This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Conflicts are bound to happen in the classroom and elsewhere. This presentation is based on the book of Dr. Gartrell. The Five-Finger Formula for Conflict Managements will be very useful for children and adults as well.
An essay written after some observation in a special education classroom. The purpose is to highlight various terms and concepts learned in my Education 205 class.
Most of the support functions in an organisation fail to justify Return on Investment.
Here is the solution you have been looking for.
Please Note: It is not only that the training function can apply this method, but also the other support functions can also apply.
Organisasi Berkinerja Tinggi (High Performance Organization)Tri Widodo W. UTOMO
Disampaikan untuk Diklat Management of Training
Pusdiklat Teknis dan Fungsional LAN-RI
Jakarta, 12 Maret 2016
Dr. Tri Widodo W. Utomo, SH.,MA
Deputi Inovasi Administrasi Negara LAN-RI
Jl. Veteran No. 10 Jakarta
http://inovasi.lan.go.id
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
Do we need the Ojibway language in today's modern world? The answer to this is "Yes." The language not only tells who are people are but tells the exact location of where they live through various dialects in the Ojibway language. The Treaty #3 area must incorporate plans to revitalize the language. Here is one opinion on how to support this endeavor....
As part of the First Nation Student Support Program, this was our plan for 2010-2011 school year.
This and other FNSSP planning can also be found at the following site.
http://meeting.knet.ca/mp19/mod/data/view.php?d=14&advanced=0&paging=&page=1
What is the "First Nation Student Success Program?"Faymus Copperpot
This is a brief introduction of what "The First Nation Student Success Program" is and how we are going to run Literacy portion of the program in our schools.
2. What’s ahead? What is DRA2? DRA Assessment Texts Conducting the Assessment Conference After the DRA2 Conference The Student Folder The Teacher Clip Board What do I do when I am done administrating DRA2?
3. What’s in the box? Teacher Guide Blackline Masters Blackline Masters CD 45 Benchmark Assessment Books 30 Student Assessment Folders Assessment Procedures Overview Card Training DVD DRA Word Analysis Teacher Guide DRA Word Analysis Student Book DRA Word Analysis Training CD 46 Hanging File Folders
4. What is a dra? A way for us to find each child’s instructional reading level Useful in determining instructional strategies to help move each child forward Able to provide us with data to track individual student growth, whole-class or grade-level trends, and to evaluate our reading program school wide
5. Types of Assessments Diagnostic : Pre-assessment Formative – During learning Summative – End of learning assessment Assessment Cycle
6. Inappropriate Uses of DRA2 DRA2 is Not: For Labelling For Grading For Retention Decisions Independent of guided reading Instruction
8. How do teacher use information from DRA Assessments? Determine a reader’s instructional level Determine a reader’s strengths or weaknesses Group students efficiently for reading experiences and instruction Identify student who may be working below proficiency and need further accelerated instruction
9. Moving Forward: REcommendations DRA will be administered 3x a year DRA Testing Windows : 2 Weeks All classes must be assessed within 2 weeks.
19. DRA2 Assessment text DRA2 Text Titles Group DRA books into these categories: A-2 3-6 8-14 16-28 30-44
20. What do DRA Text look like? Levels A-2: Repeated word or sentence patterned text with simple illustrations One line of text on left hand page Words are large and well spaced so children can point as they read Number of words ranged from 20-42
21. DRA Text Characteristics Levels 3-6 Simple stories with repetitive words, phrases and actions Predictable language structures Familiar characters and experiences, including pictures to support Number of words: 53-76
22. DRA Text Characteristics Levels 8-14 Stories include problems with which children can relate Repetition of events More complex book, oral language structures, and high frequency words Supportive illustrations
23. DRA Text Characteristics Levels 16-28 Imaginary or animal characters with human characteristics Familiar topics and vocabulary Nonfiction text features such as photographs, labels, charts, flowcharts, diagrams Some literary language structures Some description of characters and setting Moderate to minimum picture support
25. DRA Text Characteristics Levels 30-44 More complex stories Characters, setting, problems, and resolutions described in greater detail Different genres Minimum of picture support More specialized vocabulary Nonfiction text features such as headings, maps, time lines, graphs, photographs
30. DRA observation Guides The teacher records observations of the student’s reading behavior and student responses in the designated spaces. Designated spaces include : Introduction to the text: Previewing/Predicting Oral Reading and Strategies Used Comprehension and Retelling (Levels 3-44) Reading Preferences
32. DRA Observation guide Scoring-add up the errors and circle the accuracy rate Independent 95-100% Instructional 90-94% Frustration 89% and less If students accuracy rate is less than 89% choose a lower level. There is no need to continue on to the comprehension/retelling portion. If students make 5 errors, stop assessment and go to lower level text.
