Dra artifact

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Dra artifact

  1. 1. Teacher Observation GUide The Wagon Level 14, Page 1 .....--. Name/Date ~ ~ ~ ~ 3 ,:~;. . . .-----:(~_---_-_ _Te_a_c_h_e_r/G_ra_d_e_...:::.. U:- l Scores: Reading Engagement _/8 Oral Reading Flu ency _ /16 Comprehension _ /28 I ndependent Range: 6-7 11-14 20-26 Book Selection Text selected by: o teacher o student 1. READING ENGAGEMENT ) (If the student has recently answered these questions, skip this section.) T: Tell me about one of your favorite books. ~ T.. Wouldyou rather read 0 alone, 0 with a buddy, or ¢. with a group? INTRODUCTION AND PREVIEW T: In this story, The Wagon, Kevins two brothers_and his sister use the same wagon for different things. Look at ~he ~ictures, and tell ["e w~at is,happeni?g i~ this story. ,~.. v wQL<- ::Jot. ..:,.:... (~Q} --C 0 d~~"::I.. ru.. Q.t....~""- uY~ -c0 ~:-.5l (. ~. J.... :_...L.- K ~ : _.." ~ ..Jl Note1iieAud~1f~ -e~f c<cihrie~ ~ds (e.g., and, then, but) and vocabulary relevantt o the ..i te:>,.,t. You may use general prompts, such as "Now what is happening?" or "Turn the page," but do not ask specific questions. Tally the number of times you prompt. RECORD OF ORAL READING t!) Record the students oral reading behaviors. Note the students fluency (expression and phrasing) . Be sure to time the students reading. T: The Wagon. Now, read to find out how Kevins brothers and sister fix the dented, dirty wagon when it is his turn to have it. Page 2 One day Kevins big brother got a new wagon. He used it to carry his newspap e 1-<- . Kevin liked the wagon, but he never got to ride in it. 88 ...-­
  2. 2. ;· · 1 : 1 U l hl I Vil 1 ,·11 01 The Wagon Levei 14 Page 2 Page 3 Then one wagon to, wagon for Sometimes Kevin got to play In the wagon, but he never got to ride it., In Pag e ij.,. Then one day Ke ~~ sister gave the wagon to their .flf er brother. , This He brother c~red used it w it h the dirt wagon and for sticks. a fort. ,~ Kevin never got to ride In the wagon., Page 5, Then vvagon one to day Kevin. Kevins Kevin brother was gave happy. the.., to ~ ~ Kevin The looked wagon ~s at looked the old wagon. and dirty.• ~ It had In it. ~ :c g Page 6j "ci, ~ 0 i5 0> C ·c Kevins big brother said, "Well fix the wagon. ;;; .": It wi lli look as good as new." c Ii: ri " Q ~ b y-w e__, _ ~. Q !" Kevins sister got a rag and a bucket of water., c .Q "§ .c His big brother got _ a ham mer. His other· ru W 2 brother got some paint and a brush. u .£ .~ ~I u w c 0, ~ "I Q Q ~ ~., ~ Cl 89
  3. 3. Teacher Observation Guide The Wagon Level 14, Page 3 I­ - Page 7 They washed the wagon with the water. ~ .£ ~ ~.( i.13 I.. ­ They took out the ~ with the hammer. ..;; ~ They painted the wagon a nice bright green. Th e w agon looked better tha n new because ... it h ad Kevin s name on it. ... T ime: L: ~D minutes:seconds "" ORAL READING WORD PER MINUTE, PERCENT O ACCURACY S F r Use the students oral reading time to circle the WPM range. Word Count: 202 r L~~ 1~3-2:52 r , Minutes:Seconds 6:45 or more 6:44-5:04 2:51 or less ) r I WPM based on the number of miscues 29 or less -­ 30-39 Count the number of miscues that are not self-corrected. Circle the percent of accuracy -­ 1~0-70 71 or more iI! I r---...., Iii: ~ 14 or more 12-13 I Number of Miscues 10-11 I 1-9 &-7 4-5 1-3 0 I r I Percent of Accuracy 93 or less 94 95 ----9~ 97 1 98 99 I 100. -,:c. ;- e j c · I If the students score falls in one or both of the shaded areas, stop this assessment. Reassess with a lower DRA2 text level If the student is reading below the grade-level benchmark, administer ~ . ,Q DRA Word Analysis, beginnning with Task 16, at another time. .. r; ,;t· .,~ 3;. ~ & !! •.Q) ;C " :c .g> r 1-. « ci. ~ :J 0 Ii Ci 0> c: c .. <;; -- c: ~ / . 0 ~ ., a. ~ ~ ~ a. c: 0 iii ( ~ OJ ~ " .E ( c: 0 ii g 0 U1 t 90
