teacher’s guide - brookes publishing co
TRANSCRIPT
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
Teacher’s Guide
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
Paul H. Brookes Publishing Co.Post Office Box 10624Baltimore, Maryland 21285-0624USA
www.brookespublishing.com
TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. All rights reserved.TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System. All rights reserved.
First printing by Paul H. Brookes Publishing Co., Inc., 2010.
TPRI® and are registered trademarksof the Board of Regents of the University of Texas System, an agency of the State of Texas.
“Paul H. Brookes Publishing Co.” is a registered trademarkof Paul H. Brookes Publishing Co., Inc.
Typeset by Integrated Publishing Solutions, Grand Rapids, Michigan.Manufactured in the United States of America byPotomac Printing Solutions Inc., Lansdowne, Virginia.
Stock #: 71264ISBN 13: 978-1-59857-126-4ISBN 10: 1-59857-126-5
Also sold as part of the TPRI Benchmarking KitStock #: 71257ISBN 13: 978-1-59857-125-7ISBN 10: 1-59857-125-7
Library of Congress Cataloging-in-Publication DataTPRI teacher’s guide : kindergarten, grade 1, grade 2, grade 3 / by University of Texas Health Science Center, Houston. p. cm. ISBN-13: 978-1-59857-126-4 (pbk.) ISBN-10: 1-59857-126-5 (pbk.) 1. Reading (Primary)—Ability testing—Texas. 2. Educational tests and measurements— Texas. I. University of Texas Health Science Center at Houston. LB1525.75.T68 2010 372.46’509764—dc22 2010025323
British Library Cataloguing in Publication data are available from the British Library.
2014 2013 2012 2011 201010 9 8 7 6 5 4 3 2 1
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Administration Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . 1When Should the TPRI Be Administered? . . . . . . . . . . . . . 1How Do I Select Which Grade Level to Use? . . . . . . . . . . . 1
Interpreting TPRI Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Screening Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Inventory Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Developed and Still Developing Scores . . . . . . . . . . . . . . . 2Branching Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Developing the TPRI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Story Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Story Piloting and Research . . . . . . . . . . . . . . . . . . . . . . . . . 3Grade Equivalents for TPRI Stories . . . . . . . . . . . . . . . . . . . 3
Reading Concepts Assessed on the TPRI . . . . . . . . . . . . 4Book and Print Awareness (K) . . . . . . . . . . . . . . . . . . . . . . . 4Listening Comprehension (K) . . . . . . . . . . . . . . . . . . . . . . . 4Phonemic Awareness (K-G1) . . . . . . . . . . . . . . . . . . . . . . . . 4Graphophonemic Knowledge (K-G3) . . . . . . . . . . . . . . . . . 4Reading Accuracy (G1-G3) . . . . . . . . . . . . . . . . . . . . . . . . . . 5Reading Fluency (G1-G3) . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Reading Comprehension (G1-G3) . . . . . . . . . . . . . . . . . . . . 5
TPRI Administration Guidelines . . . . . . . . . . . . . . . . . . . . . 6Guidelines for All Grades (K-G3) . . . . . . . . . . . . . . . . . . . . 6Guidelines for Phonemic AwarenessTasks (K-G1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Guidelines for Reading Accuracy, Fluency and Comprehension (G1-G3) . . . . . . . . . . . . . . . . 7Jumping-In: Guidelines for Middle- and End-of-Year Administration . . . . . . . . . . . . . . . . . . . . . 8Accommodations for Special Needs Students . . . . . . . . . 8Guidelines for Special Education Students . . . . . . . . . . . . 9Dialectical and Cultural Sensitivity . . . . . . . . . . . . . . . . . . . 9
Screening and Inventory Procedures . . . . . . . . . . . . . . . 11Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
From Assessment to Instruction . . . . . . . . . . . . . . . . . . . . . 93Guidelines for Effective Literacy Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Incorporating the Intervention Activities Guide into Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Understanding the Screening and Inventory Sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Screening Section: Purpose and Use . . . . . . . . . . . . . . . . 96Inventory Section: Purpose and Use . . . . . . . . . . . . . . . . . 97
Class Summary Sheet Procedures . . . . . . . . . . . . . . . . . . 97Prior to Completing Class Summary Sheets . . . . . . . . . . 97Completing Class Summary Sheets . . . . . . . . . . . . . . . . . .97
