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Using the DRA 4-8

Using the DRA 4-8. to Drive Instruction. Presented by Dr. Michelle Kelley. Why Use the DRA 4-8?. It reflects what good readers do (pp. 6-7 TG) . It is comprehensive. It is valid, it measures what it says it measures and. Why Use the DRA 4-8?. It is authentic- real books, real tasks.

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Using the DRA 4-8

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  1. Using the DRA 4-8 to Drive Instruction Presented by Dr. Michelle Kelley

  2. Why Use the DRA 4-8? It reflects what good readers do (pp. 6-7 TG). It is comprehensive. It is valid, it measures what it says it measures and

  3. Why Use the DRA 4-8? It is authentic- real books, real tasks. It has both 2 narrative and 2 non-fiction texts at L-40-80 (pp. 12-21 TG).

  4. Why Use the DRA 4-8? It pinpoints deficits for instructional focus. It identifies strengths and weaknesses. It gives you an independent reading level.

  5. Developmental Reading Assessment 4-8 (and Bridge) DETERMINATIONS   Engagement  Oral Reading/Fluency Comprehension  Overall Reading Stage DRA 4-8 STEPS STEP 1:Student Reading Survey STEP 2:One-on-One Reading Conference STEP 3:Independent Student Work STEP 4:Teacher Analysis

  6. Step 1: Student Reading Survey • Done whole class (BM SS 1-4/pp. 42-46 TG). • Takes 10-20 minutes. • Assesses engagement (wide reading and self-assessment & goal-setting) • pp. 44-45 TG completed sample

  7. Step 2: One on One Conference • Takes 5 minutes. • Student or teacher selects a text to be read (pp.46-48 TG). • Teacher takes an oral reading record (p. 96 TG).

  8. Step 2: Oral Reading/Fluency • Teacher times reading for rate. • Teacher notes phrasing & expression as child reads. • Teacher determines if text is appropriate by accuracy rate (97% or as indicated on form).

  9. What happens if the child is below 97%? • You will want to use the Bridge (see TE). • It covers L- 20-38, includes some narrative and non-fiction. • It gives the teacher the option of having the student write or writing for the student.

  10. Step 3: Independent Student WorkComprehension • Without the text the student makes a written prediction (p. 50 TG). • Student reads the remaining text silently. • Student may use the text to write responses to questions (summary, literal, interpretation, reflection and metacognitive awareness). • Time varies 15-40 minutes.

  11. Step 4: Teacher Analysis • Rubric: 1, 2, 3 or 4 p. 54 TG Different rubric for narr. p. 31 vs. non-fiction p. 33. • Examples are provided p. 61-94 TG • Section areas are totaled (engagement, oral fluency, and comprehension).

  12. Step 4: Teacher Analysis • Area scores are combined with the text level read to determine overall reading stage p, 26 TG. • Complete a focus for instruction sheet for each child p. 34/ pp. 55-56 TG. • Create a class profile p. 35 TG.

  13. School Implications • Student Folders p. 36 TG. • Student Graph p. 36 TG.

  14. So, when do I give the DRA 4-8? • Option 1- Over a 3-3 week period during reading workshop or ssr (a few kids at a time). • Option 2- Extend reading and writing workshop to a 2-3 hour block (pool books- whole class). • Option 3- Get a substitute so you can conduct the assessment p. 39-40 TG.

  15. Now Let’s Practice…

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