33. Observation guide - Reading Engagement Record scores for each section at the end of the Assessment. 2. Student responses
34. Observation guide – Oral fluency Level A-40 Record student’s recording behaviours. Examples: Miscues, substitutions, rereading, sounding out, self-corrections * REFER to Laminate Levels 14-40 Time the student’s oral reading. *Record student’s reading on cassette or digital camera
35. observation guide - percent of Accuracy Record Student’s time When student finishes reading ORALLY quickly count up miscues. Circle appropriate box on the Oral Reading Percent of Accuracy Chart. Use the Words Per Minutes chart to identify the WPM range. Stop assessment if student’s score falls below the Independent level. REASSES the student with a lower level text immediately or another time
36. Observation guide - Comprehension Level 40: Do not give students the book to complete the Prediction page. When the student has completed the assignment, teachers can read over their points aloud. Do not give extra prompts.
37. Observation guide: Oral REtelling 1. Underline and record information that student retells in the story. *Tally the number of prompts 2. Prompting should not continue after you believe the student has shared all he/she can remember about the story. Do not ask anymore prompts.
38. Observation guide - Oral REsponses 3. Record student responses to the Reflection and Making Connection Prompts.
41. After conference: Step 1 Teacher Analysis 1. Use the information on the Record of Oral Reading to check response Analysis of Oral Reading Chart. 2. Use this formula to calculate student’s exact WPM.
42. Step 2: Complete Continuum page Select the student’s best descriptors that describes the student. * Daily classroom observations 4. Use the student’s responses on the Student Reading Survey to select the best descriptor that describes his/her level of reading engagement.
43. Use information from the student’s oral retelling noted on the Story Overview to select the best descriptor. Use the Student Booklet to select the student’s best performance.
44. 7. Add the circled numbers to obtain the total score for each section. 8. Record the Comprehension scores at the top of the Continuum page uses the level-colon format.
45. Step 3: Complete the DRA2 Focus for instruction page Refer back to continuum *Draw a red line down between developing and independent. *Check the learning/teaching strategies on the sheet needed for student growth. NOTE: All learning /teaching strategies are scaffolded.
47. Page 1: Developmental Reading ASsessment Teacher will fill out information TIP: F or NF Fiction or Non-fiction Is student reading at grade level? Check below, on or above
48. Page 2: Student Book Graph Student Book Graph is part of the student folder Plot student’s progress Use the directions to determine if the text is on the student’s Independent or Instructional level.
49. Page 3: Fiction and Nonfiction records Teacher records: Assessment Date Current Grade DRA2 Text Level F or NF CHECKMARK DRA2 Grade-Level Performance
51. DRA2 Class Reporting Form Contains DRA2 text levels and scores for Reading Engagement, Oral Reading Fluency and Comprehension You will need this form to input scores into the TRILLIUM DATABASE.
52. Focus on Instruction: Groups These students could be grouped by text levels or based on their needs. Need 5 minute mini lessons? *Refer to Word Analysis Book
53. What do I do when I am done administrating DRA2
54. What do I do when I am finished administering the DRA2 with my class? Store all DRA assessments and attempts in each student’s folder. These folders will be passed on to a student’s future teachers. Remember to fill in each of the columns. Input your Class’s DRA2 scores into the Trillium database. Send home: Parent DRA2 Reading Assessment Information Form
56. THE END Resources DRA2 Teacher Guide: Developmental Reading Assessment Beaver, Joette M., www. pearsonschool.com
Editor's Notes
AcronymDRA 2 means: Diagnostic Reading Assessment. 2= Second Edition
*Hold up Items while showing teachers what is in the box....
