1. Now What? Part 2 By Cindy Marcum
I Have a DRA 2 Box
Now What?
Part 2
By Cindy Marcum

2. Selection of Text levels
To determine starting point for first - fourth grades
Use grade level cards
Fall NWEA scores
Conversion chart or
BOY guidelines chart
Kdg. will test in the BOY (beg. of year) to get a baseline
Pick a level to begin with and then 1 above & 1 below if needed

3. Teacher Observation Guide
Recording Sheet
General Information
Reading Engagement
Oral Reading Fluency
Comprehension (PLC)
Teacher Analysis
DRA 2 Continuum
Focus for Instruction

4. Teacher Observation Guide - Recording Sheet
Basic Information
Name/Date
Teacher/Grade
Scores - based on continuum
Book Selection : teacher / student (Teacher selects book)
Very Top of form
Place to write: time, wpm (words per minute)
accuracy, self corrections, final levels in reading and in
comprehension

5. Running Record - Oral Reading
General
You have the script in front of you as they are reading
Take as many notes as possible
Suggestion: draw a line down right side to tally errors and self-corrections (can do this while student is reading or wait until finished) and total both
You may need to do 2 or 3 text levels per student

6. Oral Reading: WPM & Accuracy
Use Calculator
start and stop time, enter total word count, errors & self corrections
On chart: circle time and wpm (TL 12 & below do not have this chart)
On chart: circle number of errors/miscues
circle percent of accuracy

7. 1. Reading Engagement Basic information about reading
Levels A ask 3 questions about reading
Levels 28 & ↑ ...ask student to bring a reading record and fill out a student survey about reading habits (found in black line masters or on CD)
Optional - teacher's choice
Will not make or break test if this information is not done
Provides general information about reading habits

8. DRA 2 Text Levels A-3 2. Oral Reading Introduction and preview
Follow Script exactly
Teacher reads some and student reads
Take a Running Record
Short comprehension part
A couple letter/sound questions

9. Teacher Analysis - Continuum
Oral reading percent of accuracy
Circle number of errors/miscues
Circle percent of accuracy
Emergent Continuum - Levels A-3
Reading Engagement (Optional)
Oral Reading
Printed Language Concepts
Circle the descriptors that best describe responses and behaviors
Scores
based on Oral reading and comprehension
Emerging, Developing or Independent

10. DRA 2 Text Levels 4-16 2. Oral Reading Fluency
Introduction & Preview -
Follow Script - do not deviate
Short introduction & then say: (Look at the pictures and tell me what is happening in this story)
Students go page by page and give you prediction of events
Record any information they say next to ORF

11. DRA 2 Text levels 4-16 2. Oral Reading Fluency
Introduction and Preview
No response - you may give general prompts
Now what is happening, turn the page, tell me about this page.
Tally # of prompts given on side
Will use this tally information for score on DRA 2 continuum

12. DRA 2 Text Levels 4-16 2. Oral Reading Fluency Record of Oral Reading
Students read entire book to you while you take a running record.
Take as many notes as possible about their reading
Time reading - jot down time where space is provided or at bottom of running record

13. DRA 2 Text Levels 4-16 Comprehension
Retelling - Close the book before retelling and say:
Start at the beginning, and tell me what happened
in this story.
BME - record as much as possible of retelling, underline what student says or circle information. Write down any additional information added or changed.
Prompting for information, place a check by the prompt used and how many times used.

14. DRA 2 Text Levels 4-16 **Comprehension Reflection Making Connections
What part did you like best in this story?
Tell me why you liked that part.
Making Connections
What did this story make you think of?
Or….What connections did you make while reading this story?

15. Teacher Analysis Oral Reading
General rule is if there is 5 or more errors
use the information from running record to fill in the
chart
Analyze errors
Can be used for guided reading focus or daily 5 word work

16. Continuum - Levels 4- 16 Early Reader to Transitional Reader
Reading Engagement (Optional)
Oral Reading Fluency
Comprehension
Circle the descriptors that best describe the student’s reading behaviors and responses.
Use the running record/date on recording sheet
Add up scores, circle & transfer to cover sheet
See Teacher’s guide for examples

17. DRA 2 Text Levels 18+ Oral Reading Fluency
Introduction - Text Levels 18+
No preview (picture walk)
Follow Script exactly as written
Students will then do a short oral reading
of designated pages
Students will stop at the star
Time readings
Fill in charts at bottom of page :
words per minute & accuracy

18. DRA 2 Text Levels 18-24 3. Comprehension Prediction - Levels 18-24
Close book or turn over and ask
Think about the title, the pictures you have seen, and what you have read so far. (Pause) Tell me three things that you think might happen in the rest of the story
Teacher records predictions

19. DRA 2 Text levels 18-24 3. Comprehension Silent Reading
Follow script: Now, it’s time to read and enjoy this story by yourself. When you are done, please come to me and
I’ll ask you to tell me what happened in this story.
Student goes to designated spot to read the rest of the story silently.

20. DRA 2 Text Levels 18-24 3. Comprehension
Retelling - Close the book before retelling and say:
Start at the beginning, and tell me what happened
in this story.
BME - record as much as possible of retelling, underline what student says or circle information. Write down any additional information added or changed.
Prompting for information, place a check by the prompt used and how many times used

21. DRA 2 Text Levels 18-24 3. Comprehension Interpretation Reflection
What do you think the author is trying to tell you in this story?
Reflection
What do think was the most important thing that happened in this story?
Why do you think that was important

22. DRA 2 Text Levels 18+ 4. Teacher Analysis - Oral Reading
General rule is if there is 5 or more errors
use the information from running record to fill in the chart
Analyze errors
Can be used for guided reading focus or daily 5 word work

23. Continuum Text Levels 18-24
Transitional Reader
Reading Engagement (Optional)
Oral Reading Fluency
Comprehension
Circle the descriptors that best describe the student’s reading behaviors and responses.
Use the running record/date on recording sheet
Add up scores, circle & transfer to cover sheet
See Teacher’s guide for examples

24. DRA 2 Text Levels 28+ Levels 28+ / Comprehension Changes
Major Change: Student Booklet
After Oral reading - teacher reads aloud the prompts/questions and records the responses on the before reading page only: Text Features/ Predictions
Student then finishes reading story and is expected to write answers to comprehension questions in student booklet
No oral retelling
Additional time at seat : 20+

25. DRA 2 Text Levels 28+ 4. Teacher Analysis - Oral Reading
General rule is if there is 5 or more errors
use the information from running record to fill in the chart
Analyze errors
Can be used for guided reading focus or daily 5 word work

26. Continuum Text Levels 28+
Extending
Reading Engagement (Optional)
Oral Reading Fluency
Comprehension
Circle the descriptors that best describe the student’s reading behaviors and responses.
Use the running record/date on recording sheet
Add up scores, circle & transfer to cover sheet
See Teacher’s guide for examples

27. DRA 2 Continuums Fiction and Non-Fiction Continuums Not the same
Change as text level expectations change
Record data on front sheet
DRA 2 Comprehension
Frustration: 0-13
Instructional 14-18
Independent 19+

28. Continuums Reading Comprehension Frustration Score 0-6
89% or below
Instructional Score 7-10
90-94%
Independent Score 11+
95-100%
Comprehension
Frustration Score 0-13
89% or below
Instructional Score 14-18
90-94%
Independent Score 19+
95%

29. Focus for Instruction Based on text levels and needs of students
Reading Engagement
Oral Reading Fluency
Comprehension
Use for guided reading grouping and instruction

30. Conclusion Thoughts Questions