DRA2 K correlated to. North Carolina Standard Course of Study Language Arts. Third Grade

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1 DRA2 K correlated to North Carolina Standard Course of Study Language Arts Third Grade For More Information Contact Debbie Owens, Sales Representative Ext: 8092

2 NC Standard Course of Study Language Arts 2004 Third Grade Celebration Press Pearson Learning Group Developmental Reading Assessment, K Competency Goal 1 The learner will apply enabling strategies and skills to read and write Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks). Teachers observe and analyze students use of phonics knowledge and structural analysis in the Oral Reading Fluency portion of the assessment. More specific analysis can be made through the DRA Word Analysis. DRA Word Analysis Teacher Guide Introduction: p. 9-10, Mini-Lessons/ Learning Activities Syllabication/Structural Analysis: pp Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension. Structural Analysis and Syllabication Task 28 Using structural analysis to determine word meaning: suffixes I: TG pp , 139, ; SAB p. 21; Training CD Task 34 Segmenting words into syllables II: TG pp , 145, ; SAB p. 27; Training CD Task 35 Using structural analysis to determine word meaning: suffixes II: TG pp , 146, ; SAB p. 28 Task 37 Using structural analysis to determine word meaning: prefixes: TG , 148, ; SAB p. 29 Task 38 Using structural analysis to determine word meaning: suffixes III: TG pp , 149, ; SAB p. 30 Task 39 Segmenting words into syllables III: TG pp , 150, ; SAB p. 31 Teachers observe and analyze students decoding and problem solving skills in the Oral Reading Fluency portion of the assessment. More specific analysis can be made through the DRA Word Analysis. DRA Word Analysis Teacher Guide Introduction: p. 9-10, Mini-Lessons/ Learning Activities Syllabication/Structural Analysis: pp Task 28 Using structural analysis to determine word meaning: suffixes I: TG pp , 139, ; SAB p. 21; Training CD Task 35 Using structural analysis to determine word meaning: suffixes II: TG pp , 146, ; SAB p. 28 Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 1

3 1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently. Task 37 Using structural analysis to determine word meaning: prefixes: TG , 148, ; SAB p. 29 Task 38 Using structural analysis to determine word meaning: suffixes III: TG pp , 149, ; SAB p. 30 Through the assessment, teachers determine students independent DRA2 level. During the Oral Reading Fluency portion of the assessment, teachers note observable reading behaviors as evidence of students use of various strategies. Students demonstrate their use of prior knowledge to read the Benchmark Assessment Books in their Interpretation and Reflection responses. Teachers evaluate students abilities to do this on the Continuum Increase sight vocabulary, reading vocabulary, and writing vocabulary through: wide reading. word study. listening. discussion. book talks. book clubs. seminars. viewing. role play. studying author's craft Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. Good Readers: p. 7-8 Assessment Guidelines: pp. 43, 45, 51-52, 54, 55, 56 Comprehension: pp , Moving Into Instruction: pp. 120, DRA2 Levels Through the assessment, teachers determine students independent DRA2 level. DRA2 encourages teachers to make reading for a variety of purposes part of each student s instructional plan. In their Retelling or Summary responses, students are expected to use the language and vocabulary from the Benchmark Assessment Books. On the Continuum, teachers evaluate students abilities to retell/summarize using language/vocabulary from the text and demonstrate understanding of key words/concepts. Good Readers: p. 7 Assessment Guidelines: pp. 43 Moving Into Instruction: pp. 120, The following nonfiction Benchmark Assessment Books include glossaries, which students can use to determine meaning or verify spelling. DRA2/L28 DRA2/L38 Animals Can Help From Peanuts to Peanut Butter Mae Jemison: Shooting for the Stars Slammin Sammy: A Real Hero 1.06 Read independently daily from selfselected Through the assessment, teachers determine students materials (consistent with the student's independent DRA2 level. independent reading level) to: During the assessment, teachers ask Reading increase fluency. Engagement questions and note the level of support Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 2

4 build background knowledge. extend vocabulary. needed by students during independent reading. Students select a text that seems just right for them from a range of three or four text chosen by the teacher. Good Readers: p. 7 Assessment Guidelines: pp. 43, 44, 45, 55 Reading Engagement: pp Moving Into Instruction: pp. 120, , 139 Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 3

