Introduction
All district PK-2nd grade teachers will be trained or retrained on how to: administer the DRA/EDL score the DRA/EDL analyze the DRA/EDL
A little about the DRA/EDL….. Provides a standardized method for assessing
primary students’ reading development Documents student progress over time Is conducted during a one-on one conference Utilizes carefully selected assessment texts. Incorporates standardized procedures and forms
Types of Assessments
Diagnostic (DRA/EDL)
Formative
Summative
Assessment Cycle
Language Arts Reporting Grading Guidelines-Assessment and Evaluation (page 23)
DRA-An authentic assessment DRA is based on what good readers do:
They select appropriately leveled materials and continue to improve as readers
They preview a book or story before reading and predict what might happen
They read quickly and smoothly They use a variety of strategies They read for meaning
Good Readers know various strategies to decode words……
Word Recognition Identifying words by analogy Identifying words by the use of context clues Identifying words through recognition of root words,
prefixes or inflectional endings Sounding our words using phonics Identifying syllabic boundaries within multi-syllabic
words and sounding out separate syllables
Good readers also…… Comprehend while they are reading Are able to explain information Connect information to previous knowledge Use information Acquire information in order to develop
insight Are fluent readers (using phrasing and
intonation) Have appropriate pacing and speed
Using information from the DRA/EDL Determine a reader’s instructional level Determine a reader’s strengths or
weaknesses Group students efficiently for reading
experiences and instruction Identify student who may be working below
proficiency and need further accelerated instruction
Performance Levels
SBISD has normed performance levels based upon several years of district DRA/EDL data.
There are three ranges of student performance for fall, winter and spring per grade level: More Development Needed (25%) Developing as Expected (50%) Advance Development (25%)
Spring Branch DRA/EDL Standards Classroom distribution will rarely reflect these
percentages since the data was normed at the district level
DRA/EDL Assessment Text
DRA/EDL Text Titles Group DRA books into these categories:
A-2 3-6 8-14 16-28 30-44
Look through each group of texts. Decide on two characteristics that books in the same group share with each other.
Discuss your findings.
DRA/EDL- Text CharacteristicsLevels A-2 Highly patterned text
with simple illustrations One or two lines of text
on left hand page Familiar animals and
objects Repetitive language
structures
DRA/EDL- Text CharacteristicsLevels 3-6 Simple stories with
repetitive words, phrases and actions
Predictable language structures
Familiar characters and experiences
Highly supportive illustrations
DRA/EDL- Text CharacteristicsLevels 8-14 Stories include
problems with which children can relate
Repetition of events More complex book,
oral language structures, and high frequency words
Supportive illustrations
DRA/EDL- Text CharacteristicsLevels 16-28 Imaginary or animal characters with human
characteristics Familiar topics and vocabulary Nonfiction text features such as photographs,
labels, charts, flowcharts, diagrams Some literary language structures Some description of characters and setting Moderate to minimum picture support
DRA/EDL- Text CharacteristicsLevels 30-44 More complex stories Characters, setting, problems, and resolutions
described in greater detail Different genres Minimum of picture support More specialized vocabulary Nonfiction text features such as headings, maps,
time lines, graphs, photographs
DRA/EDL-Observation Guides An observation guide has been designed
for each assessment text. The teacher records observations of the
student’s reading behavior and student responses in the designated spaces.
Designated spaces include : Introduction to the text:
Previewing/Predicting Oral Reading and Strategies Used Comprehension and Retelling (Levels 3-44) Reading Preferences
DRA/EDL-Observation Guides Record of Oral Reading Coding Conventions
As the student reads the text, the teacher uses these conventions as a means of recording the behaviors of the reader.
Classifying Errors Is a repetition an error? Is a substitution an error? What about contractions? What about when students sound out the word?
Accuracy Levels Independent: When a student is able to read
effortlessly. They make few error, have good fluency and excellent comprehension.
Instructional : Where students are supported by a teacher. With the help of the teacher they can work on the “hard bits”.
Frustration: Students reading becomes disfluent and fails to result in comprehension.
DRA/EDL Observation Guide Scoring-add up the errors and circle the
accuracy rate Independent 95-100% Instructional 90-94% Frustration 89% and less
If students accuracy rate is less than 89% choose a lower level. There is no need to continue on to the comprehension/retelling portion.
Record of Oral Reading Practice Activity Practice Activity # 1
Discuss results Why is Rosa only
counted as 1 error? Do the miscues interfere
with meaning?
Practice Activity # 2
Discuss results Is this reading at an
instructional level? Which miscue interferes
with meaning?
DRA/EDL One-on-One Conference There are three different formats for
the one-on-one conference the teacher has with the student. The format of the DRA K-3 conference changes over time to honor and support what readers can do as they move towards independence.
A-2 Teacher reads some of the text 3-16 Student reads text out loud. 18-44 Student reads most of the text
silently
DRA/EDL One-on-One Conference A-2 Conference Format
DRA Observation Guide-Level A
DRA Observation Guide-Level 1
Watch DRA Training Video-Zach
Should Zach get to read text level 2 why or why not?
DRA/EDL-Comprehension Retelling Levels 3-44 The DRA uses retelling to assess students
comprehension Before administering the DRA/EDL teachers should give
students opportunities to retell stories during their Language Arts block.
If students are having difficulty retelling the DRA/EDL observation guide provided prompts for teachers to use. Limited prompting Some prompting Much prompting
DRA/EDL-Comprehension Rubric 3-14(adapted by SBISD) Oral Reading
Phrasing Fluency Monitoring-self
correction Problem Solving-
Unknown words
DRA/EDL-Comprehension Rubric 3-14(adapted by SBISD) Comprehension
Retelling-Sequence of Events
Retelling-Character and Details
Retelling-Vocabulary
Prompting
DRA/EDL- Comprehension Rubric 3-14(adapted by SBISD) Scoring
More Development Needed =1 point
Developing as Expected = 2
Advanced Development = 3
Students must score 7 in both sections to be considered Developing as Expected
DRA One-on-One ConferenceText levels 3-16 Conference Format
DRA Observation Guide Level 4
Watch Video-Level 4 Tanicqua
Should Tanicqua get to read text level 6?
Comprehension Rubric 16-44 A different rubric has been created for text
levels 16-44 Comprehension Rubric 16-44 To be considered Developing as Expected
students’ comprehension score must be between 11-17
If a student’s comprehension score is between 0-10, they must be given a lower text level
DRA One-on-One Conference
Text levels 18-44 Conference Format
DRA observation Guide Level 28
Watch Video-Level 28 Wesley
Should Wesley get to read level 30?
Other important information- Fall Testing If student was in the district use district
database to find spring reading level. If there is not DRA data, place three books
out for the student to choose. One above and one below the student’s grade level.
Fall testing dates have been adjusted for K-2 Testing Dates
Other important information- Text Levels A & 1 It is a good idea to give students both levels
A &1 . Level 1 gives the student the opportunity to
demonstrate some early concepts of print not available in text level A. L to R 1 to 1 match
Other important information- Spring Testing The DRA is also given at the end of they
school year. The purpose is to determine student reading progress.
Use current guided reading level to determine where to begin testing.
Students must have received guided reading instruction at the text level they are being tested.
Other important information- Advance Development When students are reading in the Advanced
Development range follow the guidelines below when completing the observation guide: Accuracy rates should be higher than 94% Comprehension scores should be 17 or higher Fluency rates need to be 60 WPM for 1st grade
and 90 WPM for 2nd grade