1. Preparing, Administering and Scoring Brenda Baker, Literacy Coach
DRA2
Preparing, Administering and Scoring
Brenda Baker, Literacy Coach
My goal for this video is to walk you through the procedures for preparing, administering and scoring the DRA2 assessment. We use the data to identify the students’ independent and instructional levels. We use the information that we gather to help make decisions for each student in order to get them the tools and the strategies they need to move up to the next level. I have copies of the teacher’s guide if you wish to read up on the rationale of administering the DRA.

2. Running Record Conventions Conference Formats/Comparable Books
In Your Packet…
Running Record Conventions
Conference Formats/Comparable Books
DRA2 Leveled Texts**

3. EOY Kindergarten
EOY 1st Grade
EOY 2nd Grade
EOY 3rd Grade

4. Running Record Conventions Conference Formats/Comparable Books
In Your Packet…
Running Record Conventions
Conference Formats/Comparable Books
DRA2 Leveled Texts
Duke Running Record
All the Way Under Running Record
Student Book Graph**
Student Reading Survey
Coding a Running Record practice page
I have a updated the graph.

5. DRA IS AN IMPORTANT ASSESSMENT TOOL:
First, it allows the teacher to identify an appropriate reading level for each student in the classroom.
Second, it reveals how well a student is self-monitoring and/or self-correcting his reading.
4Running records are an important assessment both as part of the DRA and as a part of the daily routine during reading groups. {see slide}
Finally, it identifies which reading strategies a student is using (or not using).
Brenda Baker March 2016

6. Preparing for the Assessment
Check to see that you have the books and forms you need to conduct the assessments.
Make copies of the assessment forms you plan to use for each student.
Assemble all of your assessment materials.
Review and learn how to take and analyze a running record or a record of oral reading.
Read all the assessment books you will be using.
Prepare a timeline and activities for the other students.
Prepare your students.
1Begin my making sure you have all the forms and books you need for the assessments you’re going to administer. You’ll probably need multiple copies of text books and forms at various levels for your grade level and possible below your grade level and a few above. You’ll need to review or learn how to take a running record. I have provided you with a sheet listing the conventions which you’ll find helpful.
Brenda Baker March 2016

7. Preparing for Administering the DRA
The challenge in the classroom is to build time during the literacy block to do a running record. Students need to be trained to do other things to buy the teacher time.
There is a learning curve associated with using this assessment tool. Accuracy in catching errors will improve over time. Clay notes that "as your ear becomes tuned-in to reading behaviors and you gain control over the recording conventions, your records will become more and more reliable." (Clay 1993, p.24 as cited in Cohen & Wiener, 2003, p 127)
Read slide
Brenda Baker March 2016

8. WAYS TO FIT IN THE DRA & RUNNING RECORDS
Sneak in a few minutes during AR or IR time.
Use students’ arrival time (8:00-8:30).
Become a center during Workshop Time.
Work with a partner. Team teach with a partner. While they teach, you test
and then switch.
Kindergarten may sneak it in during center or nap time.
Read slide
Brenda Baker March 2016

9. Now let’s go over the Running Record Conventions together.
Brenda Baker March 2016

10. IDENTIFY THE APPROPRIATE READING LEVEL
Accuracy
Comprehension
Independent level
95% or more
95%
Instructional level
90%-94%
75%
Frustration level
Below 90%
Below 50%
The DRA2 has a chart at the end of each running record to help you with scoring.
And here is the chart that helps you identify the appropriate reading level. As I mentioned in the beginning, we are looking for the independent level. The instructional level is the level at which you teach your small groups.
Brenda Baker March 2016

11. Refer to last year’s score, if available
It can be tricky deciding which level to start assessing. Look at your notes from past teachers. Was the student on grade level, below? If you select the wrong level, just say, “I didn’t do a very good job selecting a book. Let’s try a different one.” Don’t let them struggle.
Selecting the Text
Refer to last year’s score, if available
For first time students, use the chart:
Brenda Baker March 2016

