Components of DRA2, 4 8

of DRA2, 4 8 This assessment package contains all of the materials shown below. These components are essential for conducting the assessment and analyzing student performance. The DRA2, 4 8, Package Includes: 28 Benchmark Assessment Books (including Bridge Pack texts) Teacher Guide Blackline Masters (book and CD) 30 Student Assessment Folders DRA2 Organizer Box 29 Hanging, Tabbed File Folders Assessment Procedures Overview Card DRA2 Clipboard Training DVD Also Available: DRA Word Analysis Coming Soon: DRA2 Online Management System (Early Winter 2006) www.pearsonlearning.com/dratour DRA Online Writer, the digital pen solution powered by Anoto, and Teacher Observation Guide pages (January 2006) www.connect2dra.com (Winter 2006) EDL2, K 6 (March 2006) 11

Benchmark Assessment Books Text Variety Twenty DRA2, 4 8, Benchmark Assessment Books are leveled for use with on- or above-level fourththrough eighth-grade students. (An additional eight Benchmark Assessment Books are provided in the Bridge Pack for students in these grades who are reading below the fourth-grade level.) Each DRAlevel set consists of two fiction texts and two nonfiction texts and are approximately 12 to 16 pages in length. These texts enable you to assess students abilities to read and respond to extended text. The Benchmark Assessment Books were developed and revised to ensure that they are grade-level appropriate, in order of difficulty, and that they are interesting to intermediate and middle-school readers. During this testing and revision phase, the following factors were taken into consideration: genre content themes vocabulary and word choice sentence length and complexity print features, such as length of text, font size, and spacing number of illustrations in narrative texts organizational and graphic features, such as tables of content, glossaries, headings, labels, diagrams, maps, flowcharts, and timelines in nonfiction texts The texts also were carefully developed to reflect cultural diversity and to include strong female and male characters. The texts range in length from slightly more than 400 words at Level 20 (beginning second-grade reading level) to approximately 2,000 words at Level 80 (eighth-grade reading level). Most on-level students are able to read silently an entire text in about 10 to 15 minutes. Nonfiction Texts In general, the nonfiction texts at each grade level are slightly more challenging than the fiction texts due to their text structures as well as the number of content-related words. The narrative text structures in biographies make them slightly easier for most students to read than the expository texts. 12

Level 40 Benchmark Assessment Books These fourth-grade texts range in length from 941 to 1,359 words. Fiction All the Way Under, a realistic fiction text, is about a young girl who is afraid to tell her cousin that she can t swim. A Journey to Freedom, a historical fiction text, is set in the mid-1800s and lightly touches on the topic of the Underground Railroad. Nonfiction The Amazing Octopus is an informational text about octopuses. A Pack of Wolves is an informational text about wolves. Both books include colorful photographs and interesting facts about each animal. DRA2 Level 40 Comparable Books Chocolate Fever by Robert Kimmel Smith (Penguin USA) The Bunnicula series by James Howe and others (Simon & Schuster) Stone Fox by John Reynolds Gardiner (Harper Collins) The Magic School Bus series by Joanna Cole (Scholastic) Little House on the Prairie by Laura Ingalls Wilder (Harper Collins) Dragon Slayer by Joy Cowley (Learning Media) The Mouse and the Motorcycle by Beverly Cleary (William Morrow & Co.) Fudge-a-Mania by Judy Blume (Dutton) From Celebration Press Book Treks Amazing Arachnids by Lucy Floyd Saving the Florida Panther by Steven Otfinoski iopeners Fossil Seekers by Laura Buller Volcanoes by Lucy Floyd 13

Level 50 Benchmark Assessment Books These fifth-grade texts range in length from 969 to 1,565 words. Fiction Cry Foul, a realistic fiction text, relays a story about a misunderstanding between two cousins. Friends in America is a historical fiction text in which readers learn about the redemptioner system in colonial America. Nonfiction Lights! Camera! Action! Filmmaker Alyssa Buecker is a biography about a 15-year-old girl who has won several awards for her movies. Storm Chasers is a nonfiction narrative text about the work of extreme weather scientists. These nonfiction texts include graphic features such as diagrams and flowcharts to reinforce the information presented in the text. DRA2 Level 50 Comparable Books Poppy by Avi (Orchard Books) The Indian in the Cupboard by Lynne Reid Banks (Doubleday) Hatchet by Gary Paulsen (Simon & Schuster) Sarah, Plain and Tall by Patricia MacLachlan (Harper Collins) The Whipping Boy by Sid Fleischman (William Morrow & Co.) The Sign of the Beaver by Elizabeth George Speare (Houghton Mifflin Co.) The Islander by Cynthia Rylant (Dorling Kindersley) Misty s Twilight by Marguerite Henry (Peter Smith) From Celebration Press Book Treks Growing Up with Music: The Amazing Marsalis Family by Catherine Murphy The Many Faces of Masks by Cassie Welsh iopeners Going Solo by Michael Wagner Survival by Alice Carey 14