Grouping Students Using TPRI Data . . . . . . . . . . . . . . . . 98 Why Group Students? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Grouping Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Instructions for Completing the Grouping Tools . . . . . . 98Sample Completed Class Summary Sheet - Grade 1 . . . 102Sample Completed Grouping Tool - Grade 1 . . . . . . . . 103Grouping Tools Blackline Masters
Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Planning Small Group Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . 108 Moving from the Grouping Tool to the Guide for Reading Instruction . . . . . . . . . . . . . . . 108Small Group Lesson Planning with the Guide for Reading Instruction . . . . . . . . . . . . . 109Sample Completed Guide for Reading Instruction – Grade 1 . . . . . . . . . . . . . . . . . . . . . . 109Guide for Reading Instruction Blackline Master . . . . . . 110
Lesson Planning Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Lesson Planning Tools Blackline Masters
Kindergarten Phonemic Awareness . . . . . . . . . . . . . 112Grade 1 Phonemic Awareness . . . . . . . . . . . . . . . . . . . 113Kindergarten Graphophonemic Knowledge . . . . . . 114Grade 1 Graphophonemic Knowledge . . . . . . . . . . . . 115Grade 1 Word Reading . . . . . . . . . . . . . . . . . . . . . . . . . 116Grade 2 Word Reading . . . . . . . . . . . . . . . . . . . . . . . . . 117Grade 3 Word Reading . . . . . . . . . . . . . . . . . . . . . . . . . 118Grade 2 Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Grade 3 Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Contents
v
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
3TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Overview
Developing the TPRIThe current TPRI is the product of more than 10 years of development and studies conducted with more than 15,000 Texas students. Decisions about the modification of the TPRI have been made using data collected in recent studies of students, along with feedback from classroom teachers, and school and district administrators. While the TPRI maintains the overall design of previous versions, with separate Screening and Inventory Sections, the Screening Section has been revalidated at each grade level, and some items have been replaced. The Inventory Section features an additional Word Reading task at each grade level and new items throughout, along with new stories and comprehension questions. The latter are the result of a rigorous development process roughly divided into two broad stages: Story Development and Story Piloting and Research.
Story DevelopmentNew stories were written and studied for inclusion in the current TPRI. Representing a range of difficulty levels for each grade and written on a variety of topics of interest to students, the stories conform to specific guidelines for children’s literature. They were written to conform to specific word-level features based on what’s taught at each grade level. Narrative stories were written to include the following elements:
Expository texts that conform to informational text structure also were included.
To determine what is typically taught, several reading series, district curriculum guides and reading standards
features do not reflect any one publisher’s or district’s scope and sequence, but rather the reading standards. After the stories were written, readability and lexile formulas were run.
Story Piloting and Research
how accurately students read the stories orally, the fluency rate at which students read them and how well
Grade Equivalents for TPRI StoriesThe TPRI is not a norm-referenced instrument, so the stories do not have grade equivalents or percentile ranks. In the early grades, grade-equivalent scores are highly unreliable. Instead, the TPRI is criterion referenced. With respect to the stories, this means the phonic elements and story grammar elements increase in difficulty from grade 1 to 3. In grades 2 and 3, the vocabulary level also is higher and the sentence structure more complex. It’s unreliable to think in terms of grade equivalents, because a student who reads at the Frustrational Level on Story 1 at the beginning of the year may read at grade level by the end of the year due to excellent instruction.
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
11TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Kin
derg
arte
n
Kindergarten
Start HereBOYStart
Beginning-of-Year (BOY)Start with SCR-1,
page 12.
Jump-In
Middle-of-Year (MOY)Did student complete PA-1 at BOY?
YES: Jump-In with the first PA and GK task on which the student scored SD.NO: Jump-In with COM-MOY, page 25.
EOYStart
End-of-Year (EOY)Start with SCR-3,
page 14.
