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DRA

The Developmental Reading Assessment in Kindergarten

 

DRA is the abbreviation for the Developmental Reading Assessment (DRA).

 

What is the DRA?

The DRA is a developmental reading assessment which helps document each student’s reading progress over time.

Students are administered the DRA Assessment to determine your child's academic/instructional reading level

 

Who gives the DRA?

Teachers and reading specialists trained to administer this assessment meet with each child individually to observe, record and evaluate the student’s reading performance. These assessments are given two times per year (winter and spring).

 

How are the scores used?

The DRA Assessment is just one of several measures we use to formally assess the students. The scores provide us with information that helps us to determine a student’s independent reading level. A student’s independent reading level is the level at which he can read and understand (retell) stories successfully without assistance from the teacher. We are then able to focus on specific strategies and skills that the student needs in order to continue to make progress.What is the range of typical reading levels in kindergarten? In the fall, kindergarteners are typically independently reading at a Level A (Pre-1). By the end of kindergarten, a typical student will independently read at a DRA Level 3. It is important to note that some students may have DRA scores that are above or below the grade-level expectation.

 

Chart of Grade Level Expectations for the DRA

Kindergarten

Fall-Not Given

Winter-DRA Level 1

Spring-DRA Level 3

 

First Grade

Fall-DRA Level 3

Winter-DRA Level 10

Spring-DRA Level 16

 

Second Grade

Fall-DRA Level 16

Winter-DRA Level 20-24

Spring-DRA Level 28

 

DRA Levels A, 1 and 2 :

Books at these levels consist of repeated word or sentence patterns. The simple illustrations include animals and objects familiar to primary grade children. The illustrations provide a great deal of support for emergent readers. The words are large and well spaced so that children are able to track (point) as they read.

  • Suggested Books

    • Level 1

      • Count and See Tana Hoban

      • Do You Want to be My Friend? Eric Carle

      • My Very First Book of Colors Eric Carle

    • Level 2

      • Cat on the Mat Brian Wildsmith

      • Have You Seen My Cat? Eric Carle

      • Have You Seen My Duckling? Nancy Tafuri

DRA Level 3 :

Books at this level consist of simple stories that contain repetitive words, phrases and actions. They use mostly predictable language structures. The stories include characters and experiences that are familiar to primary grade children, and pictures still provide much support. The books have common high-frequency words (popcorn words).

  • Suggested Books (Level 3)

    • Brown Bear, Brown Bear Bill Martin

    • I Went Walking Sue Williams

    • Pancakes for Breakfast Tomie dePaola

DRA Levels 4 - 6 :

Books at this level consist of simple stories that contain repetitive words, phrases and actions. They use mostly predictable language structures. The number of high-frequency words (popcorn words) is expanded. Students need to begin to use decoding strategies to figure out a few words (looking at the picture, looking at the first sound in a word, sounding out…). The stories include characters and experiences that are familiar to primary grade children, and pictures still provide much support. After reading the story, the student closes the book and retells the story to the teacher. The student then responds to a few questions about the story.

  • Suggested Books (Level 4-6)

    • Bears on Wheels Stan Berenstain

    • School Bus Donald Crews

    • The Chick and the Duckling Mirra Ginsburg

 

How can parents help an emergent reader at home?

Help your child choose books that they can read without much help. While they are reading, help them do the following:

  • Identify high-frequency words (popcorn words) such as the, I, my, inEncourage your child to use pictures to help identify unknown words.

  • Match one-to-one (pointing to a word while saying it) consistently.

  • Use the beginning letter/sound to problem-solve words and to confirm word choice.Re-read familiar books to help build fluency.

  • Encourage your child to read in phrases and not just word for word.

  • Talk about what is happening in the illustrations or photographs.Retell/recall some events in a story.

 

Should I continue to read to my child?

Yes! Reading to your child is powerful, not matter what age they are. Experts recommend that parents read to their children through high school. Children love to hear a parent read aloud. Allow your child to select a favorite story and don’t be surprised if you find yourself reading the same story over and over. Your own enthusiasm will help your child realize that reading is an enjoyable and rewarding experience. Even after your child learns how to read, please don’t stop reading aloud.

 

Reading (Literacy) Games!

You can help to improve your child's DRA Score and MAP Reading RIT Score by playing literacy games on Lexia. We are very fortunate that our school has purchased a student account for each child at JELV. Lexia individualizes literacy games to meet and challenge your child at their specific academic level. See the "Lexia" tab above for more information and to log in to Lexia.

 

How Else Can I Help At Home?

Below you will find some documents that have helpful information for you to build readers at home. Click on the link(s) below to download, view or print.

 

 

 

 

 

 

 

 

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