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Teacher Observation GUide The Wagon Level 14, Page 1 . ..... --. 3 Name/Date U :'- _Te_a_c_h_e_r/G_ra_d_e_...::: .. Scores: Reading Engagement _/8 I ndependent Range: 6-7 Oral Reading Fluency _/ 16 11-14 Comprehension _ /28 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.. W oul d yo u ra ther read 0 alone, 0 with a buddy, or ¢. with a group? INTRODUCTION AND PRE VIEW T: In this story, The Wagon, Kevin's two brothers _ and his sister use the same wagon for different things. L ook at and tell ["e is, happeni? g this story. .. v wQL<- ::Jot. . .:,\.: ... ' -\-C 0 (. J... . '':'''_...L.- K : _'.. '" .\.Jl (e.g., and, then, but) and vocabulary relevant'to the te:>,.,'t. You may use general prompts, such as "Now what is happening?" or "Turn th e page," but do not ask specific questions. Tally the number of times you prompt. RECORD OF ORAL READI NG t!) Record the student's oral reading behaviors. Note the student's fluency (expression and phrasing). Be sure to time the student's reading. T: The Wagon. Now, read to find out how Kevin's brothers and sister fix the dented, dirty wagon when it is his turn to have it. Page 2 One day Kevin's big brother got a new wagon. He used it to carry his newspap e1 '-<- . Kevin liked the wagon, but he never got to ride in it. 88 . ..--

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Teacher Observation GUide The Wagon Level 14, Page 1 ......

--. ~ 3 Name/Date ~~~ U:'- l_Te_a_c_h_e_r/G_ra_d_e_...::: ..,:~;.......-'----:(~_---_-_

Scores: Reading Engagement _/8 I ndependent Range: 6-7

Oral Reading Fluency _/16 11-14

Comprehension _ /28 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 ofyour 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, Kevin's 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

Note'1iieAud~1f~ -e~f c<cihrie~..i~ds (e.g., and, then, but) and vocabulary relevant't o the 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 student's oral reading behaviors. Note the student's fluency (expression and phrasing) . Be sure to time the student's reading.

T: The Wagon. Now, read to find out how Kevin's brothers and sister fix the dented, dirty wagon when it is his turn to have it.

Page 2

One day Kevin's big brother got a

new wagon. He used it to carry

his newspape1 '-<- .

Kevin liked the wagon, but he never

got to ride in it.

88

...- ­

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;· · 1,·11':1 U l hl ' I Vil 101 The Wagon Levei 14 Page 2

Page 3

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,

Then one

wagon to

wagon for

Sometimes Kevin got to play In the

\ wagon, but he never got to ride In it. , Page ij

.,. Then one day Ke~~ sister gave the

\ .flf ,

wagon to their er brother.

This brother used the wagon for a fort.

He c~red it w it h dirt and sticks.

, ~ Kevin never got to ride In the wagon.

, Page 5

Then one day Kevin's brother gave the , vvagon to Kevin. Kevin was happy.

.. Kevin looked at the wagon. ,to

The wagon looked old and dirty.

• ~ ~ It had ~s In it.~

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g'

j ci Page 6'"' ~ 0

i5 0> Kevin's big brother said, "We'll fix the wagon.C, ·c ;;; .": c It wi lli look as good as new." Ii:

ri ~ Q'" b y-we__, _ ~ !" Kevin's sister got a rag and a bucket of water. Q c .Q.. .c "§ His big brother got _ a hammer. His other· ru, \2 W

.£ u brother got some paint and a brush.

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89

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Teacher Observation Guide The Wagon Level 14, Page 3 I­

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Page 7

They washed the wagon with the water. ~ .£ ~ ~.'( i.13 ..;;

They took out the ~ with the hammer.

They painted the wagon a nice bright green.

The w agon looked better tha n new because

it had Kevin 's name on it.

Time: L\:~D minutes:seconds

ORAL READING WORDS PER MINUTE, PERCENT OF ACCURACY Use the student's oral reading time to circle the WPM range.

Word Count: 202 L'~~

Minutes:Seconds ,

6:45 or more 6:44-5:04 1~3-2:52 \ 2:51 or less

WPM I

29 or less 30-39 1~0-70-­ ) 71 or more

'- ­Count the number of miscues that are not self-corrected. Circle the percent of accuracy based on the number of miscues r---....,

I

Number of Miscues 14 or more 12-13 10-11 I 1-9 &-7

'I

4-5 1-3 I 0

Percent of Accuracy 93 or less 94 95 '----9~ 97 1

98 99 I 100

If the student's 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 DRA Word Analysis, beginnning with Task 16, at another time.

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90

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, Teacher/Grade Level 14 , Page 5

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, 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 avariety of "JlIst identilled II!veleel :,e!t :; vlltli Idenlilied leveled set, witli Identified leveled sets 1II0sf light" texts: identiiies

Book Selection teachel support: IInccrtalll moderate, ,lIpport: tell s of lIw lillie: Idenlilies lavorite book by title and about a I avolI!t: Iwoh abuuf filVOllfl' hook III favurlte hoof. hy flttp and P'IVC Silil overview oillie

genera I t erlll:. tells abollt ;j p;jrtlcular boor. event

1 Sustains independent 2 Sustalils Independenl 3 Sust allls illr!epelldelll I

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 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 . - "­

, Expression 1 No expression: monotone 12 Little eXlJlc ss ion, r~ther 3 SOnl r· ~y.IH eS S U)(l 4 Expre ss ion conveys

monotone mea ning most of the time

1 Mo stly l'Iord-hy -word 2 Shori pin · .i~:. mll:, i p' :Ii; 3 .I OilV. -[ Vl UI J Pir " ,! ' ~, :' lInE' 4 Lo nger, meamngful Phrasing time: inappropnate p~u ses - ot' lhe time; heed s most plirases most of the t ime:

punctuation heed s all punctu ation

Rate 1 29 WPM or less 2 30- 39 WPM 3 40-70 WPM 4 7 I WPM or more I ,

Accuracy I 1 93% or less 2 94% \3 ,95 ~~- 98'l~ 4 99~~- iOO% 'J

Score 4 5 6 7 8 9 1'0 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

Previewing each event or action only brielly about each everTt or rea st 3 key events without least 4 key event s without I

when prompted or is action with some prompting prompting; some relevant I prompting: relevant uncertain

I vocabulary vocabulary

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

generally in sequence I

1 Refers to characters using I 2 Refers to characters using 3 Refers to mosl characters 4 Refers to all characters by

Retelling: general pronouns; may approprrate prOrTouns; by name and includes some name and includes all include incorrect information includes at least 1 detail; important details - ­ . , - important details

Characters and [)etails may include some misinterpretation .1 I

1 Uses general terms or 2 Uses some languageJ 3 Uses languageJ 4 Uses important 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

Retelling: 1 Retells with 5 or more 2 Retells with 3 or 4 3 Retells with 1 or 2 4 Retells with no questions

Teacher Support questions or prompts ,.,Qystions or prompts questions or prompts or prompts

1 Gives an unrelated I'Y Gives a limited response l Gives a specific story 4 Gives a response and

Reflection response. no reason for and/or a general reason for event/action and a relevant reason that reflects higher-opinion. or no response opinion reason lor response (e.g., level thinking (e.g ..

personal connection) synthesislinference)

1 Makes an unrelated 2 Makes a connection that 3 Makes a riteral conneclion 4 Makes a thoughtful

Making Connections connection. relate s an event refiects a limited that reflects a basic connection that reilects a in the story, or gives no understanding of the story understanding of tbe story deeper understanding of tht

, response story . '­

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.

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