Transcript Using the TPRI - Killeen Independent School District

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Using the TPRI
First Grade
Copyright Notification
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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
What is the TPRI?
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TPRI an early reading ___________
_______:
assessment
Screening
consisting of a _________Section
to identify
________
at-risk students and an Inventory Section
to _________
instructional needs.
diagnose specific ___________
instructional
assessment
diagnose
screening
TPRI
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
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What
Learn what is included in the first grade TPRI kit
and what it assesses.
Why
Clarify the purpose of the TPRI first grade kit.
How
Discover when and how to administer the first
grade TPRI and practice giving parts of the
assessment.
What Next
Plan to learn the steps for using TPRI scores to
inform your teaching.
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 first grade TPRI kit
and what it assesses.
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 atrisk.
• 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 First Grade 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
Stopwatch
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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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WHAT Main Idea
at-risk students
Screening Section
diagnose
helps target instruction
identify
Inventory Section
lengthier
briefer
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.
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Goal: Clarify the purpose of the TPRI first grade kit.
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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Screening, Inventory & Other Types of
Assessments
• The TPRI includes three types of assessments:
screening, inventory and progress monitoring.
• For more information, review:
– Assessment Types Handout
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Early 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.
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WHY Main Idea
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The purpose of TPRI is to provide information that
helps teachers teach!
• The TPRI Screening
________ ______
Section quickly identifies
students who are at-risk of struggling as readers.
Inventory Section
• 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.
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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.
When Do I Give TPRI?
Beginning-of-Year (BOY)
Beginning-of-Year (BOY)
2 weeks
after
thethe
start
of the
school
year
2 weeks after
start
of the
school
year
Screening
&Inventory
Screening &Inventory
Middle-of-Year
(MOY)
Middle-of-Year
(MOY)
Mid-January
Mid-January
Inventory
Inventory
End-of-Year
(EOY)
End-of-Year
(EOY)
Mid-April
Mid-April
Screening
&&
Inventory
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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HOW Main Idea - 1
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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 25
(BOY)
TO START:
• Administer the Screening Section to all students in the class
• Start with Screening 1 – Letter Sound
• Then follow the Branching Rules at the bottom of the page
Administering Screening 1
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Practice Screening 1
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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.
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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?
Following the Branching Rules
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HOW Main Idea - 2
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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 31
the Inventory Section
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 PA Portion of the Inventory
Section: Branching Rules
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• Each PA task consists of 5 items. Each item is
scored as incorrect (0 points) or correct (1 point).
– To score Developed on a PA task, students must earn at
least 4 out of 5 points.
• Since the PA tasks get harder and harder,
students move to the next PA task only if they
score D.
• Once a student scores D on a PA task, they don’t
have to take that task again at either MOY or
EOY.
PA-1 and PA-2: Blending
PA-1 and PA-2 are both oral blending tasks.
• PA-1 Blending Word Parts (for example: /f/ /ox/)
• PA-2 Blending Phonemes (for example: /c/ /a/ /t/)
The PA-2 is a harder task since the units of speech students have to
blend are smaller, and there are more of them.
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Important Information about PA Tasks
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• Do not add vowel sound after
consonant sounds
/p/ not /puh/
/f/ not /feh/
• For some consonant sounds,
continue only slightly.
/mm/ not /mmmm/
• Keep the vowel sound clipped for
consonants such as /g/ and /b/
• Pronounce letter sounds during
Deleting Initial and Final Sounds
tasks.
/b/ not /beh/
“Say bus without the /b/”
not
“Say bus without the /bee/”
HOW Main Idea - 3
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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.
Practice PA-2 Blending
Phonemes
1. Work with a partner.
2. Practice PA-2, 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.
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PA-3 and PA-4: Deleting Sounds
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The GK Portion of the Inventory
Section: Overview
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The Graphophonemic Knowledge (GK) portion consists of 5 different
tasks:
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
Branching Rules:
• Since the GK tasks get harder and harder, students move to the next
GK task only if they score D.
•
•
•
•
Administering GK-1
Initial 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.
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GK-1 Initial Consonant Substitution:
Practice
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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.
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 44
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.
Story Difficulty
BOY
Story 1 (fiction)
Story 2 (fiction)
Easier
Harder
MOY
Story 3 (fiction)
Story 4 (fiction)
Easier
Harder
EOY
Story 5 (non-fiction)
Story 6 (fiction)
Harder
Hardest
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Administering a Story & Marking
Errors
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Teacher’s Guide error. Cross out these sentences for each story.
Determining Accuracy
If the student reaches the frustrational level, the teacher
should read the story to the student.
Fru = Frustrational = 0-89% of words correct
Inst = Instructional = 90-94% of words correct
Ind = Independent = 95-100% of words correct
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Accuracy = Frustrational
What Next?
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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
4
110
4
72
110
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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
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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.
Procedures for MOY and EOY:
Jumping-In
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• There is no Screening Section at MOY. At EOY begin the
assessment with Screening 4.
• At MOY and EOY, you do not need to redo tasks on the PA
and GK portions of the Inventory Section if the student scored
D already.
• If a student scored SD on a Task, re-administer every item
within the Task.
• Administer the Listening Comprehension task to all students
at BOY, MOY and EOY.
HOW Main Idea - 4
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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.
The Student Summary Sheet
Each Individual Student
Record Sheet includes a
perforated Student Summary
Sheet.
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Information Gained – Overview
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Screening Summary
D or SD score tells whether student is
likely at-risk for difficulty.
PA, GK & Word Reading Summary
PA, GK and Word Reading scores
demonstrate student understanding of
sounds and of sound/spelling
relationships.
Reading Summary
Provides information about student’s
ability to read fluently and
comprehend.
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
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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.
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].
Questions
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Goal: Plan to learn the steps for using TPRI scores to
inform your teaching.
Additional Training Modules
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:

 Administration Module
 Grouping Students
 Using the Intervention Guide
There are also training modules for:
 Analyzing word reading and spelling results
 Progress Monitoring kits
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Additional Training Modules
TEA recommends that all professionals administering or
using TPRI should complete, at a minimum:

 Administration Module
 Grouping Students
 Using the Intervention Guide
Date:
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Summary of Main Ideas
WHAT
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 provide 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.