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DRA/PM CYCLE

AUGUST: Teachers can use information from the pass-up folders to begin teaching guided reading right away.

From the Pass-up Folder:

Spring (May) DRA Test: Will

show the student’s instructional level

(guided reading level) and the instructional opportunities targeted for this learner.

PM Running Records: If

available, will show the student’s independent level (the level she can read independently- without support)

as well as if/how the child made progress since the last DRA*.

Begin teaching guided reading. If the child seems to be at a different place than the previous year’s data indicates, use the PM Running Record Kit to gather information to allow you teach.

SEPTEMBER: Give the Fall DRA to identify instructional strategies to focus on and support, and gather school-wide baseline reading data.

When planning to assess, consider the following:

Last Year’s DRA: What was

the student’s last DRA test/score? What were the instructional strategies being emphasized? Were there any teaching issues or patterns to note?

Last Year’s PM Running

Records: Were there any PM RR to

show the student’s independent reading level? When were these given?

This Year’s PM Running

Records: From the information in the Pass-Up folder and from your observations of this student did you

use a PM RR this year which could/should be analyzed prior to the DRA?

This Year’s Observations

Anecdotal Notes: What have you learned about this child as a reader already this year from guided reading

lessons and your observations of her independent reading behaviors and choices?

Test each child according to the ACS DRA Administration Guidelines.

OCTOBER-APRIL- As students improve as readers from our instruction and their practice, teachers should move children into different levels.

If a teacher wants

verification that a child is reading independently she can administer the PM Running Record Kit as needed. (See ACS PM Administration Guidelines.)

If a student seems to be

reading at a GL Benchmark Level (See ACS DRA Administration Guidelines) the teacher can “break the cycle” and administer the DRA at that level to identify instructional next steps.*

MAY: We give the Spring DRA to identify instructional strategies to focus on next year and support as well as to gather school wide reading data about student progress this year.

When planning to assess consider the following:

Your Observations/

Anecdotal Notes: What have you

learned about this child as a reader this year from recent guided reading lessons and each student’s

independent reading behaviors and other in-class anecdotal notes?

PM Running Records you

administered:

1. When was the last PM Running

Record given?

2. What was the score and the

information gathered about the student’s independent level?

September DRA: What was

the student’s last DRA test/score?

1. What were the instructional

strategies being emphasized?

2. Were there any teaching issues or

patterns to note?

Test each child according to the ACS DRA Administration Guidelines.

Created by Jen Munnerlyn April 22, 2009