A DRA is:A way for us to find and document each child’s instructional reading level and progress through carefully selected assessment texts.Useful in determining instructional strategies to help move each child forwardProvides a standardized method for assessing student’s reading development while providing us with data to track individual student growth, whole-class or grade-level trends, and to evaluate our reading program school wide Is conducted during a one-on one conference
Diagnostic Assessment-(This is what the DRA is) These assessments are used to gain information and pre-assess students’ strengths and needs. They may be used at the beginning of the school year or the beginning of a unit of study to guide teaching. We want to know what students already know and how they apply that knowledge. We also want information on where a student is having particular difficulty. Diagnostic Assessments help us gain insight into student’s interests and attitudes about reading so we can increase motivation and student engagement.Formative assessment: These assessments are frequently and primarily used to provide in-process information for learners and information about our teaching decisions. Formative assessment tools might include rubrics or checklists that serve as checkpoints and offer feedback about work in progress. This kind of assessment provides continuous guidance to students and teachers.Summative Assessment: Are end of learning assessments. They give students opportunities to demonstrate what they have learned over time-by the end of a unit study or a set period of time. The more our assessments and assessment practices mirror a view of the kind of readers we are trying to raise, the more useful they will be. As we gather and interpret data gained from all three types of assessments, we glean valuable information and create an increasingly comprehensive picture of the learner and the learning.The Assessment Cycle takes place 3 times a year so we can have a good look at where a student is specific times.
Give outStickies! Word RecognitionIdentifying words by analogyIdentifying words by the use of context cluesIdentifying words through recognition of root words, prefixes or inflectional endingsSounding our words using phonicsIdentifying syllabic boundaries within multi-syllabic words and sounding out separate syllablesComprehend while they are readingAre able to explain informationConnect information to previous knowledgeUse informationAcquire information in order to develop insightAre fluent readers (using phrasing and intonation)Have appropriate pacing and speed
Determine a reader’s instructional level: Knowing each student’s instructional reading level helps teachers make more effective teaching decisions and provide a variety of materials at the appropriate level of challenge.Determine a reader’s strengths and weaknesses: The DRA observation guide gives teachers a record of what a child does while reading. Teachers can observe how students work out an unfamiliar word and look for other behaviors (re-reading, self-correcting etc) that indicate the child is engaged in reading for meaning. The comprehension rubrics can also help teacher decide how well a student has understood the story.Group students effectively for reading experiences and instruction: Students may be grouped flexibly based on the needs tha surfaced during the assessment. Groups may be formed to work on fluency, predicting, retelling, comparing and contrasting stories and so on.Identify students who may be working below proficiency and need accelerated instruction: When students are reading below grade level it is critical that they receive small group reading instruction every day. Many times they also benefit from an additional period of reading time with the classroom teacher or an intervention specialist.
Students learn to read and develop at different rates. Using the DRA2 periodically enables you to monitor changes over time in students’ reading performances and confirms ongoing observations and impressions of student reading achievement
An observation guide has been designed for each assessment text.
At an independent level of oral reading,readers generally make 5 errors or less per 100 words. This means that more of their cognitive energy can be devoted to comprehension. Fluency and Comprehension must be at least within the Independent range on the Continuum.At an instructional level readers generally make no more than 10 errors in 100 words. This number of errors provides many teaching opportunities. Working with a teacher at this level will support students as they try and make sense of what they have read.Frustration: Students should never engage in materials that are frustrating. When students are required, over long periods of time, to read materials at the frustration level they come away with an incorrect idea of the purpose of reading. They may think that reading is “getting all the words right” and never get to the point that reading is supposed to make sense.
Each Benchmark Assessment Book has its own Teacher Observation Guide. The guides include teacher directions, questions, and prompts for the assessment texts. Teachers will record observations of a student’s reading behaviours as well as their responses in the designated spaces.
This chart is an overview of what the teacher analyzes after completing the DRA2 conference.
1. Use the information recorded and/or checked on the TEACHER OBSERVATION GUIDE.2. Circle the number of descriptor that best describes the reader’s behaviors and responses in each row on the Continuum.
The Student Book Graph reflects the increase in level of text difficulty read independently by students across their primary years. The shaded area represents below-grade-level performance. This graph also appears on the back cover of the Student Assessment Folder.
Use this form to record for school administrators students’ DRA2, K–3, text levels and scores for Reading Engagement, Oral Reading Fluency, and Comprehension. If the assessment is used on a semi-annual basis, this form will also enable administrators and teachers to identify students who remain at risk in their development as readers.**Teachers will also need the Class