1. Developmental Reading Assessment 2 (K-3)
Dr. Debbra Uttero
ED 631

2. Components

3. Administering the DRA2: A Video
DRA2 Assessment Video

4. Preparing for the Assessment
Check to see that you have the books and forms that you will need.
For this course, download the assessment forms from the CD. Do not make photocopies of them.
Reread/reread the entire Teacher Guide.
Assemble the assessment material.
Review or learn how to take a running record.

5. Preparing for the Assessment (cont.)
Directions for taking a running record appear in Guided Reading: Good First Teaching for All by Irene Fountas and Gay Su Pinnell.
Read all of the Assessment Books that you will be using.
Prepare an assessment timeline and activities for the other students.
Prepare students for the DRA2.
Locate a place for the assessment.

6. Conducting the Assessment Conference
Select a range of leveled texts.
Invite the student to select a text that seems “just right” for them.
Follow the directions on the Teacher Observation Guide for the text selected. (The directions change from level to level.)

7. Conducting the Assessment Conference (cont.)
Record the student’s responses and behaviors in each of the following areas: Reading Engagement, Oral Reading Fluency, Comprehension: Prediction, and Comprehension: Oral and Written

8. Determining a Students’ Independent Reading Level
A DRA2 Assessment book is considered to be at a student’s Independent Reading level only when the student’s total scores for Oral Reading Fluency and Comprehension are at least within the Independent range on the Continuum.

9. Detailed Directions for Recording Students’ Responses

10. Reading Engagement
Levels A – 24: Briefly jot down the student’s responses to each of the preference questions on the sheet.
Levels 28-38: Students may either dictate their responses or complete the Student Reading Survey independently prior to the assessment.

11. Oral Reading Fluency: Introduction & Preview
Levels 1-3: If the student is unable to name half of the items pictured in the test, use your best judgment to decide whether to continue with the assessment.
Levels 4-16: Note the student’s use of connecting words (and, then, but) and vocabulary use. You may prompt with examples like: “Now what is happening” or “Turn the page”.

12. Oral Reading Fluency: Record of Oral Reading
Levels A-40: Record the student’s oral reading behaviors (eg.: miscues, substitutions, rereading, sounding out, and self-corrections)on the Record of Oral Reading
Levels 14-40: Record the oral reading. Note the reader’s phrasing, expression, attention to punctuation, use of fix-up strategies when they come to an unknown word, and miscues.

13. After the Oral Reading
Record the student’s time. Use the Words Per Minute Chart to identify the WPM range.
Quickly count the number of miscues that are not self-corrections.
Circle the appropriate box on the Oral Reading Percent of Accuracy Chart.
If the student’s scores fall within the shaded area (below indep. level) for WPM or accuracy, administer a lower level text.

14. Comprehension: Predictions
Levels 18-24: Note and count the number of possible events or actions predicted.
Levels 28-38: Read aloud the questions/prompts on page 1 in the Student Booklet and record the student’s responses. Do not give any prompts.
Level 40: You may read the prompts/questions aloud. The student may not use the book to complete the Prediction page.

15. Oral Retelling: Levels 4-24
As the student retells, underline and record the information included in the Story Overview Guide on the Teacher Observation Guide. The student’s words do not have to be exact, but the story’s meaning should be conveyed. After the initial retelling, you may use the suggested prompts until you believe that the student has shared all that he or she recalls from the book. Tally the number of times that you prompted the student.
Record the student’s responses to the Reflection and Making Connections prompts.

16. Written Summary: Levels 28-40
You may read aloud the questions/prompts to the student.
If a student is on an IEP, use the recommendations from the plan (ie., dictated responses).

17. After the DRA2 Conference

18. Complete the Analysis of Oral Reading Chart
Use the Record of Oral Reading to complete this chart.

19. Determine the Oral Reading Rate
To calculate the student’s fluency rate, convert the student’s oral reading time to all seconds. Then use the formula to calculate the student’s Words Per Minute (WPM).

20. Complete the Continuum Page
Use the information recorded and/or checked on the Teacher Observation Guide. Circle the number of the descriptor that best describes the reader’s behaviors and responses on each row of the Continuum.

21. Comprehension
See the Teacher’s Guide (beginning on page 88) for examples of how to score the student’s responses.
Levels 4-24: Use information from the student’s oral retelling to select the descriptors on the Continuum.
Levels 28-40: Use information from the Student Booklet and the examples in the Teacher’s Guide to select the descriptors on the Continuum.

22. Comprehension (cont.)
Add the circled numbers together to obtain a total score for each section.
Record the Comprehension score at the top of the Continuum page.

23. Guidelines
Levels 4-24: For an Independent level, the student’s total Oral Reading Fluency score and total Comprehension score must be at the least within the Independent range on the Continuum. If the student’s scores are below Independent, reassess with a lower-level text.

24. Guidelines (cont.)
Levels 28-40: For an Independent level the student’s total Oral Reading Fluency score and total Comprehension score must be at least within the Independent range on the Continuum.
If a student’s Comprehension score is less than 19 for levels 4-24, less than 14 for Levels or less than 12 for Level 40, select a lower-level assessment text.

25. Guidelines (cont.)
Students reading texts are not reassessed using a lower DRA2 level text if their total comprehension score falls within the Instructional range on the continuum. Without instruction, it is highly improbable that they will perform any better when asked to write responses at a lower text level.
Note: If a student has already read and scored within an Independent range in Fluency and Comprehension on a lower-level text, it is not necessary to administer another assessment.

26. Completing the DRA2 Focus for Instruction Page
Levels 2-12: Use the features on the Continuum that you identified as Emerging and Developing as a guide to help you select 3 to 5 teaching/learning activities on which to focus.
Levels 14-40: Use the features on the continuum that you identified as Intervention and Instructional as a guide to help you select 3 to 5 teaching/learning activities on which to focus.

27. Determining Proficiency
Grade
Time of Year
Benchmark Level
Kindergarten
January 1
May/June 3
Grade One
September
3-6
16-18
Grade Two
16-20 28
Grade Three
26-34 38

28. Reference for Video DRA2 Training – 2013-2014