N ION THAT CA T UST A IN B M O C C E A H ER S M LE T G , E IN R S O R F O E R D E O ADING AND H H E T T R . E D G M A IN E E L H R C G O A E EN T R TE NO SIN ALL CHILDR ULTIPLE METHODS FOTHEY CAN CREATE THH.” “…THERE IS H C A E T Y L UL FM AC SO SUCCESSFR EN THEY TE HEIR CARE H OWLEDGE O T R N D K IN IL G N H N E C R O E D T HAVE A S KNOWLEDGE OF CHIL HODS NEEDED FOR T A STRONG TE BALANCE OF MET APPROPRIA , P.21) MENT. BY N P (CABL, 2003 O L E V E D L IMA THE NE OF PROXINDEPENDENTLY AND T RE O Z ’ S T N E D O OR S, WE A D S TU P O P E T U H S T E L D IN B N H A A IT W BE LS ARE US MATERIA STUDENTS U T S N E E D TO “…WE WORK N T IO E A R D H A U V W T H N .S G O … P BUILDING U THIS LEARNING THROSTUDENTS’ LEARNINGABL, 2003, P.14) EXTENDINGLE TO SCAFFOLD THE COMFORT ZONE…” (C ING OF THE N IN G E BETTER ABLITTLE BEYOND THEIR B E H TT OT G GROUPS A ES, SHE IS TNIAL P U S H ED A IN O D D A E E H R S R IF E N R. HH T ESTABLISTHROUGHOUT THE YEASPONDING TO DIFFEREGOAL. O N N A C R E A TEACH KEEP THEM INTACT ENCES, AND NOT RE ATHS TO THE SAME YEAR AND G INDIVIDUAL DIFFER ING FOR DIFFERENT P TO FIXED RATES OF ADDRESSINPROGRESS OR ALLOWLOCKING CHILDREN IN RATES OF HER PRACTICES ARE , 2001, P.216) SOMEHOW , (FOUNTAS & PINNELL PR O G R E S S
READING • DR A em t I : a t a D • Acuity Analysis : s e t o N g n ri • Confer Reading ice t c a r P A • EL 3-5 : s t e e h Spreads -3 K : S A L C • E 3 K : S E L • DIB
WRITING • Baseline / M idline / Endline Writin g • Writing Sco ring Matrix • Conferring Notes: Writing • Writing Uni ts
Acuity: Item Analysis
ELA Practice Assessment
ELA Practice Test
Writing Ass essment To
ol: Scoring M
atrix
ool nt T sme s ses ote gN g As itin ferrin Wr Co n
:
Guided Writing ation i t n e r ades e r f G r o f • Dif heets s d a e r Sp l ysi s a n A m ns / K-5 / Ite o s s e L Mini e l b i s s • Po Skills uping o r G & tion a z i n a g • Or Sheets
Guided Reading Reciprocal Teaching Literature Circle • Differe ntia class pro tion Using file Temp late • Differe ntiation U sin practice exams T g ELA emplate • Differe ntia Item Ana tion Using DRA lysis Tem plate • Possi ble MiniLessons Skills / • Organ izat Sheets ion & Grouping • Samp le Planni ng Sheet
Targeting For Differentiate d Instruction Bases On Writing Skill / Item Analy sis SKILLS NAMES
Initial Consonant Details Spacing
Left / Right
Top / Bottom
Text to Illusttration
Capitals at Begin of Sentences
Periods
Sight Words
Focus
Labeling
Space Simple betw een Sentences Lines
“Guided writing is a flexible tool that saves valuable time by making our instruction crystal clear.” (Oczkus, 2007, P.1) “In guided writing, you pull together small, temporary groups of writers and teach the craft strategies, and skills those writers need at that particular time.” (Oczkus, 2007, P.3)
ofile DRA Class Pr FOURTH GRADE
Totals by Level
Monitoring Student Reading Progress
Level 1
Level 2
Level 3
Level 4
Septembe r
3
16
1
2
November
3
7
0
February
5
10
8
Teacher:Ms. Schneiderman / Class: 401 / Rm: 513
Names DRA
Totals by Percentage
Fourth Grade
Total
Level 1
Level 2
Level 3
22
Septembe r
13.64%
72.73%
4.55%
0
10
November
30.00%
70.00%
0
23
February
21.74%
Level 4
Fourth Grade
Level 1
Level 2
Level 3
Level 4
9.09%
Septembe r
A-L
M-O
P
Q+
0.00%
0.00%
November
A-M
N-P
Q
R+
43.48%
34.78%
0.00%
February
A-N
O-P
Q-R
S+
April
0
0
0
0
0
April
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
April
A-O
P-Q
R-S
T+
June
0
0
0
0
0
June
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
June
A-P
Q-R
S
T+
ELL/ NYSLAT Score
H.O.