Level 60 Benchmark Assessment Books These sixth-grade texts range in length from 1,262 to 1,722 words. Sentence length and vocabulary are more complex than in the previous level texts. Fiction Froggy and Princess, a realistic fiction text, tells how an unfortunate incident turns into a lasting friendship. Mike Fink: King of the Keelboatmen, a tall tale, relays the life and fantastic feats of Mike Fink. Nonfiction Linda Greenlaw: A Swordfishing Boat Captain is a biography about the first female captain of a swordfishing boat. One Brave Heart: Triathlete Rudy Garcia-Tolson is a biography about a 13-year-old boy who had both legs amputated when he was 5 years old. In these nonfiction texts, maps and a timeline elaborate on information presented in the text. DRA2 Level 60 Comparable Books Ella Enchanted by Gail Carson Levine (Harper Collins) Julie of the Wolves by Jean Craighead George (Harper Collins) The Watsons Go to Birmingham 1963 by Christopher Paul Curtis (Bantam Doubleday Dell) The True Confessions of Charlotte Doyle by Avi (Orchard Books) The Secret Garden by Frances Hodgson Burnett (William Morrow & Co.) The Bad Beginning by Lemony Snicket (Harper Collins) Holes by Louis Sachar (Farrar, Straus & Giroux) Walk Two Moons by Sharon Creech (Harper Collins) Slam! by Walter Dean Myers (Scholastic) The Cay by Theodore Taylor (Random House) From Celebration Press Book Treks Skate Parks: On a Roll! by Chip Lovitt Women Who Broke Barriers: The New Face of TV News by Lou Ann Walker iopeners Living in Harsh Lands by Richard C. Lawrence Rock Records by Jan M. Mike 15

Level 70 Benchmark Assessment Books The Level 70 texts range in length from 1,176 to 1,842 words. Fiction Alaska Major is a realistic fiction text about a teenager who s sad when his family moves to another state. His fears worsen when the family adopts a fearsome-looking dog. Lost! is a realistic fiction text about some teenagers who lose their way on a cave-exploring trip and learn about themselves in the processs. Nonfiction Mount Washington is an informational text about the highest peak in the northeastern United States, which experiences some of the planet s worst weather. Thrills and Chills: Roller Coaster Madness is an informational text about the history, science, and continuing allure of roller coasters. Both high-interest, challenging texts present changes over time in photographs and timelines. DRA2 Level 70 Comparable Books The Phantom Tollbooth by Norton Juster (Random House) The Witch of Blackbird Pond by Elizabeth George Speare (Houghton Mifflin Co.) A Ring of Endless Light by Madeleine L Engle (Farrar, Straus & Giroux) The Cookcamp by Gary Paulsen (Orchard Books) The Girl Who Owned a City by O.T. Nelson (The Lerner Publishing Group) Where the Red Fern Grows by Wilson Rawls (Bantam Doubleday Dell) The Dark Is Rising by Susan Cooper (Simon & Schuster) Izzy, Willy-Nilly by Cynthia Voight (Simon & Schuster) From Celebration Press Book Treks Blast Zone: The Eruption and Recovery of Mount St. Helens by David Steinecker Scream Machines: All About Roller Coasters by Susan Schott Karr 16

Level 80 Benchmark Assessment Books These books, the longest of the DRA2 texts, range from 1,355 to 1,914 words. Fiction The Missing Link is a science-fiction text about archaeological work on a distant planet. Upar and the Great Nut Tree is an entertaining South American myth about a coveted cashew tree and its role in the lives of several people. Nonfiction Duel of the Dinosaur Hunters is a biography of two paleontologists. Surtsey: Birth of an Island is an informational chronicle of the formation of a volcanic island off the coast of Iceland. These two nonfiction texts are the most challenging of the DRA2 texts in terms of readability, complexity of content, and graphic features that extend information about the topics. DRA2 Level 80 Comparable Books The Lord of the Rings by J.R.R. Tolkien (Houghton Mifflin Co.) Mattimeo by Brian Jacques (Philomel Books) The Giver by Lois Lowry (Houghton Mifflin Co.) Eva by Peter Dickinson (Delacorte Press) Over Sea, Under Stone by Susan Cooper (Harcourt) Anne Frank: The Diary of a Young Girl by Anne Frank (Doubleday) Ironman by Chris Crutcher (Greenwillow Books) A Wizard of Earthsea by Ursula K. LeGuin (Simon & Schuster) 17

Bridge Pack Benchmark Assessment Books Level 38 The eight Bridge Pack Benchmark Assessment Books are leveled for use with intermediate students who are reading at DRA2 Levels 20 38 (second- and third-grade reading levels). Each grade-level set consists of two fiction and two nonfiction texts. The fiction texts in the Bridge Pack are either 8 or 12 pages in length; the nonfiction texts are 16 pages. The Benchmark Assessment Books were developed and revised to ensure that they are (1) reading-level appropriate, (2) in order of difficulty, and (3) interesting to intermediate/middle-grade-level students. The following factors were taken into consideration: genre content vocabulary and word choice sentence length and complexity print features, such as length of text, font size, and spacing number of illustrations in narrative texts organizational and graphic features, such as headings, labels, diagrams, maps, flowcharts, and timelines (in nonfiction texts) The texts range in length from a little more than 400 words to approximately 1,100 words. Most students are able to read an entire Benchmark Assessment Book silently in about 10 to 15 minutes. Level 34 18

DRA2 Bridge Pack, Levels 20 28 Benchmark Assessment Books The second-grade texts range in length from 403 to 489 words. Fiction Hero, a realistic fiction story at DRA2 Level 20, is about a girl who gets lost while camping and the dog that comforts and helps rescue her. What Carlos Wants, a realistic fiction story at DRA2 Level 24, is about a boy whose family wants him to be many things, but none of which are what he really wants. Nonfiction Energy From the Sun, a DRA2 Level 28 book, is an informational text about solar energy. Incredible Journeys: Animal Migration is a DRA2 Level 28 book that tells how and why different animals migrate. These books include colorful photographs, maps, and charts. Level 20 DRA2, Bridge Pack, Levels 20 28 Comparable Books Amelia Bedelia by Peggy Parish (Harper Collins) Clifford, The Big Red Dog by Norman Bridwell (Scholastic) If You Give a Mouse a Cookie by L.J. Numeroff (Harper Collins) Nate the Great and the Missing Key by Marjorie Weinman Sharmat (Dell) Cam Jensen and the Mystery of the Gold Coins by David Adler (Puffin) Pinky and Rex by James Howe (Atheneum) Level 28 From Celebration Press Little Celebrations Exploring Caves by Cassie Welsh Put on a Play 1 2 3 by Judy Nayer iopeners Animal Look-Alikes by Rachel Griffths We Need Insects by Anna Prokos 19

