using the tpri kindergarten to third grade 1. copyright notification the contents of this...
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Using the TPRI
Kindergarten To Third Grade
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Copyright Notification
The contents of this presentation are to be used only to facilitate TPRI Training-of-Trainers and teacher training.
The materials are copyrighted by the University of Texas System and the Texas Education Agency. Without the express written permission of the University of Texas System and the Texas Education Agency the materials may not be reproduced in any form for any purpose other than delivering TPRI training. You may not sell or use the materials in any other capacity.
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INTRODUCTION
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What is the TPRI?4
_______: an early reading ___________ consisting of a _________Section to identify ________ students and an Inventory Section to _________ specific ___________ needs.
TPRI assessmentScreening
at-riskdiagnose instructional
instructional diagnose TPRIassessment screening at-risk
The Main Ideas
The training will be divided into four sections.
What
Why
How
What Next
For What, Why, and How there is a Main Idea for the section.
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Goals for This Training
WhatLearn what is included in the TPRI and what it assesses.
WhyClarify the purpose of the TPRI.
HowDiscover when and how to administer the TPRI and practice giving parts of the assessment.
What NextPlan to learn the steps for using TPRI scores to inform your teaching.
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Training Logistics and Reminders
• Length of Training
• Participate!
• Ask questions or write to save for later
•
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Goal: Learn what is included in the TPRI and what it assesses.
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What is the TPRI?
• K-3 Reading Assessment
• Given by the classroom teacher
• Screening Section and an Inventory Section
• Monitors progress at beginning, middle and end of the year.
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What are the Screening and the Inventory?
• Screening:– Brief assessment to identify students who are most at-
risk.
• Inventory:– Lengthier assessment of skills in key reading domains.
– Designed to match reading instruction with individual student needs.
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What’s in the TPRI Kit?
• Teacher’s Guide• Task cards for giving the assessment • Story Booklet• Magnetic board, magnetic letters and a plastic
pouch• Intervention Activities Guide• Student Record Sheets• Class Summary Sheet
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What’s new in the 2010 TPRI?
• Task items
• Listening and reading comprehension stories
• Revalidated Screening Sections
• Decodable word reading task
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What’s new in the 2010 TPRI? (continued)
• “From Assessment to Instruction” section of the Teacher’s Guide
• Tools for grouping students and planning instruction
• Updated Intervention Activities Guide
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14WHAT Main Idea
The TPRI is an early reading assessment with two sections: a Screening Section to identify at-risk students and an Inventory Section to diagnose specific instructional needs.
Screening Section
Inventory Section
diagnose
identify
briefer
lengthier
at-risk students
helps target instruction
Goal: Clarify the purpose of the TPRI.
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The Purpose of TPRI
Provide information that helps teachers teach!
TPRI does this with three tools:• Screening Section• Inventory Section• Intervention Activities Guide
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17Screening, Inventory & Other Types of Assessments
• The TPRI includes three types of assessments: screening, inventory and progress monitoring.
• For more information, review:– Assessment Types Handout
18Early Identification Is Important
• Poor readers in 1st grade remain poor readers later without intervention.
• Early intervention is more effective than later intervention.
• TPRI can reliably identify children likely to have early reading failure.
• Response to Intervention (RTI) - a framework for effectively addressing the instructional needs of all students in a school.
19WHY Main Idea
The purpose of TPRI is to provide information that helps teachers teach!
• The TPRI ________ ______ quickly identifies students who are at-risk of struggling as readers.
• The TPRI ________ ______ provides information about the specific instruction that will help students move forward.
• The Teacher’s Guide and IAG provide lesson planning tools and intervention activities to address student needs.
Screening Section
Inventory Section
Goal: Discover when and how to administer the kindergarten TPRI and practice giving parts of the
assessment.
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When Do I Give TPRI?
Beginning-of-Year (BOY)6 weeks after the start of the school year
Screening & Inventory
Middle-of-Year (MOY)Mid-January
Inventory
End-of-Year (EOY)Mid-April
Screening & Inventory
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Importance of Accurate and Reliable Administration
Accurate information is important because TPRI…
• Identifies at-risk students.
• Determines instructional needs.
• Communicates to parents.– Texas Education Code 28.006 requires that schools
report scores to their local school board, the Commissioner of Education, and to the parent/ guardian.
