RUNNING RECORD/MISCUE ANALYSIS FORM

Transcription

1 RUNNING RECORD/MISCUE ANALYSIS FORM STUDENT NAME: DATE: DRA/EDL LEVEL: TEACHER NAME: RECORDER: GRADE: ELL: Emergent Early Transitional Extending Fluent INDEPENDENT INSTRUCTIONAL (A 3) (4 12) (14 24) (28 38) (40 80) FRUSTRATIONAL Accuracy: % SC Rate: 1: WPM: Fluency: Comprehension: TEXT: E SC E SC MSV MSV AFFIRMATION: total total TEACHING POINT:

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3 Screening Quickly examining previous data, or administering a brief assessment, to get a running start on classroom planning and student levels of proficiency Diagnostics Individualized comprehensive assessment to pinpoint specific areas of strength and need First of school year Anytime as needed Up to 3x annually DRA2-EDL2 Salem-Keizer Administration Guidelines & Timelines Kindergarten teachers screen students with the required Word Analysis Tasks: 1, 3, 5, 6 and 9. Literacy Squared classrooms screen students with the district-created Spanish WATs: 2, 3, 4, 5, 6, 7, 8, 9 and 10. This data will be entered onto SKORES each fall beginning in the fall of Word Analysis Tasks data are recorded on the DRA2 Word Analysis Tasks Student Cumulative Student Record Form which will be forwarded to grade 1 teachers at years end. Grades 1-5 teachers screen by looking at previous years DRA2 or EDL2 data, either in the teacher data warehouse or in school-based student portfolios. The full DRA2-EDL2 (and suggested WATs) may be administered to find the students instructional or independent level. This is highly recommended for any student of concern (grades K-5) early in the year. Literacy2 1-5 classrooms are to ensure they fully assess using standard administration protocols for both DRA2 and EDL2 (only EDL2 if DRA2 was proctored in spring) for any new to L2 or new to our district students. New to Salem-Keizer students in grades K-5 is recommended to be assessed with the DRA2 soon after arrival. Progress Monitoring Brief, less comprehensive checks on progress over time Summative Note: K-4 teachers send portfolios to the next years teachers including a variety of testing data, including most recent and relevant DRA2-EDL2 data such as: Word Analysis Tasks Student Cumulative Records DRA2-EDL2 Growth Trajectories Most current DRA2-EDL2 information including the completed Continuum & Focus for Instruction pages Grade Level End of Year Benchmarks Biliteracy Zones IEP Notes New to Dual Language Programs students are assessed (with either the DRA2 or EDL2 as appropriate) soon after arrival. Ongoing Word Analysis Tasks (WATs) may be repeatedly administered to ascertain a students growing progress on targeted word level skills. Spring The DRA2-EDL2 Progress Monitoring Assessments may be frequently administered to gauge student growth over the year but do not replace a full diagnostic evaluation. The associated DRA2- EDL2 Growth Trajectories and Biliteracy Zones are used for analysis over time. In all grades, except Kindergarten, DRA2 and EDL2 INDEPENDENT scores are entered onto SKORES each spring. Standard administration protocols (all parts of the DRA2 assessment are administered and the directions/scoring are the same from school to school). Further clarification by grade is provided below: Non Literacy Squared: Kindergarten students are assessed with the DRA2. The DRA2 level and level of proficiency (emerging, developing, and independent) are entered onto SKORES. For kindergarten students reading below a level 3 independently, the Word Analysis Tasks (1, 3, 5, 6, 9 and 10) are readministered and entered onto SKORES. If the student has previously shown control on any of the required WATs, the teacher may indicate control without re-administering that task. Copies of the WATs, DRA2, EDL2 assessments and record-keeping forms are sent on to the first grade teacher. Grades1-2 students are fully assessed with the DRA2. The level at which the student reads independently is entered onto SKORES. Grades 3-5 students reading below grade level are fully DRA2 assessed (not progress monitored) in the spring using standard administration protocols and the level at which the student reads independently is entered onto SKORES. Literacy Squared: Kindergarten students are assessed with the EDL2. The EDL2 level and level of proficiency (emerging, developing, and independent) is entered onto SKORES. Students reading at a Level 3 EDL2 independently for the first time are also administered the DRA2 and the DRA2 level and level of proficiency (emerging, developing, and independent) are also entered onto SKORES. Students unable to read an EDL2 level 3 independently are also re-administered Spanish WATS (2, 3, 4, 5, 6, 7, 8 and 9). The WATs data is entered onto SKORES. If the student has previously shown control on any of the required WATs, the teacher may indicate control without re-administering that task. Copies of the WATs, DRA2 and EDL2 assessments and record-keeping forms are sent on to the first grade teacher. 1 st -5 th Grades Literacy 2: Both EDL2 and DRA2 are administered and the scores (at independent levels) are entered into SKORES. Kindergarten Independent Level 3 Grade 1 Independent Level 16 Grade 2 Independent Level 28 Grade 3 Independent Level 38 Grade 4 Independent Level 40 Grade 5 Independent Level 50 EDL Level Spanish DRA2 Level English A-6 A Students on IEP s (with reading-related goals) may have testing modifications written on to their IEP s (when appropriate) for the DRA2 or EDL2. Curriculum, Instruction & Assessment, Revised March 5, 2012