5 NC Standard Course of Study Language Arts 2004 Third Grade Celebration Press Pearson Learning Group Developmental Reading Assessment, K Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell) Interact with the text before, during, and after reading, listening, or viewing by: setting a purpose. previewing the text. making predictions. asking questions. locating information for specific purposes. making connections. using story structure and text organization to comprehend. Students assessed at DRA2 Level 40 respond to a Metacognitive Awareness prompt asking them to identify a strategy that helped them understand the story and provide specific examples of how it was used. Students interact with the Benchmark Assessment Books before reading while Selecting text and during reading in their Prediction responses. After they ve completed reading the text, they respond to Retelling/ Summary, Interpretation, Reflection, Literal Comprehension (only at DRA2/L28-38), and Metacognitive Awareness (only at DRA2/L40). Good Readers: p. 8-9 Assessment Guidelines: pp. 43, 48-52, 53, 56 Comprehension: Moving Into Instruction: pp DRA2 Levels Read a variety of texts, including: As part of the assessment, students read the fiction (short stories, novels, fantasies, Benchmark Assessment Books, which include a fairy tales, fables). variety of fiction and nonfiction genres. nonfiction (biographies, letters, articles, procedures and instructions, charts, maps). Good Readers: p. 7 poetry (proverbs, riddles, limericks, Components: pp simple poems). Moving Into Instruction: pp. 120, , 139 drama (skits, plays). DRA2/L18 Game Day A Giant in the Forest DRA2/L20 Green Freddie Turtle s Big Race DRA2/L24 Thin as a Stick The Wonderful Day DRA2/L28 Animals Can Help* From Peanuts to Peanut Butter* Missing Sneakers You Don t Look Beautiful to Me DRA2/L30 Busy Helpers Tiger s Whirlwind Day DRA2/L34 The Mystery at the Mays House Summer Discovery DRA2/L38 Mae Jemison: Shooting for the Stars* Slammin Sammy: A Real Hero* Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 4

6 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: author's purpose. plot. conflict. sequence. resolution. lesson and/or message. main idea and supporting details. cause and effect. fact and opinion. point of view (author and character). author's use of figurative language (e.g., simile, metaphor, imagery) Draw conclusions, make generalizations, and gather support by referencing the text Summarize main idea(s) from written or spoken texts using succinct language Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions). A Trip Through Time Trouble at Beaver Pond DRA2/L40 A Pack of Wolves The Amazing Octopus All the Way Under A Journey to Freedom * Nonfiction Texts Students identify and interpret elements of fiction and nonfiction supported by references to the Benchmark Assessment Books in their Retelling/ Summary, Interpretation, Reflection, Literal Comprehension (only at DRA2/L28-38), and Metacognitive Awareness (only at DRA2/L40) responses. Good Readers: p. 8-9 Assessment Guidelines: pp. 43, 48-52, 53, 56 Comprehension: Moving Into Instruction: pp DRA2 Levels When writing their Summary, Literal Comprehension (only at DRA2/L28-38), and Metacognitive Awareness (only at DRA2/L40) responses, students draw conclusions, make generalizations and gather support by referencing the Benchmark Assessment Books. Teachers evaluate students abilities to do this on the Continuum. Good Readers: p. 9 Assessment Guidelines: pp. 43, 52, 56 Comprehension: pp DRA2 Levels In Retelling or Summary responses, students are expected to summarize main idea(s) from the Benchmark Assessment Books. Teachers evaluate students abilities to do this on the Continuum. Good Readers: p. 9 Assessment Guidelines: pp. 43, 50-52, 53, 56 Comprehension: p. 74, 77-78, DRA2 Levels During the assessment, students respond to Reading Engagement questions and teachers become aware of students preferences, the type of text students read and for what purposes. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 5

7 For the purpose of assessment, students read the Benchmark Assessment Books, which include a variety of fiction and nonfiction genres. DRA2 encourages teachers to make reading for a variety of purposes part of each student s instructional plan Listen actively by: facing the speaker. making eye contact. asking questions to clarify the message. asking questions to gain additional information and ideas. Good Readers: p. 7-9 Reading Engagement: pp Moving Into Instruction: pp. 120, Throughout the assessment, teachers read students directions from the. In order to complete the assessment, students must actively listen to these oral instructions. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 6

