Using the TPRI - LCISD

Using the TPRI

First Grade Lamar CISD 2012 - 2014

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What is the TPRI?

• K-2 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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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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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) D on Screening (+ DRA Independent level in Eduphoria)

OR SD on Screening - Inventory

(+ DRA Independent level in Eduphoria)

Middle-of-Year (MOY) D - BOY Screening – no TPRI (+ DRA independent level)

OR SD – BOY Screening OR new students since BOY Inventory (+ DRA independent level)

End-of-Year (EOY) D on Screening (+ DRA independent level)

OR SD on Screening - Inventory (+ DRA independent level)

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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 7

Following the Branching Rules 8

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: 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

• 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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PA-3 and PA-4: Deleting 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-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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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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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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The Student Summary Sheet Each Individual Student Record Sheet includes a perforated Student Summary Sheet.

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Questions???

• Contact your campus Reading Facilitator

OR • Beverly Richard – [email protected] – 832-223-0146

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