dra2 parent workshop presented by jennifer jimenez grant and iuliana roata
TRANSCRIPT
DRA2Parent Workshop
Presented by Jennifer Jimenez Grant
and Iuliana Roata
What is the Developmental Reading Assessment (DRA2)?
• Stamford Public Schools (SPS) is required by the State Department of Education to administer the DRA2
• Administered in the fall, winter, and spring for grades 1-3. Kindergarten is administered in the spring only.
• Identifies substantially deficient students• Assesses a student’s reading progress over time• Scores are given for comprehension, fluency, and
accuracy
How is the DRA2 used? • Informs parents and teachers of a student’s
current independent reading level• Identifies strengths and weaknesses• Identifies a student’s instructional needs• Helps teachers plan for small group reading
instruction and intervention
DRA2 Proficiency Grid
Grade Fall Substantially
Deficient* (remedial)
Fall Proficient
Fall Reporting
Ceiling
Winter Substantially
Deficient* (remedial)
Winter Proficient
Winter Reporting
Ceiling
Spring Substanially Deficient*
(remedial)
Spring Proficient
Spring Reporting
Ceiling
K
A 4 18
1 A 4 18 6 12 24 10 18 28 NF
2 10 18 28 NF 14 24 34 18 28 NF 38F*
3 18 28NF 38F 20 34 38 NF* 28 38 NF 40
*A child cannot be passed to the next level at Levels 16, 28 or 38 without passing a nonfiction text.
DRA2 Benchmark for Kindergarten
April/MayApril/May
44
•One to three lines of One to three lines of text per pagetext per page
•Predictable language Predictable language structuresstructures
•Familiar characters and Familiar characters and experiencesexperiences
•Brown Bear, Brown BearBrown Bear, Brown Bear by Bill Martinby Bill Martin
An example of a level 4 fiction text
DRA2 Benchmarks for First GradeSeptemberSeptember JanuaryJanuary MayMay
44 1212 1818•One to three lines One to three lines of text per pageof text per page
•Predictable Predictable language structureslanguage structures
•Familiar Familiar characters and characters and experiencesexperiences
•Brown Bear, Brown Bear, Brown BearBrown Bear by Bill by Bill MartinMartin
•Illustrations give Illustrations give moderate supportmoderate support
•Number of high Number of high frequency words frequency words are expandedare expanded
•Two to six lines of Two to six lines of text per pagetext per page
•TitchTitch by Pat by Pat HutchinsHutchins
•Characters have Characters have problemsproblems
•Illustrations Illustrations provide moderate provide moderate supportsupport
•Some description Some description of characters and of characters and settingsetting
•Little BearLittle Bear by Else by Else Holmelund Minarik Holmelund Minarik
An example of a level 12 fiction text
An example of a level 18 fiction text
DRA2 Benchmarks for Second GradeSeptemberSeptember JanuaryJanuary MayMay
1818 2424 28NF28NF•Characters have Characters have problemsproblems
•Illustrations Illustrations provide moderate provide moderate supportsupport
•Some description Some description of characters and of characters and settingsetting
•Little BearLittle Bear by Else by Else Holmelund MinarikHolmelund Minarik
•Characters have Characters have problems and/or problems and/or characters changecharacters change
•The author The author teaches a lesson teaches a lesson
•ArthurArthur books and books and Nate the GreatNate the Great booksbooks
•Non-fiction book Non-fiction book with table of with table of contents, headings, contents, headings, glossary, and glossary, and photographsphotographs
•Students need to Students need to write a written write a written summary (not a summary (not a retell)retell)
•On the Farm On the Farm
•Undersea GardensUndersea Gardens
Supporting Reading at Home
Emergent DRA2 Levels A-3
Reading Engagement •Holds a book and turns the pages•Looks at the illustrations/ photographs in books•Identifies and talks about a favorite book or story
Oral Reading Fluency •Using text, child moves finger from left to right
Comprehension •Names familiar objects in the illustrations/ photographs
How do I support my Emergent Reader?
DRA2 Levels A-3
Before we read…Look at the cover and talk about Look at the cover and talk about what you think will happen in this what you think will happen in this
story.story.
Look at the pictures and tell me Look at the pictures and tell me what you think is happening in the what you think is happening in the
story.story.
While we read…We use the pictures to figure out We use the pictures to figure out
unknown words.unknown words.
Then we use beginning letter sounds Then we use beginning letter sounds to figure out unknown words.to figure out unknown words.
Talk about your favorite part of the story.
After we read…After we read…
Why did you like that part Why did you like that part of the story?of the story?
Early DRA2 Levels 4-12
Reading EngagementReading Engagement •Picks out books to read Picks out books to read independentlyindependently
•Reads familiar books independently Reads familiar books independently for a short period of timefor a short period of time
•Tells about a favorite book Tells about a favorite book
Oral Reading FluencyOral Reading Fluency •Consistently matches one-to-oneConsistently matches one-to-one
•Quickly recognizes high-frequency Quickly recognizes high-frequency words (e.g. words (e.g. the, I, in, hethe, I, in, he))
•Begins to use letter/sound Begins to use letter/sound relationship strategies to problem relationship strategies to problem solve words solve words
ComprehensionComprehension •Can talk about print (word, letter, Can talk about print (word, letter, begin, end, first, last, sound, and so begin, end, first, last, sound, and so on)on)
•Talks about what is happening in the Talks about what is happening in the illustrations or photographsillustrations or photographs
•Recalls some events in a storyRecalls some events in a story
•Talks about a favorite part of the Talks about a favorite part of the book or story book or story
How do I Support My Early Reader?(also use strategies from Emergent Level A-3)
DRA2 Levels 4-12
Before we read… Look at the cover and talk about Look at the cover and talk about what you think will happen in this what you think will happen in this
story.story.