  4. 4. , Teacher/Grade Level 14, Page 5 , DRA2 CONTINUUM LEVEL 14 TRANSITIONAL READER INTERVENTION INSTRUCTIONAL INDEPENDENT ADVANCED, Heading Engagement 1 Select:; texts lrom 2 Select s texts from 3 Selects texts from 4 Selects a variety of "JlIst, Book Selection identilled II!veleel :,e!t :; vlltli teachel support: IInccrtalll about a IavolI!t: Iwoh Idenlilied leveled set, witli moderate, ,lIpport: tell s abuuf filVOllfl hook III Identified leveled sets 1II0sf of lIw lillie: Idenlilies favurlte hoof. hy flttp and light" texts: identiiies lavorite book by title and PIVC Silil overview oillie genera I terlll:. tells abollt ;j p;jrtlcular boor. event 1 Sustains independent 2 Sustalils Independenl 3 Sust allls illr!epelldelll 4 S ll s tdlll ~ illdl~pclldell. t rea diog for a short period III reading wit Ii moderate reading for at least 10- 15 I re a dinl~ fllr all I:xtl:r :< t,d Su stilllled Realling time with much encouragement minutes at a time period of lime encouragement " , - Score I 2 3 i4 .1 5 6 7 8 Oral Reading Fluency . - "­ 1 No expression: monotone 12 Little eX ss ion, lJlc r~ther 3 SOnl r· ~y.IH e S S U)(l 4 Expre ss ion conveys , Expression monotone mea ning most of the time 1 Mo stly lIord-hy -word 2 Shori pin · .i~:. mll:, i p : Ii; 3 .I OilV. -[ Vl UI J P ir " ,! ~, :lInE 4 Lo nger, meamngful Phrasing time: inappropnate p~u s es - ot lhe time; heed s most plirases most of the time: punctuation heed s all punctu ation Rate 1 29 WPM or less 2 30- 39 WPM 3 40-70 WPM 4 7I WPM or more I , Accuracy I 1 93% or less 2 94% 3J ,95 ~~- 98l~ 4 9 9~~- iOO% Score 4 5 6 7 8 9 10 11 12 13 14 15 16 Comprehension 1 Comments briefiy about 2 Identifies and comments .3 Idenfities and connects at 4 Identifies and connects at each event or action only brielly about each everTt or rea st 3 key events without least 4 key event s without I Previewing when prompted or is action with some prompting prompting; some relevant I prompting: relevant uncertain vocabulary vocabulary I 1 Includes only 1 or 2 events, 2 Includes at least 3 events, I 3 Includes most 01 the , 4 Includes all important Retelling: or details (limited retelling) generally in random order important events from the events from the beginning, Sequence of Events (partial retelling) I beginnning, middle. an d end . middle. and end in sequence -t ::r generally in sequence . - CD -g I ::E > 1 Refers to characters using I 2 Refers to characters using 3 Refers to mosl characters 4 Refers to all characters by D) ~ IICI general pronouns; may approprrate prOrTouns; by name and includes some name and includes all ~ - :0 ~ Retelling: important details - ­ . !1!­ :I include incorrect information includes at least 1 detail; important details , ~ Characters and [)etails may include some ;;: misinterpretation I ci ~ e .1 C!l 1 Uses general terms or 2 Uses some languageJ 3 Uses languageJ 4 Uses important " c c Retelling: labels; limited understanding vocabulary from the tex!: vocabulary from the text; language/vocabulary from :,; Vocabulary 01 key words/concepts some understanding of key basic understanding of most the text; good understanding ~ words/concepts key wordslconcepts of key words/concepts g ~ ~ 1 Retells with 5 or more 2 Retells with 3 or 4 3 Retells with 1 or 2 4 Retells with no questions Retelling: ~ l! Teacher Support questions or prompts ,.Qystions or prompts , questions or prompts or prompts 0.. C 51 ;;; .D 1 Gives an unrelated IY Gives a limited response l Gives a specific story 4 Gives a response and ~ Oi response. no reason for and/or a general reason for event/action and a relevant reason that reflects higher- Reflection opinion. or no response opinion ~ reason lor response (e.g., level thinking (e.g.. " 5 personal connection) synthesislinference) c- o i 1 Makes an unrelated 2 Makes a connection that 3 Makes a riteral conneclion 4 Makes a thoughtful " ~ 0 connection. relate s an event refiects a limited that reflects a basic connection that reilects a W Making Connections in the story, or gives no C 0 understanding of the story understanding of tbe story deeper understanding of tht ~ ., , response story.} 0.. , . ­ Q Score 7 8 9 10 11 12 13 14 15 16 P ~ 18 19 20 21 22 23 24 25 26 L 27 28 ~ " ~ r Cl Choose three to five teach~/Iearning activities Ib . ~ DRA2 Focus for Instruction on the next page. 93

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