AIS
IEP
June
*September
**November
*February
April
*June
2007
Due 9/28/07
Due 11/30/07
Due 2/25/08
Due 4/30/08
Due 6/11/08
TS
IR
DRA
TS
IR
L
GR
IR
L
GR
DRA
TS
IR
L
GR
Husene Camara
40
72
O
2
P
40
74 P
2Q
Ebrahim Ceesay Yiovanni Cintron Majesty Cleland
40 40 40
70 72 63
O O M
2 2 2
P P N
M
2
N
40 40 40
74 P 78 Q 64 M
2Q 3R 1N
Josiah Gilkes
40
66
M
2
N
O
2
P
40
70 O
2P
Douglas Gutierrez
30
52
I
1
J
K
1
L
30
52 I
1J
Destiny Lamar
40
67
N
2
0
0
2
P
40
81 R
3S
Naphtali Meleschi
30
58
J
1
K
K
1
L
34
65 M
1N
Devante Morris
40
70
0
2
P
40
75 P
2Q
Darsheen Pagan
40
75
P
3
Q
40
78 Q
3R
Alexus Perez
40
73
0
2
P
40
74 P
2Q
Johnathan Pocasangre
Student INDEPENDENT Level Rubric
Fourth Grade
78 Q
3R
Brain Ramirez
40
68
N
2
O
O
2
P
40
76 P
2Q
Kristal Ramirez
30
40
54
72
J
0
1
2
K
P K
1
L
40
40
63 L
1M
Tabitha Rebatta
40
70
O
2
P
40
74 P
Q
Ashley Rivera
40
68
N
2
O
O
2
P
40
75 P
2Q
Giovanni Rodriguez
40
66
M
2
N
N
2
O
40
73 O
2P
Elizabeth Sandoval
40
78
Q
4
R
40
80 R
3S
Luis Taylor
40
72
O
2
P
40
77 Q
3R
Franchesca Vargas
40
78
Q
4
R
40
80 R
3S
Victor Vargas
40
74
P
2
Q
40
77 Q
3R
Danea Whyne Kassandra Rodriguez Naheliz Maria
40
70
O
2
P
40 40 40
75 P 70 O 67 N
2Q 2P 1O
O
2P
IR
L
GR
DRA
TS
Classroom Setting: __ESL / __Bilingual / __Special Education / __Inclusion / *General Education
Key: IR = Independent Level
GR = Guided Reading/Instructional Level L = Grade Equivalent Level ALL students will be assessed in SEPTEMBER, JANUARY and JUNE. Students BELOW grade level will also be assessed formally and the results submitted in NOVEMBER and MARCH.
** It is a NON NEGOTIABLE EXPECTATION that there will be informal formative assessments completed on ALL students throughout the year and the documentation logged in the student’s assessment folder.
IR
L
GR
* *
* * (G-2)
DRA Class Profile
Comprehension Comprehension Skills connection Sequencing Cause & Effect
NAMES
Inferring
Compare & C
Theme
Main Idea
Plot
Setting
A- Purpose Questioning Visualization
Predicting
Fluency Fluency Skills NAMES
DRA
context clues
Rootw ords
com pound
Re-reading
Read Ahead
Preview ing
chunking
Point-slide
Speed
“Guided reading usually involves small groups of students who are at a similar place in their reading development. These students demonstrate similar learning needs and process text at about the same level” (Fountas & Pinnell, 2001, P. 216) “Reciprocal teaching focuses on teaching strategies that will help students monitor and expand their own comprehension of texts, particularly in the content areas. The idea is to teach students explicit ways to summarize ideas, ask questions, provide clarification and, make predictions” (Fountas & Pinnell, 2001, P. 455)
NAME:
PREDICTION: What do I think this passage will be about? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
what words or ideas did I need clarified? What strategies did I use _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
CLARIFY:
QUESTIONS: What questions do I have for the group after the reading? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
What was the main idea of this reading? Were my predictions ac _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ SUMMARY:
Professional Resources • Guided Readers and Writers by Fountas and Pinnell • Supporting Struggling Readers and Writers by Dorothy S. Strickland • Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension by Lori D. Oczkus • Guided Writing by Lori D. Oczkus