12. Student’s Current Grade If Student’s level of reading performance was…
Select a text from the following Level(s) at the beginning of the year.
Kindergarten
Not applicable
Optional for teacher
First Grade
On grade level in kindergarten
Below grade level in kindergarten
Above grade level in kindergarten
3-4
A-2
8-14
Second Grade
On grade level in 1st grade
Below grade level in 1st grade
Above grade level in 1st grade
16-18
10-14
28*-34
Third Grade
On grade level in 2nd grade
Below grade level in 2nd grade
Above grade level in 2nd grade
28-30
18-24
34-38*
When administering the DRA running record you will record the responses using the conventions we just looked at. On the DRA testing form there are reading habit discussions questions for you to ask the student. Only do this on the first test given that day. Be sure to record any reading behaviors they mention to you as this helps you get to know your students habits better.
Read the description of the text. Everything is scripted for you. You say only what’s on the assessment sheet.
Brenda Baker March 2016

13. Note: It is important that you make sure students are able to read/decode and comprehend both nonfiction and fiction texts on their present grade level before asking them to read an above-grade-level text.
~These become available at level 28.

14. Prior to level 28, it is important that the students are able to read/decode and comprehend present grade level before asking them to read an above-grade-level text.
______________________________

15. The student will read the designated portion of the text.
If the text is a level 14 or higher you must time the oral reading rate.
Catch as many reading behaviors as you can. That includes miscues, substitutions, rereading, sounding out, self-corrections, fluency, expression, how they read punctuation, as well as what they do at point of difficulty.
Brenda Baker March 2016

16. Record the student’s responses and behaviors in each of the
* Find “Duke” in your handout.
Record the student’s responses
and behaviors in each of the
following areas:
Briefly jot down the student’s responses to each of the preference questions on the Teacher Observation Guide. {pp45}
Teacher Guide pg 45

17. For levels 28-38 students may either dictate their responses or complete the Student Reading Survey.
[TGpp45]
TG pg 45

18. Introduction and Preview
In levels 1-3, if the student is unable to name half of the items pictured in the text, use your best judgement to decide whether you should continue with the assessment.
TGpp45
TG pg45

19. Introduction and Preview
Levels 4-16… Note the student’s use of connecting words (and, then, but) and vocabulary relevant to the text. You may use general prompts, such as “Now what is happening?” or “Turn the page,” but do not ask specific questions.
TGpp45
TG pg 45

20. Record of Oral Reading (Running Record)
Levels A-40… Record the student’s oral reading behaviors (miscues, substitutions, rereading, sounding out, self-corrections) on the Record of Oral Reading or Running Record.
{TGpp46}
Pg 46 of Teacher’s Guide

21. 
Levels 14-40… Time the students’ oral reading. Note the reader’s phrasing, expression, and attention to punctuation, as well as what happens at difficulty and with miscues. As students become more advanced readers, processing strategies occur in the head most of the time and aren’t observable.

22. Record the student’s time.
As soon as the student finishes reading orally, quickly count the number of miscues that are not self-corrected. Circle the appropriate box on the Oral Reading Percent of Accuracy chart.

23. Notice that the Word Count/WPM is done at the end of each
Running Record.
For levels 14-40, after you time the oral reading, use the Words Per Minute chart to identify the WPM range.
Stop the assessment if the student’s
score falls in the shaded areas for either
words-per-minute or accuracy. Reassess
the student with lower-level text
immediately or at another time.
TG pg 47
Notice that the Word Count is at the end of each Running Record.

24. Comprehension: Oral Predictions
 Levels 18-24… Note and count the number of possible events or actions that students predict. Students do NOT use the text when making their predictions.
TG pg48

25. Comprehension: Oral Predictions
Levels 28-38… Read aloud the questions/prompts on page 1 in the Student Booklet, and record the student’s responses on the same page. Do not give additional prompts.
Pg 48

26. Comprehension: Written Predictions
11 Level 40… If it will help students, you may read aloud the prompt/questions on the Prediction page before they complete their predictions independently, but do not give additional prompts. They do not use the book.

