Using the TPRI First Grade 1. Copyright Notification The contents of this presentation are to be...

Using the TPRI

First 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?

_______: an early reading ___________ consisting of a _________Section to identify ________ students and an Inventory Section to _________ specific ___________ needs.

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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 first grade TPRI kit and what it assesses.

WhyClarify the purpose of the TPRI first grade kit.

HowDiscover when and how to administer the first grade 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 first grade TPRI kit 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 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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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 first grade kit.

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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.

WHY 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

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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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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 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

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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 Rules 29

30HOW 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 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

• 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.

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PA-1 and PA-2: BlendingPA-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

• 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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36HOW 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.

37Practice 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.

PA-3 and PA-4: Deleting Sounds 38

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 46

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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Procedures for MOY and EOY: Jumping-In

• 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.

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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 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 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 tpri@uth.tmc.edu.

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Questions61

Goal: Plan to learn the steps for using TPRI scores to inform your teaching.

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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:

There are also training modules for:

Administration Module Grouping Students Using the Intervention Guide

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 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 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.

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