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23HOW Main Idea - 1
1. Use the Teacher’s Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
Giving the Assessment: Overview 24
Getting Started at Beginning-of-Year (BOY)TO START:• Administer Screening Section to all students• Start with Screening 1 – Letter Sound• Follow Branching Rules
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Administering Screening 1 26
27Practice Screening 1
1. Find a partner.
2. Read the teacher’s part and the other person answer as the student. Switch roles and repeat.
3. Read directions from the Teacher's Guide and read items from the Student Record Sheet.
4. Mark your scores on the Student Record Sheet.
Practice Quick Check
When you were the teacher on Screening 1 did you:• Give both Practice Items?• Give feedback if the student gave a letter sound when you
asked for a letter name?• Give feedback if the student gave you a long vowel sound
instead of short vowel sound?• Give feedback at the end of the task that was encouraging and
positive (i.e. “good job,” or “nice work”)?• Mark a 1 for correct answers and a 0 for incorrect answers?• Mark your answers in the BOY column?• Mark the total number correct box at the bottom of the column?• Review the Branching Rules to see where you would go next?
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Following the Branching Rules29
Student Record Sheet Error
• Some kindergarten Student Record Sheets have an error on the Branching Rules for SCR-2 and SCR-4.
• Score sheets with an error will have a sticker on the shrink wrap of the score sheets to notify you.
• Errors appear only on Student Record Sheets for use during 2011-2012.
These are the correct Branching Rules
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31HOW Main Idea - 2
1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
2. Follow the Branching Rules provided.
Moving from the Screening Section to the Inventory Section
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The Optional Warm-Up Activity: Book and Print Awareness
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The PA Portion of the Inventory Section: Overview
5 tasks of increasing difficulty:
PA-1 Rhyming
PA-2 Blending Word Parts
PA-3 Blending Phonemes
PA-4 Deleting Initial Sounds
PA-5 Deleting Final Sounds
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The PA Portion of the Inventory Section: Branching Rules
• Each PA task:– consists of 5 items– scored as incorrect or correct– 4 or more correct is Developed (D); 3 or fewer is Still Developing (SD)
NEW BRANCHING RULE: • All students who take PA-1 Rhyming, move on to PA-2
Blending Word Parts, even if SD on Rhyming.
• PA-2 through PA-5, move to next PA task only if D.
• Once a student scores D, do not administer task again at MOY or EOY.
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PA-1 Rhyming 36
PA-2 and PA-3: Blending 37
Important Information about PA Tasks
• Do not add vowel sound after consonant sounds.
• For some consonant sounds, continue only slightly.
• Keep the vowel sound clipped for consonants such as /g/ and /b/.
• Pronounce letter sounds during Deleting Initial and Final Sounds tasks.
“Say bus without the /b/” not
“Say bus without the /bee/”
/b/ not /beh/
/mm/ not /mmmm/
/p/ not /puh//f/ not /feh/
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39HOW Main Idea - 3
1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
2. Follow the Branching Rules provided.
3. Practice all Phonemic Awareness tasks before giving TPRI.
40Practice PA-3 Blending Phonemes
1. Work with a partner.
2. Practice PA-3, Blending Phonemes.
3. Mark your scores on the Student Record Sheet box as you give the task.
4. Notice where the Branching Rules would send you next.
5. Change roles and practice again.
PA-4 & PA-5: Deleting Sounds 41
The Graphophonemic Knowledge (GK) Portion consists of 2 different tasks:
Branching Rules:
If students score D on GK-1, they move on to GK-2, the harder GK task.
The GK Portion of the Inventory Section: Overview
GK-1 Letter Name Identification
GK-2 Letter to Sound Linking
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GK-2 Letter to Sound Linking: PracticePractice GK-2 with your partner.• Mark your answers on the Student Record Sheet• Read the Branching Rules• Switch roles and practice again
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The Listening Comprehension Task•Given at BOY, MOY and EOY.•Students listen to a story and answer questions.•All students hear the same story, & there is a different story for BOY, MOY & EOY.
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Scoring the Comprehension Questions
• Ask the questions listed on the student record sheet.• Score 1 for correct and 0 for incorrect; do not give ½ points.• Sample answers are provided but rely on professional judgment.
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Comprehension Question Types
3 new types of comprehension questions:
Recalling Details• Information is stated directly in the text. • Do students understand important story details?
Linking Details• Require connecting information in multiple sentences. • Do students understand important story details & make
connections from one part of the text to another?
Inferring Word Meaning• Students give the meaning of a word from the story. • Can students understand text with less familiar words?
