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Malika Romine

Administered and Analyzed DRA Assessment


The following Reading A-Z benchmark passages were chosen by the teacher,
because it was a level where Booker could be successful. He was asked to look at
the pictures on the page first and then make a prediction or give an explanation
about what the story might be about. A running record was taken during the oral
reading. The oral reading was timed using a words-per-minute calculator. The
student was asked to give a retell and complete three comprehension questions.
LEVEL DAt the Playground
Instructional/Frustrational
Word Count: 68
Booker was able to use preposition in his prediction and was able to place the
setting of the story before the reading. During the reading a running record was
done. Booker had a total of nine errors and two self-corrections. All errors had
meaning, structure, and visual components. This means he was able to make sense
of the whole story, even with his errors. He would add ed endings or change the
tense of the verb. He omitted one line which counted four five of the nine total
errors he made. He came to the word slide and first said slee, it appeared
that he was trying to sound out the word to make sense. He then said it correctly.
It counted as a structure, visual self-correct. It took Booker a total of one minute
and forty second. He was able to read 41 words correct per minute (wcpm). For his
retell he was able to state the main idea and three supporting details right from the
text. When it came to the comprehension section, Booker said he couldnt read it.
He was encouraged to do his best. Booker was able to silently read all three
questions and answers for the comprehension section. He scored a 100% for the
comprehension portion. He scored 78% for his accuracy rate which puts him at a
frustrational level; however, this instructional level. The omission of five words
lowered his accuracy rate. Overall, he read with easy and little prompting to
continue reading.
LEVEL DI See Tall Trees
Independent
Word Count: 62
Before the story Booker was asked to describe what he sees in the picture. He was
able to describe two actions the character was doing in the pictures. All errors in
this story had a meaning, structure, and visual aspect to it. He repeated one line
twice, which lowered his wcpm. Booker added ing endings to all the verbs in the
story. It did not change the meaning of the story in any way. Visually he was able
to distinguish the base word. For example, Booker read the sentence I see trees
fall as I see trees falling. He did this five times throughout the story giving him a
total of five errors. He did not self-correct any of these errors. It took him a total of
one minute and fifty seconds. This puts his rate at 37 wcpm with 95% accuracy. He

was able to state the main idea and three supporting details. The details he listed
were not in sequence. Booker silently read and answered the questions by himself.
He was able to correctly answer two out of the three questions. This gave him
comprehension score of 67%
LEVEL DAnimals Like to Eat
Frustrational
Word Count: 60
For the prediction Booker stated that he saw animals eating. The illustrations had
three different animals in sequence with the text, but he did not mention them in
his prediction of the story. Booker had a total of eight errors. Five errors plus an
omission completely changed the meaning of the text. For the word seeds Booker
said sids. He was able to correctly identify the beginning and middle sounds, but
could not distinguish the correct double vowel sound in seeds. Booker inserted a
word, but this did not change the meaning of the text, it did follow the repetitive
text pattern of the above lines he had already read. When challenged during the
reading, Booker stopped reading completely. He did not appeal for help. He was
prompted three times with try something, look at the first letter, and look at
the picture. He was able to self-correct himself one time during the reading,
because he made the noun plural instead of singular. It took book two minutes and
eight seconds to read this story. He read 28 wcpm with 86% accuracy. After the
reading he gave a vague retell. He did not use any examples verbatim from the
text. Booker was only able to correctly answer one out of three questions. He
received a 33% for comprehension.
REPORT
Based on the running record DRA assessment Booker will need phonics, fluency, and
comprehension strategies. It is recommended that small progress monitoring
probes are given regularly asses the elements of reading previously mentioned.
The teacher can use this information and gear reading instruction to meet the
students needs
INTERACTIVE READ ALOUD
-Teacher selects and reads a book or other text to the child/children inviting
conversation as they think together through a text.
-Teacher provides full support
-Children respond to visuals, meaning, and language
SHARED READING
-Teacher reads aloud with a large copy of text and students have their own text
-Oral reading
-Teacher provides high level of support
-Model think-alouds
-Incorporate problem solving

-Paired reading buddies


MORE STRATEGIES AND INTERVENTIONS
-Read with child daily
-Talk about reading strategies
-Talk about the story, highlighting main points
-High frequency word practice

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