Using the Word Analysis in DRA to Guide Decisions for Student Learning For Sunset Elementary by Tonya Leija & Beth Toulou Professional Development Fall 2015 Goals: Learn to Analyze Student Strengths and Next Using DRA Word Analysis Tasks Link Assessment-Intervention-Progress Monitoring

Step 1: Explain Highest Independent Level-Cheney Guidelines What’s the value of the instructional level (Zone of Prox development)—chocolate story and slide of ZoPD and ZaPD

Zone of Optimal Learning Theory at work behind Independent and Instructional level on DRA and for differentiated classroom instruction New & Out of Reach Skills, thinking, actions New within reach thinking & actions can be learned with support TEXT SELECTION, Control, some control, no control Controlled

Analyzing Students’ Oral Reading Using the DRA data to power our students growth and acceleration Let’s Make Assessment Matter— not a hoop to jump through “Assessments should help you answer the following questions: How should I group my students? What text should I use for each group? What strategy should I teach next?” -Jan Richardson (NSGR, p. 38) Analyzing Students’ Oral Reading The joy in reading conference assessment-student and child Jan Richardson quote—” “Most teachers hate assessment. I think it’s because many mandated assessments do not have instructional value. Assessment is paramount, however to delivering effective guided reading instruction. If you wat to help children learn to read , you simply must do assessment.”…

Do this Analysis Student problem-solves words using: Pictures Beginning letter/sound Onset and rime (p-& -at for pat) Blending letters/sounds Rereading No observable behaviors Other: # of Self-Corrections and Teacher Tolds: # miscues self-corrected ___ # miscues not sc ____ # of words told to student ___ Meaning Interference? Never At times Often Omissions/Insertions? Visual Similarity or not? Omissions Insertions Substitutions that were Visually similar Not visually similar Copy Each substitution to help analyze the student’s attention to visual information (errors are attempt that serve as a window into student’s thinking—if not enough errors, go up) e.g., big (substitution) dig (actual text) 4. Teacher Analysis of Oral Reading Errors/Miscues (see DRA for any level) Activity for oral reading: Sort errors into categories—2 pages __columns (mat sized paper- and miscues/errors from student in video Have them write the errors in on the DRA sheet first Cut and sort with partner-label Fill out the #4 according to what found Go to sheet of teaching plans ****Just doing this alone and jotting notes at the top of the student’s DRA will be meaningful and inform instruction ***For that outlier student/s who puzzle you or are not as easy to notice the issues, you will want more information The student we are using today is not extremely far behind anymore, but by doing the WA we can make a more specific word study plan to add strength to our teaching decisions, and to our data to share with colleagues and families (Peer ASIST process) Explain that depends on Title/LAP support at grade level and if don’t qualify, you need more help to reach these students

Engineering The Plan—Part I We know… We need to find out… Based on what we see so far… what does this reader need? What more do we want to know? This gives a great start to our direction-not specific plans for all needs—if we are going to take down her barriers to the next level of complexity in reading Discuss at tables:

Step 2: We need to find out… When appropriate and when not Not only focus—do this With in mind the plans you made using the DRA teacher obs guide analysis Are your gears turning? What is connecting—Standing conversation and then------TAKE A BREAK We need to find out…

DRA Word Analysis Purpose Gain deeper understanding of struggling readers Not meant for students making adequate progress, students that are able to decode but have comprehension difficulties, or students that make few miscues when reading Do: Read pages 8-10 in WA Teacher’s Guide to build your own understanding

Word Analysis Teacher Guide Organized in Strands Tab page 10 in teacher guide Overall Strands organized here according to what proficient readers do Also Researched according to what was missing and kept students from reading the next level grouping Familiarize with the meaning of each strand—introduce main topics--partner talk and questions-answers

Our mission for a struggling reader: Review DRA miscues, use strand information (what print is used and not used yet?) Find the best strands/tasks for more information about your student “What’s Next?” for instruction sheet and plan an intervention Show gauges miscues analysis and the start task

Word Analysis Teacher Guide Administration procedures & Initial Task Selection Or start with Task listed under DRA oral reading -----Same====show the difference Tab 15-16 Administration Procedures

Word Analysis Teacher Guide Tasks & Directions Post it note page 29-30 in teacher guide

Word Analysis Teacher Guide Student Response Records Post it note page 111-112 in teacher guide

Word Analysis Teacher Guide Student Record Tab 25 in teacher guide

What do we need? Teacher guide with script Record of Responses Student book, timer, spelling sheet, etc. Observation skills

Word Analysis Teacher Guide Group Profile Tab page 166 in teacher guide

Step 3:

Experience the Process: Oral Reading Miscues: (p. 20 &163) What do we see? More/move, give/gave, should/shouted, How/who, There/tired, walk/wait, you’ve/you’re, greet/great/sc, gone/going/sc Start at Task 22-Why did we pick this? When you might skip a task? When do we stop?

Experience the Process: View videos, score and notice Each video-first familiarize with scoring procedure and directions Then, view and record Finish with talking to partner, deciding score and RETURN to Cumm overview sheet to see where headed next

Step 4: Several lessons tie to Words their Way sorts (will be learning about in the fall CCC day)

Mini-lessons for designing intervention Step 4: Mini-lessons for designing intervention Several lessons tie to Words their Way sorts (will be learning about in the fall) Tab page 174 in teacher guide

Group Activity for Choosing Interventions: Divide into 3 groups based on interest Group 1: High-Frequency Words Read pages 200-202 Group 2: Using vowel patterns & Analogy Read pages 214-2-17 & pages 221-223 Group 3: Solving longer words (syllabication and structural analysis) Read pages 224-227 What now? Read Last Section for your group Make a plan for Word Study -where would I look to design an intervention? What have I done already that is working? What more is needed? Explore suggested materials Divide up into groups for study of which interventions—Read the section and discuss the questions above-present HF words Vowel patterns Syllabication/structural analysis (Beth shows materials)

Step 5: Give the Intervention Monitor Progress

Engineering The Plan—Part II Remember the whole picture and what will make the child successful and lifting progress to next level of development: Word Analysis is part of the puzzle. Return to Part I of plan based on oral reading behaviors. Plan for this Child to Improve as a Reader Model and teach how to monitor visual information, Notice when it doesn’t look right in the middle-retry Reread to use meaning while solving and using visual information--Teach how to take words apart Specific Word Analysis—Read & spell next level of high frequency words fluently, notice digraphs and short vowel patterns increasing to long vowel patterns next Culminating

Cycle of Progress Monitoring Step 6: Cycle of Progress Monitoring Are you and is the child stuck or not? Is the child making shifting and changing appropriately now…. Although not at grade level the idea is you are now on track to keep growing with continued focused teaching. You can do the next tasks to guide your teaching –always, but you don’t need to if you have other data to guide you. Other texts to use for running records and progress monitoring—coming next year.

Close it up

Following are slides not using but may reference for self

Resources DRA resources on District Assessment page-handy for printing extra Tubs with materials can be made for easy access for grade level team