8 NC Standard Course of Study Language Arts 2004 Third Grade Celebration Press Pearson Learning Group Developmental Reading Assessment, K Competency Goal 3 The learner will make connections through the use of oral language, written language, and media and technology Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: considering the differences among genres. relating plot, setting, and characters to own experiences and ideas. considering main character's point of view. participating in creative interpretations. making inferences and drawing conclusions about characters and events. reflecting on learning, gaining new insights, and identifying areas for further study. Students respond to the Benchmark Assessment Books in the following ways. Retelling/ Summary Students orally retell what they read or write a summary in their own words. They are expected to relate plot, setting, and characters. Interpretation Students tell or write about what they think was implied in a text in responses to a question or prompt. Reflection Students identify what they think is the most important message, event, or information in a text and give the reason they identified it as most important. Good Readers: p. 9 Assessment Guidelines: pp , 56 Comprehension: pp , Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. DRA2 Levels When writing their Summary, Literal Comprehension (only at DRA2/L28-38), and Metacognitive Awareness (only at DRA2/L40) responses, students identify and discuss events, characters, concepts and ideas within the Benchmark Assessment Books. Teachers evaluate students abilities to do this on the Continuum. Good Readers: p. 9 Assessment Guidelines: pp. 43, 52, 56 Comprehension: pp DRA2 Levels Use text and own experiences to verify Students use the Benchmark Assessment Books and facts, concepts, and ideas. their own experiences to respond to Interpretation, Reflection, Literal Comprehension (only at DRA2/L28-38), and Metacognitive Awareness (only at DRA2/L40) questions, which ask about facts, concepts, and ideas in the texts. Teachers evaluate students abilities to do this on the Continuum. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 7

9 Good Readers: p. 8 Assessment Guidelines: pp. 43, 51-52, 56 Comprehension: pp , Make informed judgments about television productions Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps) Conduct research for assigned and selfselected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). DRA2 Levels Television productions are not part of the DRA2. This may be observed during related classroom activities. The DRA2 Benchmark Assessment Books include a variety of fiction and nonfiction genres. The nonfiction texts feature information presented graphically in charts, graphs, maps, diagrams, and timelines. Students understanding of the information from these nonfiction vehicles are assessed in their Using Nonfiction Text Features and other Comprehension responses. Good Readers: p. 8-9 Comprehension: p Research skills are not assessed in DRA2. This may be observed during related classroom activities. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 8

10 NC Standard Course of Study Language Arts 2004 Third Grade Celebration Press Pearson Learning Group Developmental Reading Assessment, K Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts Read aloud grade-appropriate text with fluency, comprehension, and expression Use oral and written language to: present information in a sequenced, logical manner. discuss. sustain conversation on a topic. share information and ideas. recount or narrate. answer open-ended questions. report information on a topic. explain own learning. During the Oral Reading Fluency portion of the assessment, teachers note students fluency based on their phrasing, intonation, attention to punctuation, miscues, and timed reading rate. To demonstrate their comprehension, students retell orally what they read or write a summary in their own words. Good Readers: pp. 8-9 Assessment Guidelines: pp. 43, 45-47, 50-52, 53, 54, Comprehension: 74, 77-78, Moving Into Instruction: pp. 120, Benchmark Assessment Books & Teacher Observation Guides DRA2 Levels Students use oral and written language during the following portions of the assessment. DRA2 Levels 18-24: (all oral tasks) Reading Engagement, Prediction, Retelling, Interpretation, Reflection DRA2 Levels 28-38: Reading Engagement (written), Prediction (oral), Summary (written), Literal Comprehension (written), Interpretation (written), Reflection (written) DRA2 Level 40: (all written tasks) Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, Metacognitive Awareness 4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations) Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing) Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. Further evidence of their oral and written language may be observed during related classroom activities. Students do not share written or oral products as part of DRA2. This may be observed during related classroom activities. Students use of planning strategies is not assessed in DRA2. This may be observed during related classroom activities. For the purpose of assessment, students demonstrate their oral communication and writing skills during the following portions of the assessment. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 9