DRA2 Bridge Pack, Levels 30 38 Benchmark Assessment Books The third-grade texts range in length from 737 to 1,071 words. Fiction The Blasters is a realistic fiction story at DRA2 Level 30 about friends on a soccer team and what they learn about winning. The Flood, a realistic fiction story at DRA2 Level 34, is about a youth who helps save his family when their home is ravaged by a flood. Nonfiction Amelia Earhart: The Woman Who Wanted to Fly, a DRA2 Level 38 book, is a biography about this famous female aviator. The Navajo Way is a DRA2 Level 38 book that tells a little bit about the Navajo people, where they live, and their culture, traditions, history, crafts, and more. These nonfiction texts include graphics such as maps, diagrams, photographs, and timelines to reinforce the information presented in the text. Level 30 DRA2, Bridge Pack, Levels 30 38 Comparable Books Horrible Harry in Room 2B by Suzy Kline (Puffin) Shark in School by Patricia Reilly Giff (Bantam Doubleday Dell) Boxcar Children series by Gertrude Chandler Warner (A. Whitman) Henry and Ribsy by Beverly Clearly (Dell) Matilda by Roald Dahl (Puffin) Ramona the Pest by Beverly Cleary (Dell) One Day in the Woods by Jean Craighead George (Scholastic) Level 38 From Celebration Press Book Treks Looking at Lizards by Lena Roberts Hunting Crocodiles With Steve Irwin by Chip Lovitt 20

Assessment Forms The DRA2, 4 8, includes a number of blackline master forms for assessing student reading and recording progress over time. The forms, which can be photocopied for classroom use, are included in the Blackline Masters book. They are also available as printable PDF documents on the DRA2 Blackline Masters CD included in your kit and via the DRA2 Online Management System. The following assessment forms are included in the Blackline Masters book: Teacher Observation Guide (incorporating the Continuum and Focus for Instruction) for each text Student Booklet for each text Student Reading Surveys for Grades 4 5 and 6 8 Class Reporting Form Focus for Instruction: Class Profile forms for intermediate readers and for middle school readers Student Book Graph Teacher Observation Guides Specific Teacher Observation Guides for each of the Benchmark Assessment Books are included in the Blackline Masters book and CD. The Teacher Observation Guides are intended to guide the one-on-one student conference as well as the analysis and scoring of student responses. A place is provided to note the scores after the assessment has been completed and analyzed. Whether the text was selected by you or by the student is marked. Directions for conducting the assessment are provided throughout the Teacher Observation Guide. The oral reading is timed, and the student s miscues, substitutions, omissions, insertions, repetitions, and self-corrections are recorded. All words supplied by you are marked and counted as miscues. The student s expression and phrasing should also be noted. The bold, italicized print is what you read or say to the student. 21

The student s oral reading time is recorded. Teacher Observation Guide A Journey to Freedom Level 40, Page 2 The words-per-minute range is based on the student s oral reading time. Note: If the student s score falls in the shaded area, the assessment is stopped. Jed shuddered. He knew that Master Boyd had promised never to separate him from his mother, but Mr. Boyd s son had made no such promise. Slave mothers and children were often separated, forever. His mother had always told him that she would never let that happen. But what could his mother do to prevent it? Get up, Jed, said his mother. Get your coat and hat, and All miscues that are not self-corrected are counted in the Record of Oral Reading. Then the total number of miscues is circled on the chart to determine the student s percentage of accuracy. be as quiet as you can. Not a word until I tell you it s safe! Jed quickly grabbed his things and followed his mother. Jed was sure his beating heart would wake the others before they left the rundown slave cabin. Page 3 Bess held her son s hand tightly as they darted for the woods. Jed stumbled along after his mother. His mind was The assessment is stopped if the student s score falls in the shaded areas (Intervention and levels) for either words-per-minute or accuracy. Reassess the student with a lower level text. A Journey to Freedom 40 full of questions. Where were they running to? How did his mother know which way to run? Neither of them had ever been outside of the plantation. Time: minutes:seconds ORAL READING WORDS PER MINUTE, PERCENT OF ACCURACY Use the student s oral reading time to circle the WPM range. Word Count: 253 Count the number of miscues that are not self-corrected. Circle the percent of accuracy based on the number of miscues. If the student s score falls in a shaded area for either WPM or Accuracy, STOP! Reassess with a lower level text. 24 INTRVN INSTR IND ADV Minutes:Seconds 3:23 or more 3:22 2:26 2:25 1:48 1:47 or less WPM 74 or less 75 104 105 140 141 or more INTRVN INSTR IND ADV Number of Miscues 12 or more 9 11 7 8 4 6 1 3 0 Percent of Accuracy 95 or less 96 97 98 99 100 22

