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Using the TPRI

1. Using the TPRI. Kindergarten To Third Grade. 2. Copyright Notification. The contents of this presentation are to be used only to facilitate TPRI Training-of-Trainers and teacher training.

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Using the TPRI

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  1. 1 Using the TPRI Kindergarten To Third Grade

  2. 2 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.

  3. 3 INTRODUCTION

  4. 4 What is the TPRI? _______: an early reading ___________ consisting of a _________Section to identify ________ students and an Inventory Section to _________ specific ___________ needs. TPRI assessment Screening at-risk instructional diagnose instructional diagnose TPRI assessment screening at-risk

  5. 5 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.

  6. 6 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.

  7. 7 Training Logistics and Reminders • Length of Training • Participate! • Ask questions or write to save for later

  8. 8 Goal: Learn what is included in the TPRI and what it assesses.

  9. 9 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.

  10. 10 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.

  11. 11 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

  12. 12 What’s new in the 2010 TPRI? • Task items • Listening and reading comprehension stories • Revalidated Screening Sections • Decodable word reading task

  13. 13 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

  14. 14 WHAT 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. at-risk students Screening Section diagnose helps target instruction identify Inventory Section lengthier briefer

  15. 15 Goal: Clarify the purpose of the TPRI.

  16. 16 The Purpose of TPRI Provide information that helps teachers teach! TPRI does this with three tools: • Screening Section • Inventory Section • Intervention Activities Guide

  17. 17 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

  18. 18 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.

  19. 19 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

  20. 20 Goal: Discover when and how to administer the kindergarten TPRI and practice giving parts of the assessment.

  21. 21 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

  22. 22 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.

  23. 23 HOW Main Idea - 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.

  24. 24 Giving the Assessment: Overview

  25. 25 Getting Started at Beginning-of-Year (BOY) TO START: • Administer Screening Section to all students • Start with Screening 1 – Letter Sound • Follow Branching Rules

  26. 26 Administering Screening 1

  27. 27 Practice Screening 1 • Find a partner. • Read the teacher’s part and the other person answer as the student. Switch roles and repeat. • Read directions from the Teacher's Guide and read items from the Student Record Sheet. • Mark your scores on the Student Record Sheet.

  28. 28 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?

  29. 29 Following the Branching Rules

  30. 30 Student Record Sheet Error These are the correct Branching Rules • 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.

  31. 31 HOW Main Idea - 2 • 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. • Follow the Branching Rules provided.

  32. 32 Moving from the Screening Section to the Inventory Section

  33. 33 The Optional Warm-Up Activity: Book and Print Awareness

  34. 34 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

  35. 35 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.

  36. 36 PA-1 Rhyming

  37. 37 PA-2 and PA-3: Blending

  38. 38 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. /p/ not /puh/ /f/ not /feh/ /mm/ not /mmmm/ /b/ not /beh/ “Say bus without the /b/” not “Say bus without the /bee/”

  39. 39 HOW Main Idea - 3 • 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. • Follow the Branching Rules provided. • Practice all Phonemic Awareness tasks before giving TPRI.

  40. 40 Practice PA-3 Blending Phonemes • Work with a partner. • Practice PA-3, Blending Phonemes. • Mark your scores on the Student Record Sheet box as you give the task. • Notice where the Branching Rules would send you next. • Change roles and practice again.

  41. 41 PA-4 & PA-5: Deleting Sounds

  42. 42 The GK Portion of the Inventory Section: Overview 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. GK-1 Letter Name Identification GK-2 Letter to Sound Linking

  43. 43 GK-2 Letter to Sound Linking: Practice Practice GK-2 with your partner. • Mark your answers on the Student Record Sheet • Read the Branching Rules • Switch roles and practice again

  44. 44 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.

  45. 45 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.

  46. 46 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?

  47. 47 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.

  48. 48 SECTION 3: HOW? Goal: Discover when and how to administer the first grade TPRI and practice giving parts of the assessment.

  49. 49 When Do I Give TPRI? Beginning-of-Year (BOY) 2 weeks after the start of the school year Screening &Inventory Beginning-of-Year (BOY) 2 weeks after the start of the school year Screening &Inventory Middle-of-Year (MOY) Mid-January Inventory Middle-of-Year (MOY) Mid-January Inventory End-of-Year (EOY) Mid-April Screening & Inventory End-of-Year (EOY) Mid-April Screening & Inventory

  50. 50 Giving the Assessment: Overview

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