How and Why the DRA Connects Everything Presentation by Kelly Ford Fred Carrigg and Associates, LLC.
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Transcript of How and Why the DRA Connects Everything Presentation by Kelly Ford Fred Carrigg and Associates, LLC.
How and Why the DRA Connects Everything
Presentation by Kelly Ford
Fred Carrigg and Associates, LLC
Discuss
•What do good readers do?(handout)
http://connect.pearsonlearning.com/c2dra/index.cfm
The DRA2 Assesses:
• Reading engagement– How do they feel about reading? Can they talk
about a favorite book? Identify their strengths and weaknesses as a reader?
• Oral reading fluency– Decoding skills, problem solving unknown words
• Comprehension– How much do they understand? Bloom’s
taxonomy scaffolding…HOW do I teach the 7 power standards (comprehension strategies)
7 Comprehension Strategies
1. Activating background knowledge
2. Questioning the text
3. Drawing inferences (to make predictions)
4. Determining importance
5. Creating mental images (visualizing)
6. Repairing when understanding breaks down
7. Synthesizing/Evaluation: new understanding into their lives and world view.
DRA2 Cannot Stand Alone
• What happens before and after the assessment is most important.
– Used to guide instruction
– “Focus For Instruction” identifies what students need to learn next
– Writing plays a reciprocal role with reading
Four Stages of Reading Development
• Emergent
• Early
• Transitional
• Extending
What is a student able to do in each stage?
Difficulty in Levels
• Levels 28-38– Topics and themes go beyond reader’s experience,
problem solve words using knowledge of root words and affixes, student must now write the summary instead of oral retell, deeper development of character, setting, plot/ or information.
• Levels 40-80– Increasing difficulty of text and background knowledge
needed (handout of page 121 from teacher’s guide)
Comprehension score is 19
The Focus For Instruction
drives student’s purpose in your guided reading groups.
Choose 3 to 5 strategies based upon weak areas.
Demonstration
Tier 1 to Tier 2 Purpose for Reading: What is the most important part of this passage?
(Important vs. Unimportant)
___________________
Watch how we tie the Tier 3 focus plan into the general guided reading discussion.
Discuss
What questions came up during the demonstration?
Track student progress to ensure growth.(If mastered, move on to new skill on same level OR higher level with
same skill. Spend approx. 3 weeks on each skill.)
Progress Monitoring Record for Language Arts Literacy
General Ed LAL Teacher: Jones Student: Mark Ford
LAL Co-Teacher: Smith School Year: 2011
Progress Key* Grade: 9 Most recent NJ-ASK
LAL Score: 189
See sample handout
Final Points• The most accurate DRA2 profile is a record of several DRA2s given over
time.
• Progress can made within the same level on the Continuum rubric.
• Find the Independent level, but instruct one level higher so the student continues to encounter more challenging texts and grow as a reader.
• The Focus for Instruction gives you step by step instructions for teaching each comprehension strategy – use it as a basis for your lessons, guided reading groups, and tier 3 interventions!
• Track student progress using the Progress Monitoring Record.