Book and Print Awareness Portion(Optional)
Tasks 1 and 2 (BOY) Tasks 3 and 4 (EOY)
Graphophonemic Knowledge Portion
Word Reading Portion(Optional EOY Task)
Phonemic Awareness Portion
Listening Comprehension Portion
SD on Screening SectionStudent may be at risk for
reading difficulty
D on Screening SectionStudent not at risk for
reading difficulty
Inve
ntor
y Se
ctio
n (B
OY
, MO
Y, E
OY
)Sc
reen
ing
Sect
ion
(BO
Y, E
OY
)
Kindergarten Screening and Inventory Procedures
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
12 TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Kindergarten
Kindergarten
Screening Graphophonemic Knowledge
SCR-1 Letter Sound BOY
Materials: Kindergarten SCR-1 Letter Sound Task Card, Student Record Sheet, blank sheet of paper, pen/pencil
Directions: Take out the SCR-1 Letter Sound Task Card. Place the sheet of paper over the letters on the card. Administer both Practice Items below and all of the Task Items on the Student Record Sheet. What you say to the student while testing is in bold print.
Practice Items: I’m going to show you some letters and I want you to tell me the names of the letters.
Uncover the first letter, both upper and lowercase, but keep the remaining letters covered.
Tell me the name of this letter.
After the student says the letter name,
Now, tell me the sound it makes.
If the student does not know the name or sound of the letter,
That’s not quite right. The name of the letter is T (Practice 1) or A (Practice 2) and the sound it makes is /t/ (Practice 1) or /a/ (Practice 2).
If the student says a long vowel sound for a vowel (e.g., /a/ as in lake),
That’s one sound this letter makes. Can you tell me another sound for this letter?
Task Items: Proceed to Task Items on the Student Record Sheet.
You may not provide the letter name or sound when the student responds incorrectly. However, you may ask for the letter’s sound when the student provides the letter name, and ask for another sound when the student provides a long vowel sound.
If the student does not say the name of the letter or sound of the letter within 10 seconds, administer the next Task Item.
Tell me the name of this letter.
Now, tell me the sound it makes.
Branching Rules: D: 6-10 correct. Go to SCR-2, page 13.SD: 0-5 correct. Go to SCR-2, page 13.
BOYStart
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
29TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Gra
de 1
Grade 1
Start HereBOYStart
Beginning-of-Year (BOY)Start with SCR-1,
page 30.
Jump-In
Middle-of-Year (MOY)Did student complete PA-1 at BOY?
YES: Jump-In with the first PA and GK task on which the student scored SD.NO: Jump-In with WR-1, page 43.
EOYStart
End-of-Year (EOY)Start with SCR-4,
page 33.
Tasks 1, 2 and 3 (BOY) Task 4 (EOY)
Graphophonemic Knowledge Portion
Reading Accuracy, Fluency and Comprehension Portion
Phonemic Awareness Portion
Word Reading Portion
SD on Screening SectionStudent may be at risk for
reading difficulty
D on Screening SectionStudent not at risk for
reading difficulty
Inve
ntor
y Se
ctio
n (B
OY
, MO
Y, E
OY
)Sc
reen
ing
Sect
ion
(BO
Y, E
OY
)
Grade 1 Screening and Inventory Procedures
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
35TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Gra
de 1
Grade 1
Inventory Phonemic Awareness
PA-2 Blending Phonemes
MOY and EOY: If a student scored SD on this task when you administered the TPRI earlier in the year, re-administer every item within the task during the next administration.
Materials: Student Record Sheet, pen/pencil
Directions: Say the sound for each letter or cluster of letters, not the letter name, at approximately 1⁄2 second intervals. Administer the Practice Item below and all of the Task Items on the Student Record Sheet. What you say to the student while testing is in bold print.
Practice Items: Listen to me as I say some words very slowly. If I say /r/ /u/ /g/, I know the word is rug.What would the word be if I say /c/ /a/ /t/? (cat)
If the student is unsuccessful in pronouncing the word,
That’s not quite right. The word is cat.
Task Items: Proceed to Task Items on the Student Record Sheet.
You may not provide corrective feedback on Task Items.
Remember, pronounce letter sounds, not letter names, and say the word silently to yourself first.
