DRA Level 16

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.

Begins to read in longer phrases.

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 18; therefore, pay close attention to your child’s pacing while reading. Students will be expected to read 55 - 85 words per minute.

Can retell the story including important events and details.

Can infer or guess conflicts and resolutions along with cause and effect in both genres.

Refers 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.

Predictions are constantly changing based on understanding characters, conflicts, resolutions and settings.

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.

Uses dialogue to understand characters.

Begins to comprehend and clarifies the difference between fictional genres.

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 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 do you think the author is trying to tell you in this story? What is the lesson that you learned by reading this story? What lesson did the characters learn? What do you think was the most important thing that happened in this story? Why do you think that was important?

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?