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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