I like using running records on leveled coupled with retelling. It
may seem too simplistic, but it gives me the snapshot that measures
growth between DRA's that are administered twice-three times a year. I
make sure to isolate the instructional level so I know at which level to
instruct.
That way I have more time to instruct....it is an assessment I can do
"on the run," without stopping instruction. A biggie goal for me.
I don't fully buy into the DRA revision that required summary writing.
I really liked the earlier DRA edition best especially for grade k-2
students reading at grade level. The newer edition can convolute the
reading/writing interpretation for students who present weaker in
Fluency or Writing. We do it as a division. But it takes careful
considerstion to assess the comprehension. Some kids leave things out
because they hate writing so much....they get it, they just don't write
it. That is good to know because you can see how it impacts written
responses. But I can't assume that they didn't understand the reading
when they leave out supporting details. Having said that, for begining
of the year DRA2 is great for me. It tells me all I want to know. How
kids read and how they respond. I just hate to see my peers get bogged
down using the instrument. Makes me sad for their students.
On Mon, Mar 9, 2009 at 2:36 PM, Val Swearingin wrote:
We are investigating student assessments that would be more specific
on reading level/ability for our students. We currently use the DRA
two times a year, but wanted to find out what is working for you as
classroom teachers to really know your students throughout the year.
Have you had good results with Dibles or AIMSweb?
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