Students are directed to write their predictions in the Student Booklet. Directions are included for students who have an IEP. Students are directed to complete the assessment independently. Teachers select the statements that describe the student s oral reading behaviors. Teacher Observation Guide A Journey to Freedom Level 40, Page 3 3. COMPREHENSION PREDICTION Students do not use the text when making their predictions. T: Follow the directions on the first page of your Student Booklet. After you have finished your predictions, come to me (or raise your hand). Note: For students who have an Individual Education Plan in place for reading and/or written communication, follow the directions in their plan. You may read aloud the prompts in the Student Booklet and/or scribe their responses if required. Give no additional prompts. While the student completes the Prediction page, complete the Teacher Analysis of Oral Reading below and circle the descriptors on the DRA2 Continuum that best describe the student s oral reading fluency. Note: After the student has completed the Prediction page, continue with the assessment if time permits. Otherwise, have the student read the book and complete the Student Booklet at another time. STUDENT READS AND RESPONDS All students may use the text to complete pages 2 4 of the Student Booklet. T: Read the story. When you are finished, write a summary of what you have read and answer the remaining questions in the Student Booklet. If you have questions, please come to me (or raise your hand). 4. TEACHER ANALYSIS ORAL READING If the student had 5 or more different miscues, use the information recorded on the Record of Oral Reading to complete the chart below. Student problem-solves words using: blending letter sounds letter-sound clusters onset and rime knowledge of spelling patterns (analogies) syllables rereading no observable behaviors Number of miscues not self-corrected: Number of words told to the student: Miscues interfered with meaning: never at times often Miscues included: omissions insertions reversals substitutions that were visually similar not visually similar Copy each substitution to help analyze the student s attention to visual information. e.g., plantain (substitution) plantation (text) 25 A Journey to Freedom 40 Teacher Observation Guide A Journey to Freedom Level 40, Page 4 Oral Reading Rate: (Optional) Use the formula below to determine the student s exact oral reading rate. Convert the student s reading time to all seconds. 253 (words) total seconds WPS 60 WPM DRA2 Continuum Use the information from the Student Reading Survey and the Student Booklet to circle the descriptors that best describe the student s responses. Add the circled numbers to obtain a total score for each section. Record the scores at the top of page 1. Record the Comprehension score at the top of page 5 after the colon. Note: If the Comprehension score is less than 12, administer DRA2 with a lower level text at another time. The student s exact reading rate is calculated in the space provided. Instructions on how to complete the Continuum are provided. 23

DRA2 Continuum The DRA2 Continuum is on the next-to-last page of each Teacher Observation Guide. There are two types of Continuums: One is used to assess responses for fiction texts, and the other is used to assess responses for nonfiction texts. The descriptors on the Continuum enable teachers to document each student s performance in Reading Engagement, Oral Reading Fluency, and Comprehension. A range of student responses is reflected in these four scoring categories: Intervention Independent The descriptors selected by the teacher indicate the student s reading performance and also suggest the amount of support needed for instruction. Intervention (score of 1) Descriptors within Intervention indicate that these students are either confused or lack the strategies and skills needed to adequately respond. These students require highly effective instruction and support so that confusions can be eliminated and effective skills and strategies can be learned and practiced. (score of 2) Descriptors within indicate that these students have some understanding of what they read as well as some understanding of what they are asked to do. They need models and demonstrations of what is expected and opportunities to learn and practice effective strategies and skills in order to function independently. Independent (score of 3) Descriptors within Independent suggest that these students are able to comprehend and respond adequately on the assessed text level. They generally need instruction and scaffolding to extend their thinking and enhance their responses. (score of 4) descriptors represent students who have demonstrated a high level of reading engagement, effective oral reading fluency, and more in-depth comprehension responses. These students benefit from opportunities to read more challenging texts and to interact in groups to develop their critical literacy skills. 24