11 DRA2 Levels 18-24: (all oral tasks) Reading Engagement, Prediction, Retelling, Interpretation, Reflection DRA2 Levels 28-38: Reading Engagement (written), Prediction (oral), Summary (written), Literal Comprehension (written), Interpretation (written), Reflection (written) DRA2 Level 40: (all written tasks) Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, Metacognitive Awareness 4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions) Focus reflection and revision (with assistance) on target elements by: clarifying ideas. adding descriptive words and phrases. sequencing events and ideas. combining short, related sentences. strengthening word choice. Further evidence of their oral communication and writing skills may be observed during related classroom activities. Students assessed at DRA2 Levels demonstrate their writing skills in their Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, and Metacognitive Awareness (only at DRA2/L40) responses. Further evidence of their writing skills may be observed during related classroom activities. DRA2 encourages teachers to make writing part of each student s instructional plan. Moving into Instruction: pp. 120, Students assessed at DRA2 Levels demonstrate their writing skills in their Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, and Metacognitive Awareness (only at DRA2/L40) responses. Further evidence of their writing skills may be observed during related classroom activities. DRA2 encourages teachers to make writing part of each student s instructional plan. Moving into Instruction: pp. 120, Students assessed at DRA2 Levels demonstrate their writing skills in their Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, and Metacognitive Awareness (only at DRA2/L40) responses. After the written parts of the assessment, students are directed to reread answers. Further evidence of their writing skills may be observed during related classroom activities. DRA2 encourages teachers to make writing part of each student s instructional plan. Moving into Instruction: pp. 120, Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 10

12 4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions) Explore technology as a tool to create a written product. Students assessed at DRA2 Levels demonstrate their writing skills in their Reading Engagement, Prediction, Summary, Literal Comprehension, Interpretation, Reflection, and Metacognitive Awareness (only at DRA2/L40) responses. Further evidence of their writing skills may be observed during related classroom activities. DRA2 encourages teachers to make writing part of each student s instructional plan. Moving into Instruction: pp. 120, Students use of technology is not assessed in DRA2. This may be observed during related classroom activities. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 11

13 NC Standard Course of Study Language Arts 2004 Third Grade Celebration Press Pearson Learning Group Developmental Reading Assessment, K Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions). These behaviors may be observed during the written parts of the assessment and related classroom activities. Students use of capitalization and punctuation is not assessed during DRA Use correct subject/verb agreement. These behaviors may be observed during the written parts of the assessment and related classroom activities. Students use of subject/verb agreement is not assessed during DRA Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking Compose two or more paragraphs with: topic sentences. supporting details. appropriate, logical sequence. sufficient elaboration. These behaviors may be observed during the written parts of the assessment and related classroom activities. Students use of complete sentences is not assessed during DRA2. These behaviors may be observed during the written parts of the assessment and related classroom activities. Students use of paragraphs is not assessed during DRA Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). These behaviors may be observed during the written parts of the assessment and related classroom activities. More specific analysis can be made through the DRA Word Analysis. DRA Word Analysis Teacher Guide Introduction: p. 10, 15-16, 20 Spelling and Oral Reading Miscue Analysis: pp Mini-Lessons/ Learning Activities Phonics: p. 2-3, 205 Task 10 Spelling Check I: TG pp , 121, , Task 16 Spelling Check II: TG pp , 127, , Task 27 Spelling Check III: TG pp , 138, , ; Training CD Task 36 Spelling Check IV: TG pp , 147, , Task 40 Spelling V: TG pp , 151, , Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 12

14 5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls) Edit (with assistance) to use conventions of written language and format Create readable documents with legible handwriting (manuscript and cursive). These behaviors may be observed during the written parts of the assessment and related classroom activities. After the written parts of the assessment, students are directed to reread answers. DRA Word Analysis Spelling Tasks 27, 36, 40 direct students to check their spelling and respell words that they believe are incorrect. TG pp. 153, These behaviors may be observed during the oral and written parts of the assessment and related classroom activities. After the written parts of the assessment, students are directed to reread answers. Students use of conventions is not assessed during DRA2. This behavior may be observed during the written parts of the assessment and related classroom activities. Students use of legible manuscript handwriting is not assessed during DRA2. Correlation of DRA2 K-3 to NC Standard Course of Study, Language Arts, Third Grade 13