Look at the pictures and tell me Look at the pictures and tell me what you think is happening in the what you think is happening in the
story.story.
While we read…
Use reading strategies to figure Use reading strategies to figure out unknown words:out unknown words:•Check the pictureCheck the picture
•Look at the first letterLook at the first letter•Think about the storyThink about the story
•Find chunks you know (-at, -an, Find chunks you know (-at, -an, etc)etc)
•Stretch the wordStretch the word•Skip the word and go back and Skip the word and go back and
rereadreread
Stop and reread when the reading doesn’t make Stop and reread when the reading doesn’t make sense.sense.
After we read…We retell the story. Start at the beginning of the story and tell me what happened.
Your child should:• use the names of the characters• tell the story in order• tell how the story ended
After we read…
• Ask your child what their favorite part is and why• Ask your child what this story reminds them of
How Do I Support My Transitional Reader?
DRA 2Levels 14-18
TransitionalDRA2 Levels 14-24
Reading Engagement •Selects a book that can be read independently (“Just Right” book)•Sustains independent reading for a short period of time•Tells about a favorite book and why it’s his/her favorite
Oral Reading Fluency •Reads in 2-3 word phrases•Uses multiple strategies to determine if the words make sense, sound right, and look right•Uses familiar word families to read words (e.g., -at, -an, -ig, -it)•Decodes one syllable words
Comprehension •Previews the text and makes predictions using illustrations or photographs•Orally retells the story or information•Identifies a favorite part of a story and tells why•Makes text-to-self connections that enhance understanding of the story
Continue to read aloud along with your child in fiction and
nonfiction texts.
Children should be reading nonfiction and
identifying text features such as:
• Table of contents• Heading• Maps, charts, and graphs• Index• Glossary
Nonfiction Books
An example of a level 16 nonfiction text
Look at the title and cover.
What kind of book is this?
What do you think this book is going to be
about? Why?
What do you think you are going to learn from
reading the book?
Before we read…Before we read…
While we read…
Stop to look at pictures, charts, maps, subtitles, etc. to see what
they tell you.
After we read…
What did the author say about…
Your child should include:Facts
Details Vocabulary
(Retelling Nonfiction)(Retelling Nonfiction)
Ask your child… What is the most important thing you
learned from this book? Why do you think it is important?
How Do I Support My Extending Reader?
DRA 2Levels 28-40
ExtendingDRA2 Levels 28-40
Reading Engagement •Selects texts that match their reading level, interests, and purposes.•Sustains independent reading for a longer period of time.•Reads different genres
Oral Reading Fluency •Reads in longer phrases•Uses multiple cues to problem-solve words quickly.•Quickly self-corrects significant miscues•Reads dialogue with expression•Reads at an appropriate rate.•Attends to and reads basic punctuation
Comprehension •Makes predictions based on prior knowledge, book title, and oral book introduction.•Extracts more meaning from the text; relies less on the illustrations.•Identifies important ideas, details, and vocabulary to include in a written summary
In order to pass levels 28-40, a child must write a summary and answer
literal, inferential, and reflective questions in writing.
After Reading-Fiction Summary Write a summary of this story in your own words. Include the important characters, events, and details. You may use the book and the words below to help you write your summary.
In the beginning, ___________________________________________________ _________________________________________________________________Next, _____________________________________________________________ _________________________________________________________________Then, _____________________________________________________________ __________________________________________________________________After that, __________________________________________________________ ___________________________________________________________________In the end, _________________________________________________________ __________________________________________________________________
After Reading-Non-Fiction Summary
Summary of The Roadrunners
Write 2 important facts in your own words for each heading. You may use the book to help you.
Building a Nest___________________________________________________________ _______________________________________________________________________ Eggs in the Nest ___________________________________________________________ _________________________________________________________________________Guarding the Nest _________________________________________________________ _________________________________________________________________________Baby Roadrunners_________________________________________________________ ________________________________________________________________________
Reflection Questions
• Non-fiction:– What do you think is the most important thing
that you learned from this book? Tell why you think it is important.
• Fiction:– What do you think is the most important event in
the story? Tell why you think it is important.
Choosing a “Just-Right” Book• First choose the book you think you would like to read. Find a page of text
with lots of text (words) and few or no pictures near the middle of the book. • Read the page aloud or in a whisper voice if possible while doing the test so
you can hear the places where you have difficulty. Each time you come to a word you don't know, hold one finger up.
• If you have all five fingers up before you get to the end of the page, wave the book "good-bye." It is probably too difficult for you right now. Try it again later in the year.If you do not have any fingers up when you finish the page, then the book may be an easy read for you.
• If you have less than five fingers but more than one or two fingers up when you finish reading the page, the book may be just what you need to grow as a reader. Use this Goldilocks' method as you read to see if the book is a "just right" book. Enjoy!
How long should my child practice reading his/her “just right” book each day?
• Emergent – 15 minutes• Early Readers – 20 minutes• Transitional Readers – 25 minutes• Extending Readers – 30 minutes
Resources: Literacy Leveler app
• App Store: Literacy Leveler app ($4.99)• Scan the barcode of a book to get the reading level
Closing
• Are there any questions?• Please take the handouts before you leave.• Please fill out the exit slip survey.• Thank you for coming!