Developmental Reading Assessment (DRA)
Motivating Young Readers by Tracking and Celebrating Progress (Virtual Tour)
Stage of Literacy Development:
Stage 1: Beginning LiteracyStage 2: Consolidation / Fluency
Ages:
5-9
Grade Range:
K 1st 2nd 3rdFood Groups:
Primary: Assessment, Reading Comprehension Strategies, Reading Fluency & Expression Secondary: Motivation for Literacy
Transcript
The system that I use to formally assess my students' reading is a Developmental Reading Assessment (DRA). This is a system that is used for students from kindergarten to the third grade. It has different levels from A, B and then it goes one to 40; thats the maximum. The students read this booklet, this is for example the level 10. We have this guide that allows us to do a running record and also to pay attention to many different things that are important at that level. For a student to demonstrate that this is their level, they have to have a certain number of words that are properly read and also the comprehension level has to be three or four in this case. If that's the case, then I decide if I should try a higher level or I choose to stop at that point. As a first-grade teacher, I have noticed also that when I get students that are just starting to read, when they see this whole system where students are progressing and then there are different levels, they really get interested in: "oh, I want to move on like everybody else". I'm very clear with them when I tell them that not everybody has to be at the same level. I tell them, you're not even the same age. Some of you are a year apart and that doesn't mean that everybody has to be at the same level. But what is important is that you are really making an effort to become better readers. I have noticed in the years that I have been teaching the First Grade, that I don't see this competition or students feeling bad because they are at lower levels for some reason. That was one of my concerns with this system and I never see that. I actually see that they want to improve and get better because they feel like, "Oh, I don't want to be A anymore, I feel like I'm a B" and they actually tell me: "Do you think that I'm a B now, because I'm kind of really getting better?" I say, maybe you are. Then I assess them and they continue to move on and even those students that start in the First Grade that are already good readers, they also get very excited and they feel so proud to see how they get better and better. As their teacher, I'm very proud to see their development.
Related References
Additional Links:
Developmental Reading Assessment 2+: http://www.pearsonschool.com/index.cfm?locator=PSZw5u Developmental Reading Assessment: Assessing Students' Reading Progress /Recipe/50348/ https://www.youtube.com/watch?v=IQoCCxMxj9s
Activity Objective
The goal of Developmental Reading Assessment: Motivating Young Readers by Tracking and Celebrating Progress (Virtual Tour) is to formally assess students' reading level and to track their progress. Students read leveled passages aloud; their reading level is determined by their reading accuracy and their comprehension of the story. By tracking their progress throughout the year and celebrating their successes, students are highly motivated to continue reading and developing.
Quick Tips
Additional Comments:
- Remind your students that it is not a competition. Everyone is at a different level and has different needs. - Celebrate students progress to motivate them to keep reading!
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What are We Doing in Class Today?: Motivating Beginning Readers with a Daily Schedule (Virtual Tour)
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Literacy CAFE in First Grade: Fostering Independence using a Menu of Strategies (Virtual Tour)
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The Daily 5 in First Grade: Engaging Students with a Balanced Literacy Approach (Virtual Tour)
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Predicting and Inferring: Scaffolding Comprehension Strategies using an Explicit Framework (Virtual Tour)
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Revising and Editing in First Grade: Using Success Criteria to Focus the Writing Process (Virtual Tour)
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