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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

Differentiated Instruction  

Using data to differentiate instruction

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