Fiction Continuum Using the analysis of the information recorded on the Teacher Observation Guide, the Student Booklet, and the Student Reading Survey, the statements are circled that best describe the student s reading behaviors in Reading Engagement, Oral Reading Fluency, and Comprehension skills and strategies. After circling the selected statements, the numbers of the circled descriptors are added to determine the student s overall performance in each area. Comprehension Score Name/Date Teacher/Grade 40: DRA2 CONTINUUM Reading Engagement INTERVENTION INSTRUCTIONAL INDEPENDENT ADVANCED Level 40, Page 5 The student s total score in Oral Reading Fluency and Comprehension will determine if the text read is an Independent,, or level. Independent: The total score for Oral Reading Fluency and Comprehension must be at least within the Independent range on the Continuum. : The total score for Oral Reading Fluency or Comprehension is within the range on the Continuum. : The total score for Oral Reading Fluency and Comprehension must be within the range on the Continuum. Wide Reading Self-Assessment/ Goal Setting 1 Title(s) below grade level; limited reading experiences and book knowledge 1 No strengths and/or goals related to the reading process; no real plan 2 2 3 titles slightly below grade level; some reading experiences 2 General strengths and goals (e.g., read more); general plan 3 At least 4 titles from 2 3 genres or multiple books from 1 genre; generally on-grade-level texts 3 At least 1 2 specific strengths and goals related to the reading process; relevant plan 4 Wide variety of titles across 3 or more genres; many on- and above-gradelevel texts 4 3 specific strengths and goals related to the reading process; 2 3-step plan Score 2 3 4 5 6 7 8 Oral Reading Fluency Expression Phrasing 1 Monotone; very little expression 2 Some expression that conveys meaning 1 Mostly word-by-word 2 Inappropriate pauses; shorter phrases most of the time 3 Expression reflects mood, pace, and tension at times 3 Generally appropriate pauses; heeds most punctuation; longer, meaningful phrases most of the time 4 Expression reflects mood, pace, and tension most of the time 4 Appropriate pauses; heeds all punctuation; consistently longer, meaningful phrases Rate 1 74 WPM or less 2 75 104 WPM 3 105 140 WPM 4 141 WPM or more Accuracy 1 95% or less 2 96% 3 97% 98% 4 99% 100% Score 4 5 6 7 8 9 10 11 12 13 14 15 16 Comprehension Questioning/Prediction Summary Literal Comprehension Interpretation Reflection Metacognitive Awareness 1 Illogical or unrelated question(s) and/or prediction(s) 1 1 2 events in own language and/or copied text; may include incorrect information 1 Little information from the text and/or incorrect information 1 Little or no understanding of important text implication(s) 1 Insignificant or unrelated message or event; no reason for opinion or no response 1 Unrelated or no example(s); may copy a strategy 2 1 2 reasonable questions and/or predictions related to the text 2 Partial summary; generally in own language; some important characters/events; may include misinterpretations 2 Partial information from the text; may include misinterpretation 2 Partial understanding of important text implication(s); little or no detail 2 Less significant message or event and general reason(s) for opinion 2 General or limited example(s) 3 At least 2 reasonable questions and predictions that go beyond the text read aloud 3 Summary in own language; includes most of the important characters names, some details, and many of the important events in sequence from the beginning, middle, and end 3 Information from the text that accurately responds to question(s) or prompt(s) 3 Understands important text implication(s); relevant supporting details 3 Significant message or event and a relevant reason for opinion 3 At least 1 specific example from the text related to the identified strategy; may include details 4 At least 3 thoughtful questions and predictions that go beyond the text read aloud 4 Well-organized summary in own language; includes all important characters names, specific details, and all important events from the beginning, middle, and end 4 All important information from the text that effectively responds to question(s) or prompt(s) 4 Insightful understanding of important text implication(s); important supporting details 4 Significant message or event and reason(s) for opinion that reflects higherlevel thinking 4 At least 2 specific examples from the text related to the identified strategy; includes details Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Choose three to five teaching/learning activities on the DRA2 Focus for Instruction on the next page. 27 A Journey to Freedom 40 25

Nonfiction Continuum The descriptors in the nonfiction Continuums are the same as in the fiction Continuums except those for Expression and Summary. These descriptors reflect what students are expected to gain from informational or narrative texts. Expression in nonfiction texts is judged based on the emphasis of key words and phrases. In fiction, students expression is judged based on the student s ability to convey mood, pace, and tension. Summaries of nonfiction texts are scored based on the inclusion of important ideas, facts, details, and vocabulary from each section of the text. Students summaries of fiction texts are scored based on the inclusion of important characters, events, and details from the beginning, middle, and end of the story. Note: The comprehension skills and strategies assessed with Bridge Pack texts differ slightly from the DRA2 4 8. The comprehension skills and strategies in the Bridge Pack texts include questioning/ prediction, use of text features, scaffolded summary, literal comprehension, interpretation, and reflection. The total score for Comprehension is the same as in DRA2 4 8. A Pack of Wolves 40 Comprehension Score Name/Date Teacher/Grade 40: 36 DRA2 CONTINUUM Reading Engagement Wide Reading Self-Assessment/ Goal Setting INTERVENTION INSTRUCTIONAL INDEPENDENT ADVANCED 1 Title(s) below grade level; limited reading experiences and book knowledge 1 No strengths and/or goals related to the reading process; no real plan 2 2 3 titles slightly below grade level; some reading experiences 2 General strengths and goals (e.g., read more); general plan 3 At least 4 titles from 2 3 genres or multiple books from 1 genre; generally on-grade-level texts 3 At least 1 2 specific strengths and goals related to the reading process; relevant plan Level 40, Page 4 4 Wide variety of titles across 3 or more genres; many on- and above-gradelevel texts 4 3 specific strengths and goals related to the reading process; 2 3-step plan Score 2 3 4 5 6 7 8 Oral Reading Fluency Expression Phrasing 1 Monotone; very little expression 2 Some expression that conveys meaning 1 Mostly word-by-word 2 Inappropriate pauses; shorter phrases most of the time 3 Expression emphasizing key phrases and words at times 3 Generally appropriate pauses; heeds most punctuation; longer, meaningful phrases most of the time 4 Expression emphasizing key phrases and words effectively 4 Appropriate pauses; heeds all punctuation; consistently longer, meaningful phrases Rate 1 69 WPM or less 2 70 99 WPM 3 100 135 WPM 4 136 WPM or more Accuracy 1 95% or less 2 96% 3 97% 98% 4 99% 100% Score 4 5 6 7 8 9 10 11 12 13 14 15 16 Comprehension Questioning/Prediction Summary Literal Comprehension Interpretation Reflection Metacognitive Awareness 1 Illogical or unrelated question(s) and/or prediction(s) 1 1 2 ideas/facts in own language and/or copied text; may include incorrect information 1 Little information from the text and/or incorrect information 1 Little or no understanding of important text implication(s) 1 Insignificant or unrelated message or information; no reason for opinion or no response 1 Unrelated or no example(s); may copy a strategy 2 1 2 reasonable questions and/or predictions related to the text 2 Partial summary; generally in own language; some important ideas/facts; may include misinterpretations 2 Partial information from the text; may include misinterpretation 2 Partial understanding of important text implication(s); little or no detail 2 Less significant message or information and general reason(s) for opinion 2 General or limited example(s) 3 At least 2 reasonable questions and predictions that go beyond the text read aloud 3 Summary in own language; includes many important ideas, some vocabulary, and supporting facts from each section 3 Information from the text that accurately responds to question(s) or prompt(s) 3 Understands important text implication(s); relevant supporting details 3 Significant message or information and a relevant reason for opinion 3 At least 1 specific example from the text related to the identified strategy; may include details 4 At least 3 thoughtful questions and predictions that go beyond the text read aloud 4 Summary in own language; includes all important ideas, key vocabulary, and supporting facts from each section 4 All important information from the text that effectively responds to question(s) or prompt(s) 4 Insightful understanding of important text implication(s); important supporting details 4 Significant message or information and reason(s) for opinion that reflects higher-level thinking 4 At least 2 specific examples from the text related to the identified strategy; includes details Score 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Choose three to five teaching/learning activities on the DRA2 Focus for Instruction on the next page. 26

