What was corrected?

› Scoring rubrics for each story level now have

correct criteria for independent, instructional,

and frustrational materials

› Teacher Guide spiral

› Blackline Master spiral

› CD w/ Teacher Guide and Blackline Masters

What was error-free?

› Training DVD

› Student reading books

3 copies of each text per kit

Level 40 – 4 different titles (4th grade)

Level 50 – 4 different titles (5th grade)

Level 60 – 4 different titles (6th grade)

Level 70 – 4 different titles (7th grade)

Level 80 – 4 different titles (8th grade)

3 copies of each text per kit

Level 20 – 1 title (end 2nd 9 wks, Gr. 2)

Level 24 – 1 title (end 3rd 9 wks, Gr. 2)

Level 28 – 2 titles (end 4th 9 wks, Gr. 2)

Level 30 – 1 title (end 1st 9 wks, Gr. 3)

Level 34 – 1 title (end 2nd 9wks, Gr. 3)

Level 38 – 2 titles (end 4th 9 wks, Gr. 3)

A timer

Copies of text levels to be used

Reading administration laminated card

Student reading attitude survey

Blackline Master book or CD (pdf)

Approximately 10 testing pages per passage› Student self-assessment/goals (completed

once)

› Written prediction pages (located after each passage)

› Story copy for “ticking”

› Words per minute – fluency

› Miscues/Errors

› Comprehension

› Written Summary Section

Generally, beginning, middle, and end

of year

Can be used more frequently if needed

Fluency and comprehension quick

checks should be utilized with trade

books or other reading materials more

frequently

Developmental Reading Assessment

Pinpoints the kinds of text students can

read successfully

Allows teachers to look at the difference

in a reader between

› Fiction

› Nonfiction

Provides a way to monitor growth across

time

Importance of “cold text” – not rehearsed

Lower levels included in kit are different

from passages in K-3 kits on elementary

campuses

Breaks out accuracy, fluency, and

comprehension

Approximates natural speech

Heightens the likelihood that

comprehension will occur

Uses smaller portion of the entire text

(printed on record sheet)

Read in front of you so you can “tick”

Shows what is automatic for students

Highlights the kinds of roadblocks students

encounter

› Are students “sounding out” too often?

› Do students know when something is wrong?

› Do students reread sections that don’t make

sense?

› Do students speed through text and then

have no idea what they read?

› How do students handle vowels and endings?

Predictions – before the rest of the text is

read & without referring to the text

› Some levels the teacher scribes and some levels

the student records (indicated in directions)

Written comprehension – text allowed

› Literal

› Interpretive

› Summary

Keep in mind students who may be

bogged down by the physical act of writing

Spread out books from easier-to-

understand to harder-to-understand

Words may come out fine, but concepts

are more difficult

Choose a book with only two words per

page you’re not sure about

› Names – exception – don’t count

Let’s work in groups of 4-5 to arrange the

texts from easiest to hardest

Which text features might help us

determine level of difficulty?

At conclusion, tips for leveling texts

What’s the point???

What’s the point???

This is the point!!!!

More than 5 errors… patterns emerge

How do we record these?

What would these look like?

› Select either passage and provide examples

of what these kinds of issues might look like

› Definitions and marking

Symbol Meaning Error or Not

Self-select using guidelines in PowerPoint

Use thick mustard yellow packet

› First page has Hero at the top

Books in your packet match books on

table

Practice reading the prompt & “tick”

Symbols – p. 137 TG (skinny, spiral)

Matches what’s in the boxes on the DRA

analysis section – p. 211 (pink);

p. 7 (green)

White document

Student completes a reading survey

› 4-5

OR

› 6-8

Happens only once

Read verbatim

Scripted for each story – don’t deviate

Gives kids a heads up on a cold reading

Use a timer – don’t scare the kids

Students read to you until they reach the

*

Use the “tick” marks on page 137 of the

Teacher Guide

Familiarize yourself with what is an error,

and what isn’t

Fluency – because it heightens the

chance for comprehension

Miscues – because this tells us how much

work students are doing

Gray Box!!!!!! – drop a level (or more)

White Box - move on to

writing

Oral or written (see directions)

Student predict what will happen in the

remainder of the text (without looking)

We only predict once they pass the

white boxes – wearing students down

Students take the book away and finish

reading

Students finish responding to written

comprehension with the book in their

hands – they can complete

independently

You need to analyze the portion read to

you… before you forget

What’s the point???

What’s the point???

This is the point!!!!

More than 5 errors… patterns emerge

What would these look like?

› Select either passage and provide examples

of what these kinds of issues might look like

› Definitions and marking

Familiarize yourself with this…

Performance based – know it before you

give it

Comprehension examples are in TG

› 61-64 Reading Engagement – Wide Reading

› 65-67 Reading Goal Setting

› 88-119 Examples for each of the specific

stories

Detailed – know it

Fed from the big, hairy rubric and your

observations

Don’t skip this step

Checking books for “fit” in the real

world… after “the box” has been put

away…

Spread an assortment of

books/texts/magazines from easiest to

hardest

Consider concept density, length,

language

Don’t worry about arranging them

perfectly – simply giving kids a guide

Model where you would begin reading

(important)

Demonstrate reading in a soft whisper

voice through the first full page of text

Only 1 word (not including names) with

difficulty

Bring up two student volunteers

Do a running commentary on what

they’re doing – make it overt

› They looking at books

› They’ve actually opening up the books

› Yes, I hear Zoe whisper reading and she

sounds smooth

› Good, Jenny put that one back because

she knew it didn’t fit

Send those two back to begin reading

Call up two more and keep adding on,

slowly

Keep up the running commentary,

including kids who are back in their seats

reading

Watch for

› Hunching over at desk

› Wiggling

30 second oral and silent rate checks

Begin as soon as they turn the page

Listen or scan as they read

Have them touch the last word they

read

› Sales job regarding no racing

Count backward by two and multiply by

2

Ask them to retell what was happening

› Expect “re-do” opportunities, initially

Book level Instructional Independent

2nd 70 90

3rd 80 100

4th 90 130

5th 100 140

6th 110 150

These are bare minimum rates!!!

And only count IF

comprehension is intact!