Developmental Reading Assessment 2 DRA2

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Developmental Reading Assessment 2DRA2
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• Once we understand how children learn to read,
  the issue of how or what to teach becomes much
  clearer. Morrison

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What Good Readers Do
Good Readers In DRA 2 Rationale
use text features to help them preview a text. Students use the title illustrations to construct an initial idea of what they will be reading. Previewing a book enables readers to predict and set expectations for their reading.
predict and pose questions before and while they read a text. After reading a designated passage, students predict what they think will happen in fiction and what they think will be answered in nonfiction text starting at Level 18. The readers predictions and questions form a purpose for reading and a basis for monitoring comprehension.
use effective strategies and sources of information to problem-solve unknown words, monitor word choice, and self correct significant miscues. Teachers note observable reading behaviors (e.g., self-correcting, pausing, rereading, searching the illustrations) as evidence of strategies used by students. When readers control use a variety of strategies, they are able to effectively decode words are more likely to attend to meaning.
construct meaning as they read and can share their understanding orally. Students retell orally what they read. The ability to effectively comprehend, and then retell a summary that includes important information is essential for all successful readers/learners.
make connections. They relate \what they read to their own personal experiences, their understanding of the world, and other texts. Students tell what the text makes them think of. Connections to self, the world, and other texts supports higher-level thinking, such as predicting interpreting, comparing, contrasting, and evaluating.
Preview
Predict
Behavior on Text (Strategies)
Comprehension
Making Connections
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DRA2 Overview

• The DRA2, enables primary teachers to
  systematically observe, record, and evaluate
  changes in student reading performance. DRA2
  provides teachers with information that helps
  them determine each students independent reading
  level and identify what the student needs to
  learn next.

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DRA2 Components at a Glance

• READING ENGAGEMENT
• ORAL READING FLUENCY
• Introduction and Preview
• Record of Oral Reading Accuracy
• COMPREHENSION
• Retelling
• Reflection
• Making Connections

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Record of Oral Reading Guidelines
The boy ran home.
Reading Behavior How to Record Observed Behavior Code Examples Error
Accurate Reading No Notation
Substitution Record Substitution
Repetition Insert R and an arrow to indicate word(s) repeated or underline word(s) repeated
Self-Correction Insert SC after substitution
Omission Circle omitted word(s)
Insertion Use caret to record added word(s)
Reversals Use the reversal symbol when words are reversed
Sounding Out Record letter sounds and use slash marks to show how words were segmented
Word Told by Teacher Insert a T above word(s) told
Long Pauses Insert a W above the places or use slash marks where student pauses
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The boy ran home.
went want
girl . The boy
ran home.
1
0
R __
The boy R ran home.
0
runs/SC The boy
ran home.
SC
1
The boy ran home.
fast
The boy ran home.
1


The boy ran home.
1
/ / /
The boy r/a/n h/o/me.
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T The
boy ran home.
T
1
W W The / boy / ran home.
W or / / /
0
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ASSESSMENT CALCULATIONS V.U.S.D. Guidelines

• Oral Reading, Percent of Accuracy Record
  accuracy score in the top right hand corner of
  the Teacher Observation Guide. Student must
  score in the Independent Range or above.
• Oral Reading Fluency-use the DRA2 Oral Reading
  Fluency Continuum
• Oral Reading, Words Per Minute (Starting at level
  14)
• Comprehension use DRA2 Retelling Story Overview
  Comprehension Continuum. The comprehension
  (retelling) portion of the DRA2 should always be
  administered. For levels 4-8, always record the
  comprehension score and continue to assess if the
  accuracy portion has been passed. Starting at
  Level 10, if the comprehension score is less than
  19 on the DRA comprehension rubric, stop the
  assessment even if the accuracy is within passing
  range.

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DRA End of the Year Guidelines

• For K, do not test higher than level 16
• For 1st Grade, do not test higher than level 24
• For 2nd Grade, administer DRA2 until the student
  has successfully passed level 16. After that time
  continue assessment using BRI 2A/1st Trimester,
  BRI 2B/2nd Trimester and BRI 2C/3rd Trimester

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Overview of VUSD DRA Administration Guidelines

Grade Level 1st Trimester 2nd Trimester 3rd Trimester
Kindergarten XXX All Students All Students Do not test higher than DRA L-16
1st Grade All Students Administer DRA until L-16 is passed. Testing higher than DRA L-16 is optional. Do Not test higher than DRA L-24. Administer DRA until L-16 is passed. Testing higher than DRA L-16 is optional. Do Not test higher than DRA L-24.
2nd Grade Administer DRA until L-16 is passed. Once DRA L-16 is passed administer BRI 2A. Administer DRA until L-16 is passed. Once DRA L-16 is passed administer BRI 2B. Administer DRA until L-16 is passed. Once DRA L-16 is passed administer BRI 2C.
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• As the teacher
• you need to know
• what the child is able to
• do and
• what the child needs to
• know how to do
• in order to
• make the most powerful
• teaching decisions.