DRA2 Focus for Instruction The information recorded on the Continuum in each Teacher Observation Guide enables teachers to determine the type of learning experiences and the degree of support students require to continue improving as readers. On the Focus for Instruction, the specific learning activities and experiences are selected that will enable students to become better readers within the following areas: Reading Engagement Oral Reading Fluency Comprehension The Focus for Instruction is further divided to determine the direction for instruction to best match the student s needs identified on the Continuum. Three to five activities on the Focus for Instruction that address specific areas on the Continuum where the student s responses fell below the Independent range are selected. Appropriate future instruction is identified. Further information on instruction can be found in Moving Into Instruction in the back of this Teacher Guide. Teacher Observation Guide A Pack of Wolves Level 40, Page 5 DRA2 FOCUS FOR INSTRUCTION READING ENGAGEMENT Wide Reading Teach student strategies to select appropriately leveled texts for independent reading Introduce student to reading materials from a variety of genres and purposes Teach strategies to build reading stamina Create structures and/or routines to support reading at home Develop and monitor clear expectations for amount of independent reading Teach student how to use a reading log to monitor book selection and set reading goals Self-Assessment/Goal Setting Model and discuss strategies good readers use Help student identify 1 2 reading goals and a plan of action to improve reading Support revision of ongoing reading goals ORAL READING FLUENCY Expression and Phrasing Model and teach reading in longer, meaningful phrases with appropriate expression Have student practice appropriate expression with familiar texts Teach student to recognize and emphasize key phrases and words Teach student to heed punctuation Rate Provide materials and time for repeated readings and timed readings to increase reading rate Give opportunities for student to read lower level and/or familiar texts at an appropriate rate Accuracy: Word Analysis Support and reinforce self-corrections of miscues Model and support how to take words apart (e.g., onset and rime, syllables) to problem-solve unknown words Teach how to use word chunks and analogies to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words COMPREHENSION Questioning/Prediction Provide opportunities for student to make and confirm predictions based on title, table of contents, and headings Model and support using background information to make meaningful predictions Model and teach student how to pose questions as a basis for predictions Summary Share and identify characteristics of good summaries Model and co-construct written summaries of texts read aloud Model and support how to distinguish between more important and less important ideas and facts Model and support how to write a summary in one s own words Model and support how to use examples from the text Teach student how to use headings to organize a summary of an informational/nonfiction text Provide time for student to practice oral and written summaries Literal Comprehension Show student how to use key words to identify specific information from the text Provide opportunities for student to answer and construct literal questions Model and support how to locate and use nonfiction text features (e.g., charts, graphs, maps, tables, headings, glossary, bold words, etc.) Teach student how to use and construct graphic organizers to keep track of key ideas and facts Interpretation Teach and share examples of inferences Provide opportunities for student to support inferences with information or examples from the text Give student opportunities to respond to and construct inference questions orally and in writing Model and support how to interpret nonfiction text features (e.g., how to read a chart or diagram) Reflection Help student identify important information and/or key vocabulary in a variety of texts Demonstrate how to support opinion with details from the text Metacognitive Awareness Model and teach comprehension strategies for nonfiction texts Provide opportunities for student to practice using a specific comprehension strategy (e.g., making connections, visualizing, etc.) Help student identify examples in a text where he or she used a specific strategy OTHER 37 A Pack of Wolves 40 27

Student Booklets Each of the Benchmark Assessment Books in DRA2, 4 8, and the Bridge Pack is accompanied by a specific Student Booklet. This written portion of the assessment gives students an opportunity to organize and express their thoughts about reading. It supports the expectation that students think more deeply and critically about their reading and communicate their ideas in written form. After students read a short passage from the text, they complete the Prediction section of the Student Booklet. In the Bridge Pack, students dictate their predictions. Note: At any DRA2 level, if the student has an IEP in written communication or a 504 or similar plan requiring an accommodation, the teacher must provide the level of support required, including reading the questions/ prompts and taking dictation. 28

After reading the entire text, students reading Levels 28 80 write a summary independently. Students reading Levels 20 24 dictate their summaries. Note: For nonfiction text Levels 60 80, students are asked to use a graphic organizer to take notes on important information from each section of the text prior to composing a written summary. In order to demonstrate their understanding of what is explicitly stated in the text, students write their responses to Literal Comprehension questions or prompts. They may select their responses directly from the texts. As the texts increase in difficulty, Literal Comprehension questions are more demanding. Students also demonstrate their ability to infer and evaluate significant ideas in the way they respond to interpretation and reflection questions/ prompts. 29

In Levels 40 80 only, students select 1 comprehension strategy they used to construct and monitor their understanding while reading the text. They also cite examples in the text that demonstrate their use of the specific comprehension strategy. 30

