks help you plan for instruction. This instruction might happen in your skills block, small group, shared reading, or intervention time.
-You will not go over HOW to give these assessments because they are pretty self-explanatory. Tell teachers there should be training DVD in their DRA2 kit if they view how to give some of them, or they can also collaborate with a colleague.

23. Which tasks do I give?
Kinder - District document/ will tell you which tasks to give at BOY, MOY, and EOY.
1st & 2nd - Give tasks for students BELOW grade level (See pg. 16 in the Word Analysis TE for tasks to administer)
3-5 - You are encouraged to give tasks for students who are significantly below grade level, OR use the Jan Richardson Word Study Inventory, which you will learn about in your campus DRA training.
2 min
3-5 Teachers do NOT have a Word Analysis book.

24. Do you feel like you are not sure what to do for word work?
1 min
Often, emergent and early readers have trouble moving through text levels because they are missing foundational skills in phonological awareness and other concepts assessed through the word analysis tasks.
Reminder: DRA2 has a tool to help you narrow it down for individuals and groups of students! (see next slide)

25. Closing the Gap in Word Analysis Tasks
It is strongly recommended to use the “DRA Word Analysis Student Cumulative Record” on pages from the Word Analysis Teacher Guide to plot your data.
Then choose goals on the Focus for Instruction - pg. 27 that correlate with data on pgs
Examples on p. 28 for how to complete these forms.
This is done for every student where tasks are required to give.
5 min
Scanned copies of pgs from the Word Analysis TE are in this Google folder, so bring them up to reference them as you talk about this.

26. Closing the Gap in Word Analysis Tasks
Use the data from the Focus for Instruction (p. 27) to plan for targeted instruction.
Mini-lessons/Learning Activities on pgs of Word Analysis Teacher Guide
Additional lessons could be used from the Phonics Lessons resource in the curriculum.
Instruction might occur in guided reading, skill block, or an additional intervention time.
5 min

27. 1 min
For 4 & 5 teachers, look for this document to show Bridge pack titles to use for students below level.

28. 2 min
At the back of the Blackline Master guide, there are class report summaries that can help with instructional decisions and grouping.
K-3 starts on p. 306
4-5 starts on p. 282

29. ALL are critical for enhancing
In closing…
The DRA2
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.
1 min

30. What do you want to “stick” with you?
Take some time to jot down some things you don’t want to forget from this training.
3 min

31. We Want Your Feedback
Please take a few minutes to fill out the feedback form. It is just a few clicks!
In the Sched App, click on the session you are in.
Click the Feedback button. This will take you to a Google Form.
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32. We are here to help!!! sjohnson@nisdtx.org update 1 min
Sunni Johnson, Ph.D. Elem. ELA Coordinator
We are here to help!!!
For Nance, Prairie View,
Justin, Love, Cox
Contact Patrice Brake
Instructional Support Teacher
For Hatfield
Contact Mary Van Etten
Reading Recovery Lead Teacher/Literacy Instructional Support Teacher
For Hughes, Seven Hills, Sendera Ranch, Lakeview, and Roanoke
Contact Rebecca Maddox
Instructional Support Teacher
For Beck, Granger, Schluter, Haslet,Thompson, and Peterson
Contact Rachel Lawson
Instructional Support Teacher
update 1 min