Developmental Reading Assessment

1. Developmental Reading Assessment DRA 2

2. Purpose of DRA 2 • Provides a method for assessing and documenting primary students’ development as readers over time. • Determines the independent reading level of students.

3. Levels of Reading • Independent-95% accuracy • Instructional-readingthat is withinthestudent’s control but offers a moderate amount of challenge-90%-94% accuracy • Frustration-less than 90% accuracy

4. The Learning Zone What the learner can do independently What the learner can do with the Support of an expert other Learning Zone

5. DRA Stages • Emergent Stage Levels A-3 • Early Stage Levels 4-12 • Transitional Stage Levels 14-24 • Extending Stage Levels 28-38

6. Emergent ReadersA-3Students are generally able to… • Hold a book and turn the pages • Move left to right on one line • Identify name of familiar objects and/or objects actions depicted in illustrations

7. Transitional Readers 14-24Students are generally able to… • Sustain independent reading for a short period of time • Read in 2-3 word phrases • Orally retell the story

8. Early Readers 4-12Students are generally able to… • Select familiar texts for independent reading • Consistently match one-to-one • Recall some events in the story

9. Extending Readers 28-38Students are generally able to… • read different genres • Reads dialogue with expression • Retell important ideas and details and details sequentially or in a logical order

10. DRA 2 Levels-Grade Levels • Kindergarten DRA levels A-2 • Pre-Primer DRA Levels 3-8 • Primer DRA Levels 10-12 • First Grade DRA Levels 14-16 • Second Grade DRA Levels 18-28 • Third Grade DRA Levels 30-38 • Fourth Grade DRA Levels 40

11. Core of the DRA is the Reading Conference Behaviors to evaluate: • Oral reading fluency • Accuracy -phrasing • Expression -rate • Comprehension • Retell -writing • Characteristics of good readers • Ability to use text features • Make connections with text • Read with fluency and phrasing • High accuracy • Use problem solving to make sense of text • Ability to construct meaning from text • Can share understanding of text through conversation and writing

12. Components of the DRA 2 • Assessment books levels A-40 • Non-fiction texts at levels 16,28,38,40 • Assessment Forms • Teacher observation guides • DRA Continuum (fiction/non-fiction) • DRA focus for Instruction • Student booklets (level 28-40) • Student Reading Survey (level 28-40) • To assess level of reading engagement • Encourage students to set reading goals

13. DRA Components Continued • Writing Component beginning with level 28 • Timed oral reading beginning at level 14 • Independent assessment beginning at level 40 • Word Analysis K-3 • For emergent readers K-1 and struggling readers 2-5)

14. Word Analysis • Diagnostic assessment that allows teachers to observe how struggling and emergent readers attend to and work with various components of spoken and written words • Divided into 5 Strands 1. Phonological awareness 2. Metalanguage 3. Letter/high frequency word recognition 4. Phonics 5. Structural analysis and syllabication

15. Word Analysis

16. Scoring Record of Oral Reading Guidelines

17. Level ACan You Sing?Emergent Reader 1. Reading Engagement 2. Oral Reading 3. Teacher Analysis

18. Level 8DukeEarly Reader 1. Reading Engagement 2. Oral Reading Fluency 3. Comprehension 4. Teacher Analysis

19. Level 6Why Are We Stopping?Early Reader 1. Reading Engagement 2. Oral Reading Fluency 3. Comprehension 4. Teacher Analysis

20. Level 24Thin As A StickTransitional Reader 1. Reading Engagement 2. Oral Reading Fluency (timed reading) 3. Comprehension 4. Teacher Analysis

21. Level 28Animals Can HelpExtending Reader 1. Reading Engagement 2. Oral Reading Fluency (timed reading) 3. Comprehension (Writing) 4. Teacher Analysis