4 DRA2 Record of Oral Reading Formats Levels A-3 Levels 4-12 Levels Child points and reads the story; teacher takes a Record of Oral Reading. 2. Teacher asks the questions following the reading passage indicated by the T: found on the recording form. 3. Teacher completes the Word Analysis Tasks as needed (refer to the district Word Analysis protocols for tasks 1-12). 1. Child points and reads the story; teacher takes a Record of Oral Reading. 2. If the oral reading was passing, child retells the story; teacher underlines the retelling on the Story Overview. 3. Teacher completes the DRA2 Comprehension Rubric. 4. Teacher completes the Word Analysis Tasks as needed (refer to the district Word Analysis protocols for tasks 1-12). 1. Teacher will time the student to determine a wpm rate. 2. Child points and reads the story; teacher 3. If the oral reading was passing, child retells the story; teacher underlines the retelling on the Story Overview. 4. Optional: Teacher may choose to use the DRA2 Word Analysis Tasks. Testing & Evaluation Pg. 1 Fall 2009

5 DRA2 Record of Oral Reading Formats Levels Levels Levels Child reads the story to the *; teacher 3. Child reads the story silently to prepare 4. Teacher underlines the retelling on the Story Overview. 5. Optional: Teacher may choose to use the DRA2 Word Analysis Tasks. 2. Child reads the story to the *; teacher 3. Child reads the story silently to prepare 4. Students complete the After Reading Written Summary. Students may look back in the book. However, the teacher may not guide student in any way. 2. Student completes prediction page in student book independently. 3. Child reads the story to the *; teacher 4. Child reads the story silently to prepare 5. Students complete the After Reading Written Summary. Students may look back in the book. However, the teacher may not guide student in any way. 6. Student identifies a comprehension strategy he or she used to help understand the text and gives examples of when he/she used the strategy. Testing & Evaluation Pg. 2 Fall 2009

6 DRA2 Record of Oral Reading Formats Levels A-3 Levels 4-12 Levels Child points and reads the story; teacher takes a Record of Oral Reading. 2. Teacher asks the questions following the reading passage indicated by the T: found on the recording form. 3. Teacher completes the Word Analysis Tasks as needed (refer to the district Word Analysis protocols for tasks 1-12). 1. Child points and reads the story; teacher takes a Record of Oral Reading. 2. If the oral reading was passing, child retells the story; teacher underlines the retelling on the Story Overview. 3. Teacher completes the DRA2 Comprehension Rubric. 4. Teacher completes the Word Analysis Tasks as needed (refer to the district Word Analysis protocols for tasks 1-12). 1. Teacher will time the student to determine a wpm rate. 2. Child points and reads the story; teacher 3. If the oral reading was passing, child retells the story; teacher underlines the retelling on the Story Overview. 4. Optional: Teacher may choose to use the DRA2 Word Analysis Tasks. Testing & Evaluation Pg. 1 Fall 2009