Branching Rules: D: 4-5 correct. Go to PA-3, page 36.SD: 0-3 correct. Go to GK-1, page 38.
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
57TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Gra
de 2
Grade 2
Start HereBOYStart
Beginning-of-Year (BOY)Start with SCR-1,
page 58.
MOYStart
Middle-of-Year (MOY)Start with GK-1,
page 59.
EOYStart
End-of-Year (EOY)Start with GK-1,
page 59.
Task 1 (BOY)
Word Reading Portion
Graphophonemic Knowledge Portion(Group-Administered Spelling Task)
Reading Accuracy, Fluency and Comprehension Portion
SD on Screening SectionStudent may be at risk for
reading difficulty
D on Screening SectionStudent not at risk for
reading difficulty
Inve
ntor
y Se
ctio
n (B
OY
, MO
Y, E
OY
)Sc
reen
ing
Sect
ion
(BO
Y)
Grade 2 Screening and Inventory Procedures
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
62 TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Grade 2
Grade 2
Inventory Reading Accuracy and Fluency
READ-BOY Story 1 – Rosa’s New Friend
Materials: Reading Comprehension Story Booklet, Student Record Sheet, stopwatch, pen/pencil
Directions: If the student is unable to read three or more words in the first sentence, or if the student reads at the Frustrational Level (24 or more errors), have the student stop. Record Fru on the Student Record Sheet. Read the story to the student to obtain a Listening Comprehension score. What you say to the student while testing is in bold print.
Task Items: I’m going to ask you to read a story. The title of the story is Rosa’s New Friend. After you read it, I’ll ask you a few questions. Read the story out loud to me.
Place the Story Booklet in front of the student. Start the stopwatch when the student reads the first word. As the student reads, mark errors on the Student Record Sheet.
Scoring: Review the complete Guidelines for Reading Accuracy, Fluency and Comprehension (G1-G3) on pages 7-8.
Mark any words not read correctly with a slash (/) on the Student Record Sheet.
Errors include:
leaving off -s, -ed and -ing endings.
3 seconds to sound out a word. In these cases, provide the word and count it as an error.
Items not considered errors:
to the correct place in the story and allow the stopwatch to continue to run.
If the student reads the same word throughout a story incorrectly, count each incorrect word as a separate error.
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
75TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Gra
de 3
Grade 3
Start HereBOYStart
Beginning-of-Year (BOY)Start with SCR-1,
page 76.
MOYStart
Middle-of-Year (MOY)Start with GK-1,
page 77.
EOYStart
End-of-Year (EOY)Start with GK-1,
page 77.
Task 1 (BOY)
Word Reading Portion
Graphophonemic Knowledge Portion(Group-Administered Spelling Task)
Reading Accuracy, Fluency and Comprehension Portion
SD on Screening SectionStudent may be at risk for
reading difficulty
D on Screening SectionStudent not at risk for
reading difficulty
Inve
ntor
y Se
ctio
n (B
OY
, MO
Y, E
OY
)Sc
reen
ing
Sect
ion
(BO
Y)
Grade 3 Screening and Inventory Procedures
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
76 TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Grade 3
Grade 3
Screening
SCR-1 Word Reading BOY
Materials: Grade 3 SCR-1 Word Reading Task Card, Student Record Sheet, blank sheet of paper, pen/pencil
Directions: Take out the SCR-1 Word Reading Task Card. Uncover the words one at a time using the blank sheet of paper. Keep the remaining words covered. Administer all of the Task Items on the Student Record Sheet. What you say to the student while testing is in bold print.
Task Items: Proceed to Task Items on the Student Record Sheet.
I’m going to show you some words and I want you to read them to me. If you don’t know a word, it’s OK. Just do the best you can.
Scoring: If the student pauses for longer than 3 seconds or takes longer than 3 seconds to sound out a word, mark it incorrect. Ask the student to read the next word. Do not provide the word.
Branching Rules: D: 19-20 correct. Go to GK-1, page 77.SD: 0-18 correct. Go to GK-1, page 77.
