1. Using the DRA & Word Analysis to Guide Decisions for Student Learning
Cheney School District, Student Support Services
Professional Development Summer 2015 Opportunity
Goals:
Learn to Analyze Student Strengths and Next Steps using DRA, and DRA Word Analysis Tasks
Link Assessment-Intervention-Progress Monitoring
Link to TPEP Criterion 6: Using multiple student data elements to modify instruction and improve student learning

2. 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

3. 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

4. SCAFFOLDING IN THE ZONE OF PROXIMAL DEVELOPMENT (ZoPD).
Faciliating Comprehension for Student Readers (Prevention or Intervention)
2/5/2019
Lev Vygotsky,
Bruner, 1966, 1971
ZPD
Someone Else
ZAD
You are the difference between what the student can do now without help (current knowledge) and what the student could do tomorrow (new current level) This a forever changing cycle based on the scaffolding provided that leads to new understanding and new levels of development.
THEORY:
ZONE OF ACTUAL DEVELOPMENT (ZAD) IS LEAD BY THE MORE KNOWLEDGEABLE OTHER THROUGH SCAFFOLDING
SCAFFOLDING IN THE ZONE OF PROXIMAL DEVELOPMENT (ZoPD).
Para-educator training Nov. 21st 2014

5. Grouping: Keep Track as you Go
Use this form, on-line sheet, other form ..to look for
1 Areas of different needs to inform
Small group instruction
2 Patterns and trends for similar needs to inform
Whole group instruction
independent practice activities to reinforce
Sheets for each level in Blackline masters (back) or on Blackline master’s CD. Or if you use the computer
Who needs special attention?
What can I take care of through focusing my mini-lessons
What can be tweaked in the classroom set up or flow of the day—such as a paired reading station, retelling practice with books we have read aloud and cards for each –with buddies to evaluate, ordering events
Eg. You may see 50% of your class needs to develop summary writing skills or reading with expression and phrasing is needed-whole group modeling and peer practice during independent time

6. Step 1: The DRA Reading Conference
“At the heart of DRA2 is the one-on-one conference. Such conferences permit you to observe and interact with students as you record their responses and observable reading behaviors.” p. 37 K-3 Tchr. Gd.
The information gathered enables you to
Determine independent level
Confirm or redirect ongoing instruction
Group students effectively for reading experiences and instruction
Document changes over time in reading performance
Identify students who may be working below proficiency and who need further assessment (eg. Word analysis) or intervention
VIDEO CLIP
The conference is intended to mirror a regular meeting you may have with students
They are expected to be taught about how we do the assessment conference
Independent level ---connect to Richard Allington’s research on High success reading
Watch a clip of the student’s oral reading of Allie’s Wish level 12

7. 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.”…

8. What ACTION is student taking?
The Big Picture
Mining the Gold in the DRA Reading Conference
4. Teacher Analysis of Oral Reading Errors/Miscues (see DRA for any level)
Student problem-solves words using:
What ACTION is student taking?
# of Self-Corrections and Teacher Tolds:
LEVEL EFFORT REQUIRED? SELF-MONITORING?
Meaning Interference?
READING FOR MEANING?
Omissions/Insertions?
Visual Similarity or not?
USING THE PRINT?
How is the process coming together for the child at this text level on these types of texts? What is the child’s theory of reading? What process is the reader using? What is easy to notice and not yet obvious to the child to notice and to do when there is a problem or tricky word? What can be shown to the child to shape up more efficient processing? What must be noticed by this reader now to increase success at the next range of text level or at this level?
What more do I need to find out? Which word analysis profile and tasks do I use to help me?
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 to see a pattern, go up)
e.g., big (substitution)
dig (actual text)
WHAT Specifically NOTICING IN THE PRINT?
Teacher, what patterns do you see so you can help me?

9. Try it Out 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

10. 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:

11. 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…

12. 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

13. 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

14. 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

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

16. Word Analysis Teacher Guide Tasks & Directions
Post it note page in teacher guide

17. Word Analysis Teacher Guide Student Response Records
Post it note page in teacher guide

18. Word Analysis Teacher Guide Student Record
Tab 25 in teacher guide

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

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

21. Step 3:

22. Experience the Word Analysis Task Process:
Oral Reading Miscues: (p. 20 &163) What do we see?
EARLIER Activity—We want to know what she can do with the middle of a word and if she is struggling with sight words or blending sounds, what is confused
Start at Task 12-Why did we choose this task?
When you might skip a task?
When do we stop?
Anytime very little control in phonics –may need to check out the Phonol awareness to ensure can hear the differences and similarities in words—eg. If doesn’t substitute rhyming words –then check out ability to hear and generate rhyme
If an initial task is hard in phonics and decoding—drop to PA
Oral Language
Note: Tasks progress from easier to harder within each category

23. Easier to Harder Receptive Oral Language (Listening)
Expressive Oral Language (Talking)
Reading
We find it easier to understand language that someone else says than to say it ourselves. We find it easier to say something than to read something. We find it easier to read something than to write something. Hearing –Speaking—Reading—Writing
Writing

24. 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/group profile--overview sheet to see where headed next

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

26. 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

27. 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

28. Engineering The Plan—Part III
The How
Make a plan for Word Study -where might I start?
What have I done already that is working?
What more is needed?
Read through the intervention that would apply and try it out or talk through how this might look
Which word sorts? Tools?
Words their way sorts connect to this work—coming next year

29. Step 5:
Give the Intervention
Monitor Progress

30. 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.

31. Close it up

32. Following are slides not using but may reference for self

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

34. Step 1: The DRA Reading Conference
Purpose: Why DRA for Our Students?
Method for assessing and documenting students’ development as readers over time, and to systematically observe, record and evaluate changes in development
Gain information to determine independent reading level and identify what the student needs to learn next
Designed for classrooms with rich literate environments
On a daily basis, all students:
Hear a variety of literature read aloud
Read independently for a sustained period of time
Respond to literature in a variety of ways
Receive instruction and support in guided reading groups & individual reading conferences
p. 4 K-3 Tchr. Gd.
(based on research on what proficient readers do)
p. 7
p. 4 (may be done more frequently with struggling readers to ensure continued progress)