Student Reading Surveys The DRA2, 4 8, includes two Student Reading Surveys: one each for students in Grades 4 5 and 6 8. The Student Reading Survey gives you an opportunity to assess students degree of reading engagement. It also encourages students to assume a greater responsibility in setting and achieving relevant reading goals. Students respond to questions and prompts in: Wide Reading Self-Assessment/Goal Setting Grades 4 5 SELF-ASSESSMENT/GOAL SETTING Grades 4 5 DRA2 Student Reading Survey Page 1 Name Teacher Date Grade Complete the following sections to help you think about yourself as a reader. WIDE READING Write the titles of the latest books you have finished reading. You may use your reading record to help you remember as many book titles as possible. Grades 4 5 DRA2 Student Reading Survey Page 2 The questions and prompts are similar for all grade levels. Language, vocabulary, and examples are more supportive for fourth and fifth graders. Students may refer to their reading logs while completing this portion of the assessment. Note: The Student Reading Survey for Grades 4 5 is appropriate for students reading at Bridge Pack levels. Write 3 things you do What well are as a you reader. reading at school now? What are you reading at home now? Think about your favorite authors and books. What do you like to read? Tell why. Write 3 things you need to work on to become a better reader. 1 Grades 6 8 Grades 6 8 DRA2 Student Reading Survey Page 1 Name Teacher Date Grade Complete the following sections to help you think about yourself as a reader. WIDE READING List the books and other reading materials you have finished reading over the last couple of months. You may refer to your reading records. Describe what you plan to do to become a better reader. 2 Grades 6 8 DRA2 Student Reading Survey Page 2 SELF-ASSESSMENT/GOAL SETTING What are your strengths as a reader? What types of reading material (authors, topics, genres) do you like? Why? What criteria do you use to select reading materials for independent reading? What are your current goals as a reader? 3 Explain how you plan to achieve your goals to become a better reader. 4 31

Student Book Graph The Student Book Graph reflects the increase in level of text difficulty read independently by students across their school years. The shaded area represents below-grade-level performance. This graph also appears on the back cover of the Student Assessment Folder. DRA2, 4 8, Student Book Graph DRA2 Stage Grade DRA2 Level Performance Level Name Middle School Eighth Grade Seventh Grade Sixth Grade 80 70 60 Independent Independent Independent Intermediate Fifth Grade Fourth Grade 50 40 Independent Independent 38 Independent Extending Transitional Third Grade Second Grade 34 30 28 24 20 Independent Independent Independent Independent Independent Grade Fourth Fifth Sixth Seventh Eighth Assessment Dates : Total score for Oral Reading Fluency and Comprehension must be within the range on the Continuum. Independent: Total score for Oral Reading Fluency and Comprehension must be at least within the Independent range on the Continuum. : Total score for either Oral Reading Fluency or Comprehension is within the range. 281 32

Class Reporting Form DRA2, 4 8, Class Reporting Form Use this form to record for school or district administrators students DRA2, 4 8, text levels and scores for Reading Engagement, Oral Reading Fluency, and Comprehension. The scores of students who are reading below grade-level benchmarks should be highlighted. This will help identify students who are performing below, on, or above grade-level expectations and provide data to support administrators decisions about how to maximize student achievement. Teacher School Grade Date Names Text Level Reading Oral Reading Comprehension (F/NF) Engagement Fluency Score Score Score If the assessment is used on an annual basis, this form will enable administrators and teachers to identify students who remain at risk in their development as readers across the years. The DRA2 Online Management System will generate this form for teachers. Grade Level DRA2, 4 8, Focus for Instruction: Class Profile for Intermediate Readers Date Highlight the names of the students who are reading below the grade-level benchmark. Place an asterisk after the text level if the student's Comprehension score is below Independent. 284 Reading Engagement Oral Reading Fluency Comprehension Names Text Level Wide Reading Self-Assessment/ Goal Setting Expression Phrasing Rate Accuracy Questioning/ Prediction Text Features Summary Literal Comprehension Interpretation 1. 2. DRA2, 4 8, Focus for Instruction: Class Profile for Middle School Readers 3. Grade Level 4. Date 5. 6. Reading Oral Reading Comprehension Engagement Fluency 7. 8. 9. 10. Names 11. Text Level Wide Reading Self-Assessment/ Goal Setting Expression Phrasing Rate Accuracy Questioning/ Prediction Reflection Metacognitive Awareness 1. 12. 2. 13. 3. 14. 4. 15. 5. 16. 6. 17. 7. 18. 8. 19. 9. 20. 10. 21. 11. 22. 12. 23. 13. 24. 14. 25. 15. Record students names, and check the areas selected as a focus for instruction. For students reading a nonfiction text, record NF next to the text level (e.g., 40NF). Place an asterisk after the text level if the student's Comprehension score is below Independent. 16. 282 17. 18. 19. 20. 21. 22. 23. 24. 25. Record students names, and check the areas selected as a focus for instruction. For students reading a nonfiction text, record NF next to the text level (e.g., 60NF). Place an asterisk after the text level if the student's Comprehension score is below Independent. Literal Comprehension/ Note Taking Summary Interpretation Reflection Metacognitive Awareness 283 Focus for Instruction: Class Profile Two Focus for Instruction: Class Profile forms are provided. One is for intermediate readers, and one is for middle-school readers. These forms enable teachers to decide how to group students for instruction based on specific needs. Areas for instruction are checked for each student. This information will assist teachers in planning for individual instruction, guidedreading lessons, or whole-class lessons to facilitate targeted growth in Reading Engagement, Oral Reading Fluency, and/or Comprehension. DRA2 Online Management System The DRA2 Online Management System will analyze and group students according to teachers criteria. This report can be printed. 33