7 DRA2 Record of Oral Reading Formats Levels Levels Levels Child reads the story to the *; teacher 3. Child reads the story silently to prepare 4. Teacher underlines the retelling on the Story Overview. 5. Optional: Teacher may choose to use the DRA2 Word Analysis Tasks. 2. Child reads the story to the *; teacher 3. Child reads the story silently to prepare 4. Students complete the After Reading Written Summary. Students may look back in the book. However, the teacher may not guide student in any way. 2. Student completes prediction page in student book independently. 3. Child reads the story to the *; teacher 4. Child reads the story silently to prepare 5. Students complete the After Reading Written Summary. Students may look back in the book. However, the teacher may not guide student in any way. 6. Student identifies a comprehension strategy he or she used to help understand the text and gives examples of when he/she used the strategy. Testing & Evaluation Pg. 2 Fall 2009

8 DRA Word Analysis Student Cumulative Record Student Name School Record both the date on which the DRA Word Analysis is administered and the student s current DRA text level in the appropriate grade-level section each time the assessment is given. Beginning of Year Middle of Year End of Year Grade Date DRA Level Tasks Date DRA Level Tasks Date DRA Level Tasks Kindergarten First Second Third Fourth Fifth On the second and third pages of the Student Cumulative Record, record the date (month and year) when each task was completed in the appropriate column, depending upon his/her level of control. [Note: The level of control columns are divided into three sections to indicate whether this assessment was the first, second, or third administration.] To document progress over time, record the student s total scores using the following colors: kindergarten (purple); first grade (red); second grade (green); third grade (blue); fourth grade (black); fifth grade (orange). 24 DRA Word Analysis Student Cumulative Record DRA Word Analysis Pearson Education, Inc./Celebration Press/Pearson Learning Group. All rights reserved.

9 DRA Word Analysis Student Cumulative Record No/ Little Control Some Control Gaining Control Controls Task Number Task Objective 1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd Phonological Awareness Rhyming 1 Distinguishes pictured rhyming words 13 Provides words that rhyme Alliteration 2 Distinguishes initial sounds of pictured words 19 Provides words that begin with the same sound Phonemic Awareness 3 Isolates the initial sound of a word 12 Blends phonemes into words 15 Deletes onsets 20 Deletes final sounds 21 Segments words into phonemes Segmentation DRA Word Analysis Pearson Education, Inc./Celebration Press/Pearson Learning Group. All rights reserved. 8 Segments sentences into words 14 Segments words into onsets and rimes 18 Segments words into syllables I Metalanguage 4 Understands words used to talk about printed language concepts I 7 Understands words used to talk about printed language concepts II Letter/Word Recognition 5 Names capital letters 6 Names lowercase letters 9 Recognizes high frequency words I 17 Recognizes high frequency words II 22 Recognizes high frequency words III 29 Recognizes high frequency words IV DRA Word Analysis Student Cumulative Record 25

10 DRA Word Analysis Student Cumulative Record No/ Little Control Some Control Gaining Control Controls Task Number Task Objective 1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd Phonics Encoding: Phoneme/grapheme relationships 10 Spells 2 3 letter high frequency words 16 Spells words with short vowels, high frequency words with common spelling patterns 27 Spells words with VCe, initial digraphs, preconsonant nasals, suffixes 36 Spells words with r-controlled vowels, suffixes, initial blends, ck, open first syllable 40 Spells words with prefixes, closed first syllables, suffixes, 3-letter initial blends, diphthongs, long vowel patterns Decoding: Grapheme/phoneme relationships 11 Identifies and uses initial sounds 25 Blends and uses initial consonant sounds 26 Identifies words with long/short vowels 32 Identifies words with vowel patterns 33 Blends and uses initial syllables Substitutions/analogies 23 Substitutes onsets: rhyming words 24 Substitutes final sounds 30 Substitutes rimes 31 Uses analogies to decode words Structural Analysis and Syllabication 28 Uses structural analysis to determine word meaning: suffixes I 34 Segments words into syllables II 35 Uses structural analysis to determine word meaning: suffixes II 37 Uses structural analysis to determine word meaning: prefixes 38 Uses structural analysis to determine word meaning: suffixes III 39 Segments words into syllables III Use the tasks that the student scored no/little or some control to determine the next step and identify what he/she needs to learn next on the Focus for Instruction on the back of the folder. 26 DRA Word Analysis Student Cumulative Record DRA Word Analysis Pearson Education, Inc./Celebration Press/Pearson Learning Group. All rights reserved.