>>> [EMAIL PROTECTED] 07/15/07 9:15 PM >>>
We are just about to launch into DRA2 (having never had the first version as 
'district wide') so I was curious about your comment, Martha, regarding the 
retellings after oral reading indicating stronger comp. than retellings after 
silent reading.

On the new DRA2, for levels 4-16, students begin with reading the entire text 
orally, after which they provide a retelling with the book closed.? At levels 
18-24, the students also begin with reading orally, but only the first portion 
of the text.? The student then makes a prediction (orally) and finishes reading 
the text silently.? Once the silent reading is done, the student provides an 
oral retelling, again with the book closed, and again prompted? with "Start at 
the beginning and tell me what happened in this story."? So in both cases, 
retellings are done after oral reading of all or a portion of the text.

I guess what I'm wondering is, because the initial reading of the text is done 
orally, will this make a difference in the retelling/comp. portion of the 
assessment.

It will be interesting to hear from folks who have been using the DRA2.

Just wondering....

(another!) Martha


Martha-

We began using the DRA2 this year.  My first graders would actually begin 
retelling where they had begun their silent reading, despite the fact that I 
would say, "Start at the beginning..."  In my questions to them that would be 
my first, "How did this story begin?"  At first I didn't think they understood 
that the 2 were realated and that they were just reading words, but not 
comprehending.  With some that was the case, but for most they just didn't 
include the beginning, the tasks remained separate for them.  Still others 
could not recall what they had read orally, but did a fabulous retell of what 
they had read silently.  Not sure what that all means in the big picture of 
DRAs, but I knew where to take my comprehension instruction...

Nancy
 

 


 














 



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