Student Assessment Folder The Student Assessment Folder provides storage and longitudinal monitoring of an individual student s progress. Each year, the Student Reading Surveys, the Teacher Observation Guides, and the Student Booklets are stored inside the folder. For DRA2 Online Management System users, this folder can provide storage of just the completed assessment materials, as the online system will archive each assessment s data. The system also generates student progress monitoring reports. The record of the student s DRA2 assessments shows how the student has progressed in recent years. Developmental Reading Assessment 4 8 Student Assessment Folder Name DRA2 Grade-Level Performance Assessment Grade DRA2 Text F or NF Below On Above Date Level On the back of the Student Assessment Folder, a graph documents the student s reading progress. The shaded area on the graph represents belowgrade-level performance. This Student Book Graph is also included in the Blackline Masters book and on the Blackline Masters CD. Place an asterisk after the text level if the student's Comprehension score is below Independent. All assessment forms are stored in the left-side pocket for nonfiction and in the right-side pocket for fiction. The annual or semiannual scores for specific areas are recorded. Date Benchmark Assessment Book Title DRA2, 4 8, Fiction Texts DRA2 Text Level Accuracy Reading Engagement Oral Reading Fluency Comprehension DRA2, 4 8, Student Book Graph Name DRA2 Stage Grade DRA2 Level Performance Level 80 Independent 70 Independent 60 Independent 50 Independent 40 Independent 38 Independent 34 Independent 30 Independent 28 Independent 24 Independent 20 Independent Middle School Sixth Grade Seventh Grade Eighth Grade Intermediate Fourth Grade Fifth Grade Extending Third Grade Transitional Second Grade Grade Fourth Fifth Sixth Seventh Eighth Assessment Dates Date DRA2, 4 8, Nonfiction Texts DRA2 Reading Oral Reading Benchmark Assessment Book Title Accuracy Comprehension Text Level Engagement Fluency : Total score for Oral Reading Fluency and Comprehension must be within the range on the Continuum. Independent: Total score for Oral Reading Fluency and Comprehension must be at least within the Independent range on the Continuum. : Total score for either Oral Reading Fluency or Comprehension is within the range. 2 3 4 5 6 7 8 9 10 09 08 07 06 05 ISBN: 0-7652-7471-X 34

DRA2, 4 8, Assessment Procedures Overview Card Another new feature in DRA2, 4 8, is the Assessment Procedures Overview card. This laminated card summarizes the sequence of steps in different DRA2-level assessments. On the other side of the card, the Record of Oral Reading Guidelines is provided. These guidelines show how to record various reading behaviors during students oral reading. They are also provided in this Teacher Guide on page 138. Training DVD DRA2, 4 8, includes a professional Training DVD, which you can use to learn how to administer the assessment or to review assessment procedures. Administrators or teacher trainers also can use the DVD in small training groups. 35

DRA2 Organizer The DRA2, 4 8, box is also a handy organizer. The organizer has been updated and includes separate hanging file folders that make storing each Benchmark Assessment Book and its associated forms easy. DRA2 Clipboard New to the DRA2, 4 8, is the DRA2 Clipboard. This tool provides a clock, timer, and calculator, as well as a handy writing surface to use during individual assessment conferences. The absence of an obvious and distinct timer may help to reduce student assessment anxiety. 36

DRA2 Online Management System, Version 3.0 DRA2 Online Management System (DRA2 Online) provides a powerful aid to teachers and districts using the Developmental Reading Assessment 4 8, Second Edition. Like previous releases of DRA2 Online, Version 3.0 provides a secure environment for teachers to archive and manage student assessment results over time. Using DRA2 Online, teachers can do the following: 1. Archive student DRA2 records online. All of the information collected from the Teacher Observation Guide, Continuum, and Focus for Instruction for each student assessment is input into the system. 2. Review student data that is calculated. Reading Engagement, Oral Reading Fluency, and Comprehension information is stored, compiled, and analyzed. 3. Retrieve student data for a variety of purposes. Information is easily accessed and can be used to create instructional groups report individual student progress illustrate classroom, school, and district results In addition to the management of student data and reporting features, DRA2 Online also includes training on how to use the system and three User Guides for teachers, administrators (school and district), and report analysts (to be updated for DRA2). DRA2 Online customers will also have access online to the printable Blackline Masters assessment forms. Technical Requirements: All users of the system must have a working email address. District and school email systems must also allow delivery of bulk email from Pearson Learning Group. Javaenabled browsers, such as Microsoft Internet Explorer 6.0 or Mozilla Firefox 1.0.6 for PCs or Microsoft Internet Explorer 5.2, Mozilla Firefox 1.0.3, or Apple Safari 1.0.3 for Macintosh computers are required, as well as access to secure Web sites. PCs also require Macromedia Flash Player 7. To find out more about the DRA2 Online Management System, email DRA.Pearson@pearsonlearning.com. To see DRA2 Online in action, take a tour: www.pearsonlearning.com/dratour. DRA Online Writer With DRA2 Online Management System users have the option of purchasing a DRA Online Writer, the digital pen solution powered by Anoto. The pen records teacher writing on specially printed Teacher Observation Guides. When an assessment is completed, the pen is returned to its holder and the data is automatically uploaded to the DRA2 Online Management System, bypassing the need to type assessment information into the computer. 37