1. 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

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. 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.”…

5. 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

6. 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:

7. 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…

8. 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

9. 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

10. 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

11. 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

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

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

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

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

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

17. Step 3:

18. 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?

19. 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

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

21. 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

22. Group Activity for Choosing Interventions: Divide into 3 groups based on interest
Group 1: High-Frequency Words
Read pages
Group 2: Using vowel patterns & Analogy
Read pages
& pages
Group 3: Solving longer words (syllabication and structural analysis)
Read pages
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)

23. Step 5:
Give the Intervention
Monitor Progress

24. 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

25. 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.

26. Close it up

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

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