AUGUST: Teachers can use
DRA/PM CYCLE
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