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Word Reading: Optional EOY Task
• The End-of-Year assessment includes an optional Word Reading task.
• Use with those students for whom it might provide useful information.
• Two sets of 5 words.
• Set 1 is easier than Set 2.
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SECTION 3: HOW?
Goal: Discover when and how to administer the first grade TPRI and practice giving parts of the assessment.
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When Do I Give TPRI?
Beginning-of-Year (BOY)2 weeks after the start of the school year
Screening &Inventory
Middle-of-Year (MOY)Mid-January
Inventory
End-of-Year (EOY)Mid-April
Screening & Inventory
Beginning-of-Year (BOY)2 weeks after the start of the school year
Screening &Inventory
Middle-of-Year (MOY)Mid-January
Inventory
End-of-Year (EOY)Mid-April
Screening & Inventory
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Giving the Assessment: Overview 50
The PA Portion of the Inventory Section: Overview
The phonemic awareness portion consists of 4 different tasks, each of which gets increasingly difficult. The tasks are:
PA-1 Blending Word Parts
PA-2 Blending Phonemes
PA-3 Deleting Initial Sounds
PA-4 Deleting Final Sounds
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The GK Portion of the Inventory Section: Overview
The Graphophonemic Knowledge (GK) portion consists of 5 different tasks:
Branching Rules: • Since the GK tasks get harder and harder, students move to the next
GK task only if they score D.
GK-1 Initial Consonant Substitution
GK-2 Final Consonant Substitution
GK-3 Middle Vowel Substitution
GK-4 Initial Blending Substitution
GK-5 Blends in Final Position
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Administering GK-1Initial Consonant Substitution
• If needed, tear off the letters in your packet. • Mark your answers on the Student Record Sheet.• Read the Branching Rules.• Switch roles and practice again.
bh p
fc
d ls
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GK-1 Initial Consonant Substitution: Practice
Practice GK-1 with your partner.
• If needed, tear off the letters in your packet.
• Mark your answers on the Student Record Sheet.
• Read the Branching Rules.
• Switch roles and practice again.
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Word Reading Portion
• The Word Reading Portion – after the GK Portion.
• Students read a list of words.• 4 sets of 5 words each.• If students can’t read any of the words in Set 1
correctly, they stop the task.• If students move on to Set 2, read Sets 3 and 4,
regardless of their scores on these sets.• If correct on 4 or 5 words in a set, then score D
for the set.
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Scoring the Word Reading Task
• All words are decodable.
• Score words as correct (1) or incorrect (0).
• For instructional planning, write incorrect responses. – Use phonetic spelling that will
later allow you to recall the answer the student provided.
• Error Analysis Chart helps understand specific word decoding confusion. – Do not complete the Error
Analysis Chart while you are with the student.
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The Reading Accuracy, Fluency and Comprehension Portion
• Given at BOY, MOY and EOY.• Students read 2 stories while you mark errors and time their reading.• They then answer comprehension questions about the story.
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Story Difficulty
BOY
Story 1 (fiction) Easier
Story 2 (fiction) Harder
MOY
Story 3 (fiction) Easier
Story 4 (fiction) Harder
EOY
Story 5 (non-fiction) Harder
Story 6 (fiction) Hardest
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Administering a Story & Marking Errors 59
Teacher’s Guide error. Cross out these sentences for each story.
Determining AccuracyIf the student reaches the frustrational level, the teacher should read the story to the student.
Fru = Frustrational = 0-89% of words correctInst = Instructional = 90-94% of words correctInd = Independent = 95-100% of words correct
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Accuracy = FrustrationalWhat Next?
If the student reaches the frustrational level
then
the teacher reads the story to the student.
• Write FRU by the story on the Student Record Sheet.• Read the story to the student.• Ask the comprehension questions to assess student’s
Listening Comprehension of the story.• If the student is FRU on the 1st story, s/he still
attempts to read the 2nd story.• Do not back-up to a previous story.
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Determining Fluency
1 50 110
/ ///
4
4 72 110 39
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Scoring the Comprehension Questions
• Ask the comprehension questions listed on the Student Record Sheet.
• Score 1 for correct and 0 for incorrect. There are no ½ points given.
• Sample answers are provided. Rely on your professional judgment in scoring responses.
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Comprehension Question Types
4 new types of comprehension questions:
Recalling Details• Information is stated directly in the text. • Do students understand important story details?
Linking Details• Require connecting information in multiple sentences. • Do students understand important story details & make connections
from one part of the text to another?
