ࡱ> ~{ +bjbjzz # Zff4DDDhDLD <<<<<? A A A A A A $r"$%e to"tte <<3z tR8<<? t? <PIID+  0 ,%%%`"e e x tttt%f : Progress Monitoring Tool for Comprehension: The following DRA2 short forms can be used along with a running record on any leveled text to monitor students comprehension. Be sure you do the running record on at least a 100 word section of the book. You may choose to have the student read the rest of the book silently. Carefully choose the book which you give the student to read. Different publishers have varying degrees of reliability when it comes to leveling their books. In general, Rigby books are very reliable and their levels can usually be trusted. When possible, use their books for progress monitoring with running records and the DRA2 short form. Mark the DRA2 short form as you would the DRA2 continuum. The form can be printed front to back, with the back being used for the Running Record. The oral reading can be analyzed at the bottom for areas needing intervention, and the comprehension section can be used to determine areas of need for each students comprehension interventions. When using the form for progress monitoring of interventions in specific areas (i.e. retelling: sequence of events), note progress in that area of the continuum. As the student improves and becomes independent at a certain level book you should continue the interventions with higher level text until the student is working within the targeted range for his grade level. DRA2 (level 4-16) Level: ____________ Book:_______________________ Instructional or Independent (circle after scoring)  Comprehension Intervention  Instructional Independent Advanced Prediction1 Comments briefly about each event or action only when prompted or is uncertain2 Identifies and comments briefly about each event or action with some prompting3 Identifies and connects at least 3 key events without prompting; some relevant vocabulary4 Identifies and connects at least 4 key events without prompting; relevant vocabularyTeacher says: Look at the pictures, and tell me what you think is happening in the story. Student says:  Retelling: sequence of events1 includes only 1 or 2 events or details2 includes at least 3 events, generally in random order3 includes most of the important events-beginning, middle, end, generally in sequence4 includes all important events from the beginning, middle, end in sequence Retelling: characters & details1 refers to characters using general pronouns; may include incorrect information2 refers to characters using appropriate pronouns; includes at least 1 detail, may have some misinterpretation3 refers to most characters by name & includes some important details4 refers to all characters by name & includes all important details Retelling: vocabulary 1 uses general terms; limited understanding of key words/concepts2 uses some language/ vocabulary from text some understanding of key words/concepts3 uses language / vocabulary from text; basic understanding of most key words/concepts4 uses important language/vocabulary from text; good understanding of key words/concepts Student Retell: Retelling support: Make tally marks with each prompt:1 retells with 5 or more questions or prompts2 retells with 3 or 4 questions or prompts3 retells with 1 or 2 questions or prompts4 retells with no questions or prompts Reflection (Teacher says: What part did you like best in the story. Tell me why you liked that part.) 1 Gives an unrelated event; no reason for opinion or no response 2 Gives a limited response and/or general reason for opinion 3 Gives a specific story event/action and gives relevant reason (s) for response (e.g., personal connection) 4 Gives a response and reason that reflects higher level thinkingStudent says: Making Connections (Teacher says: What did this story make you think of or what connections did you make?) 1 Makes an unrelated connection, relates an event in the story, or gives no response 2 Makes a connection that reflects a limited understanding of the story 3 Makes a literal connection that reflects a basic understanding of the story 4 Makes a thoughtful connection that reflects a deeper understanding of the storyStudent says: Score 7 8 9 10 11 12 13  14 15 16 17 18  19 20 21 22 23 24 25 26 27 28 Running Record for _________________________________ Date:_______________ Level:______________ Book:_____________________________________________ Student makes predictions by looking at pictures in book. Student reads 100+ words to teacher while teacher is marking. Student finishes the book silently. Student retells to teacher & answers reflection/connection questions as teacher writes the responses on the form: Total # of miscues:_____________ Miscue analysis: Sight words:______________ Endings:_________________ Proper nouns:_____________ Decoding:________________ Other :__________________ Next steps for student to move to next level (below grade level) or to go deeper on this level ( grade level +):  Name: _________________________ Date:___________ Grade________ School_______________ DRA2 18+ Level: _____ Book:__________________________ Assessor:_____________________ Instructional or independent (circle after scoring) ____________________________________________________________________________________________ 1. Student predicts about story from cover of book or after reading 100 words. 2 Student reads 100 + words for running record (on back). 3. Student finishes reading the book at desk. 4. Level 28 or higher: Student completes summary & question form. Levels 18- 24: Student retells as teacher writes on the summary/question form their answers. 5. Teacher scores the rubric- mark instructional or independent. Continue next level if score is independent.  Comprehension Intervention  Instructional Independent Advanced Prediction  1 makes unrelated or no prediction(s) 2 makes at least 1 reasonable prediction related to the text or cover of book 3 makes at least 2 reasonable predictions that go beyond the pages read aloud or cover of book 4 makes at least 3 thoughtful predictions that go beyond the pages read aloud or cover of book Retelling: sequence of events1 includes only 1 or 2 events or details2 includes at least 3 events, generally in random order3 includes most of the important events-beginning, middle, end, generally in sequence4 includes all important events from the beginning, middle, end in sequence Retelling: characters & details1 refers to characters using general pronouns; may include incorrect information2 refers to characters using appropriate pronouns; includes at least 1 detail, may have some misinterpretation3 refers to most characters by name & includes some important details4 refers to all characters by name & includes all important details Retelling: vocabulary 1 uses general terms; limited understanding of key words/concepts2 uses some language/ vocabulary from text some understanding of key words/concepts3 uses language / vocabulary from text; basic understanding of most key words/concepts4 uses important language/vocabulary from text; good understanding of key words/concepts Main Idea/Message: What is author trying to tell you? Why 1 little or no understanding  2 some understanding of the message but not why it is important 3 understands the message of the story and why it is important 4 insightful understanding of the story with strong reason why it is important( use answer form) Reflection: What is most important event? Why? 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