DRA Level 14

Uses various strategies when figuring out unknown words.

Uses context clues when figuring out words.

Uses letter clusters like blends (cl, bl, sp, st, etc.) and digraphs (sh, th, ch, wh) to solve unknown words.

Listens to their own reading and self-corrects when the word they say does not match the printed text or sound grammatically correct.

Before telling your child the word they are unable to read, ask these questions and model for your child: Does that make sense? Does that look right? Does that sound right? Does that feel right? What other word solving strategy can you use to solve that word? What do you know about this word that can help you figure out the whole word? What can you use in the text to help you figure out the unknown word?

Reading voice sounds like a conversation voice.

Puts groups of words together in short phrases while reading.

Reads with expression.

Uses punctuation to help read with expression.

Reads silently at an average rate of words per minute.

Ask this question: How do you know when your voice is supposed to change when you read?

Model for your child the change in your voice during different parts of a story and with different punctuation. Say: Listen to me read it. Now you try!

Students will be timed when reading at a Level 16; therefore, pay close attention to your child’s pacing while reading. Students will be expected to read 45 - 75 words per minute.

Can retell the story including important events and details.

Thinks about new information learned through text and relates it to previous knowledge.

Starts to understand cause and effect, problem and solution along with various story elements.

Talks about the characters’ feelings and traits.

Begins to refer to specific pages as evidence from the story to support answers, thoughts and opinions.

Makes predictions based on prior knowledge and experiences of next events in the story or to extend the story.

Makes a connection to the text

• Text-to-text - the book reminds student of another book

• Text-to-self - the reminds student of something that has happened in their own life

Can describe their favorite part of the story and why it is their favorite part.

Re-visit each page and ask your child to retell in their own words. Students should be able to

• include most of the most important events from the beginning, middle, and end in sequence,

• refer to most characters by name,

• use language/vocabulary from the text,

• retell using first, next, then, last, or in the beginning, in the middle, in the end.

Ask your child: What part did you like best in this story? Tell me why you liked that part. What did this story make you think of? or What connections did you make while reading this story?

Encourage crafting original stories. This process can begin with illustrations and then add story elements such as characters, setting, problem and solution through writing.

Model the retelling of familiar stories.

Model how to identify important events to include in a retelling. For example ask your child: What are the events that lead to the problem? What events lead to the solution of the problem?