27. **If the student has a 504 or is SpEd, check IEP.
To summarize
Accuracy…
As you figure the score on your running record, if a student falls in the gray area of the fluency rate or accuracy rate you need to stop the assessment and drop down a level and take another running record. If the student is Independent or Advanced on the running record, you may continue.
**If the student has a 504 or is SpEd, check IEP.
Brenda Baker March 2016

28. Comprehension…
If a child is reading levels 4 through 24 the student will orally retell the story to you.
On your teacher observation sheet you will underline what the student retells.
If you prompt the child, remember to tally how many times you had to prompt during the retelling.
Brenda Baker March 2016

29. Remember, we’re assessing reading comprehension – not writing ability.
At levels 28 and higher, the student will record their retelling in the student booklet portion of the assessment. The DRA Guide and Mrs. Sears state it is acceptable to scribe for students to speed up the process when necessary.
Remember, we’re assessing reading comprehension – not writing ability.
Brenda Baker March 2016

30. You may read the questions for them with no paraphrasing or further instruction. On some texts the student may use their text. Check the instructions before allowing them to do so.
If the student asks a question, simply reread the directions giving no additional information.
Brenda Baker March 2016

31. ANALYZE THE ERRORS…
Look at the types of errors made to determine which cueing system the reader is (not) using. Record the following letters beside each error or self-correction: M – meaning (semantic cues), S – syntax (grammar cues) or V – visual (phonic cues).
Meaning errors are when the student has substituted in another word that looks similar to the correct word and is grammatically correct, but doesn’t make sense in the context of the text.
Syntax errors are when the word substituted in makes sense and looks similar to the correct word, but doesn’t sound right (grammatically incorrect).
Visual errors are when the word substituted in makes sense (meaning) and is grammatically correct (syntax), but perhaps starts with a different letter, doesn’t look right.
If you write M S V alongside each error or self-correction and circle the cues you think the child used, the letters not circled will then show the cues neglected.” (Clay, 1985, p21)
Brenda Baker March 2016

32. “A Giant in the Forest” text level 18

33. Conducting the DRA2 for K-3rd Grade
Brenda Baker March 2016

34. Scoring the Assessment Grades K-3.
This is the Pearson training video for scoring the
Brenda Baker March 2016

35. Conducting the DRA2 for 4-8th Grades
Brenda Baker March 2016

36. Scoring 4th – 8th Grade
We will watch a video from Pearson explaining the scoring process and forms for grades 4 through 8.
Brenda Baker March 2016

37. Questions from Teachers…
If a student scores at the low end of oral reading fluency, do I drop down a level or stop?
Let me refer to page 47 of the DRA2 Teacher Guide:
“Stop the assessment if the student’s score falls in the shaded areas (below Independent level) for either words-per-minute or accuracy. Reassess the student with a lower level text immediately or at another time.”

38. Questions from Teachers…
Is it okay to scribe to save time at the upper level?
The most important part is to record what they can comprehend. The main goal of the DRA2 is to find the text reading level, oral fluency ability and comprehension. You are to read for and consider only content.

39. Questions from Teachers…
If they can’t do fiction, try non-fiction.
Keeping in mind that on page 44 of the DRA2 Teacher Guide it states that, “it is important that you make sure students are able to read/decode and comprehend both non-fiction and fiction texts on their present grade level before asking them to read an above-grade-level text.”
For 2nd grade that is level 28.
For 3rd grade , level 38.

40. Questions from Teachers…
What do I do if a Kindergartener cannot read a level A?
I know it sounds strange, but the level A book stumps a lot of Kindergarteners. Go ahead and try the level 1 and see how they do.

41. Questions from Teachers…
Is there a ceiling for each grade level?
On page 10 of the DRA2 Teacher Guide it states, “…students who are reading above grade level should read no more than one grade level above their present grade.”

42. Questions from Teachers…
What about the endings of words for ELL?
I’d like to refer you to scoring Running Records by Marie Clay. She considers this an error. Her reasoning is this indicates an area in which the child needs further instruction. This would be addressed in the Guided Reading Plus small group time and in their ELL class.

43. Questions from Teachers…
Are you supposed to complete the Continuum (Rubric) as you go or at the end of the testing?
If oral fluency and accuracy are above the gray area then complete the Continuum immediately. The student’s total score in Oral Reading Fluency and Printed Language Concepts/Comprehension will determine if the text read is an independent, instructional, or advanced level. This determines if you go on or stop.

44. Questions from Teachers…
If a child has a 504 plan or is in SpEd do you disregard the fluency part?
Check the student’s IEP and consider why they qualified. Are they slow processing? Dyslexia or other vision problem?
Do SpEd students do all the components?
Again, check the IEP.
**It is okay to scribe to expedite the process.