Inferring Meaning• Students make connections beyond the text. • Can students gain deeper understanding of a text?
Inferring Word Meaning• Students give the meaning of a word from the story. • Can students understand text with less familiar words?
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Practice Story Reading
1. Work with a partner, taking turns as teacher and student.
2. Use the Teacher’s Guide for administration instructions, and the scoring sheet for marking errors.
3. Remember to time the student from when s/he starts reading.
4. When you are the student, be sure to make some errors.
5. Calculate the accuracy and fluency scores for your student.
6. Ask the first 2 comprehension questions and determine what you would do next.
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Goal: Discover when and how to administer the second and third grade TPRI.
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When Do I Give TPRI?
Beginning-of-Year (BOY)2 weeks after the start of the school year
Screening & Inventory
Middle-of-Year (MOY)Mid-January
Inventory
End-of-Year (EOY)Mid-April Inventory
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Moving from the Screening Section to the Inventory Section
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69The GK Portion of the Inventory Section: Spelling
• The Graphophonemic Knowledge (GK) Portion - a 20 word spelling test.
• Administered to the whole class at once or individually.
• Score words as correct (1) or incorrect (0).
• Error Analysis Chart helps understand specific spelling confusion.
Procedures for MOY and EOY: Jumping-In
• No Screening Section at MOY. At EOY begin with Screening 3.• At MOY and EOY, do not redo PA/GK tasks if Developed.• If Still Developing on a task, re-administer every item and follow the
Branching Rules.• Administer Listening Comprehension task to all students at BOY,
MOY and EOY.
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HOW Main Idea - 4
1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
2. Follow the Branching Rules provided.
3. Practice all Phonemic Awareness tasks before giving TPRI.
4. Complete Student Record Sheet and Summary Pages.
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The Student Summary SheetEach Individual Student Record Sheet includes a perforated Student Summary Sheet.
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Information Gained - Overview
Screening Summary
D or SD score tells whether student is likely at-risk.
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PA, GK, & Word Reading Summary
PA, GK, and Word Reading scores demonstrate student understanding of sounds and of sound/spelling relationships.
Listening Comprehension Summary
Provides information about student’s ability to listen to a story and comprehend it.
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Information Gained – Overview
Screening SummaryD or SD score tells whether student is likely at-risk for difficulty.
PA, GK & Word Reading SummaryPA, GK and Word Reading scores demonstrate student understanding of sounds and of sound/spelling relationships.
Reading SummaryProvides information about student’s ability to read fluently and comprehend.
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The Class Summary Sheet
The kit includes 3 Class Summary Sheets for use at BOY, MOY and EOY.
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HOW Main Idea Review
1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
2. Follow the Branching Rules provided.
3. Practice all Phonemic Awareness tasks before giving TPRI.
4. Complete the Individual Student Record Sheet and summary pages.
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The “Quick Review” Sheet
At the back of your packet there’s a Quick Review Sheet.
Tear off this sheet, fold it in half and stick it in your Teacher’s Guide for reference while administering the assessment.
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TPRI Website and Contact Information
• For more information, IAG blackline masters and updates or news go to http://tpri.org.
• All TPRI questions can be emailed to [email protected].
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Questions79
Goal: Plan to learn the steps for using TPRI scores to inform your teaching.
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Additional Training Modules 81
The purpose of TPRI is to provide information that helps teachers teach!
TEA recommends that all professionals administering or using TPRI should complete, at a minimum:
There are also training modules for:
Administration Module Grouping Students Using the Intervention Guide
Analyzing word reading and spelling results Progress Monitoring kits
Additional Training Modules 82
TEA recommends that all professionals administering or using TPRI should complete, at a minimum:
Administration Module
Grouping Students
Using the Intervention Guide
Date:
Summary of Main IdeasWHAT
The TPRI is an early reading assessment with two sections: a Screening Section to identify at-risk students and an Inventory Section to diagnose specific instructional needs.
WHY
The purpose of TPRI is to provide information that helps teachers teach! •The Screening Section quickly identifies students who are at-risk of struggling as readers. •The Inventory Section provides information about the specific instruction that will help students move forward.•The Teacher’s Guide and IAG provides lesson planning tools and Intervention Activities to address student needs.
HOW
1.Use the Teacher’s Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.
2.Follow the Branching Rules provided.
3.Practice all phonemic awareness tasks before giving TPRI.
4.Complete Student Record Sheet and summary pages.
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