BOYStart
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
102
From Assessment to Instruction
Adm
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ion:
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M
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EOY
Clas
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Shee
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rade
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Teac
her:
___
____
____
____
____
____
____
____
____
____
____
_
Screening Status
PAG
KW
ord
Read
ing
Read
ing
Acc
urac
y, F
luen
cy a
nd C
ompr
ehen
sion
Blending Word PartsBlending PhonemesDeleting Initial SoundsDeleting Final Sounds
Initial Consonant Sub.Final Consonant Sub.Middle Vowel Sub.Initial Blending Sub.Blends in Final Position
Set 1Set 2Set 3Set 4
Flue
ncy
Com
preh
ensi
on
1st Story Fluency
2nd Story Fluency
Average Fluency Rate
1st Story Comprehension
2nd Story Comprehension
Total Questions Correct (both stories)
Recalling Details
Linking Details
Inferring Meaning
Inferring Word Meaning
1 - 2 - 3 -4 -
1 - 2 - 3 -4 -5 -
Stud
ent N
ame
(D, S
D)
# o
f Tas
ks
D (
0-4
)#
of T
asks
D
(0-5
)#
of S
ets
D
(0-4
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CPM
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PMW
CPM
(D, S
D)
(D, S
D)
(0-1
2)Sc
ore
Scor
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ore
Scor
e
Susa
nD
455
4550
DD
123
42
3M
aria
SD4
32
LIS
2525
SDD
103
32
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D3
4432
38D
SD8
33
11
Devo
nSD
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SLI
SN
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SD5
21
11
Jero
me
SD1
11
LIS
LIS
NA
SDSD
72
21
2A
my
D2
10
LIS
LIS
NA
SDSD
123
42
3Lu
cySD
21
1LI
SLI
SN
ASD
SD8
33
11
Jaco
bSD
00
0LI
SLI
SN
ASD
SD2
10
01
Tayl
orD
337
2933
DSD
72
21
2Da
wnD
474
7273
SDSD
62
21
1Jo
seSD
11
0LI
SLI
SN
ASD
SD8
22
22
Geo
rge
D2
2719
23SD
D9
33
12
Mar
yD
20
1LI
SLI
SN
ASD
SD12
34
23
Sam
SD0
00
LIS
LIS
NA
SDSD
42
10
1Ra
yD
22
1LI
SLI
SN
ASD
SD10
33
22
Todd
SD1
21
LIS
LIS
NA
SDSD
72
21
2Da
niel
SD1
32
2515
20D
SD8
33
11
Wan
daD
329
2326
DD
123
42
3Le
naD
231
2729
DD
113
32
3Ca
ndac
eSD
00
0LI
SLI
SN
ASD
SD2
11
00
Sim
onD
342
3639
DSD
73
21
1Ro
bert
D2
3337
35D
SD9
33
12
© 2
010
The
Uni
vers
ity o
f Tex
as S
yste
m a
nd T
exas
Edu
catio
n A
genc
y
Adm
inis
trat
ion:
�
�
� B
OY
M
OY
EO
Y
Clas
s Su
mm
ary
Shee
tG
rade
1
Teac
her:
____
____
____
____
____
____
____
____
____
____
____
Screening Status
PAG
KW
ord
Read
ing
Read
ing
Acc
urac
y,Fl
uenc
yan
dC
ompr
ehen
sion
BlendingWordPartsBlendingPhonemesDeletingInitialSoundsDeletingFinalSounds
InitialConsonantSub.FinalConsonantSub.MiddleVowelSub.InitialBlendingSub.BlendsinFinalPosition
Set1Set2Set3Set4
Flue
ncy
Com
preh
ensi
on
1stStoryFluency
2ndStoryFluency
AverageFluencyRate
1stStoryComprehension
2ndStoryComprehension
TotalQuestionsCorrect (both stories)
RecallingDetails
LinkingDetails
InferringMeaning
InferringWordMeaning
1-2-3-4-
1-2-3-4-5-
Stud
entN
ame
(D,S
D)
#of
Task
sD
(0-4
)#
ofTa
sks
D(0
-5)
#of
Sets
D(0
-4)
WC
PMW
CPM
WC
PM(D
,SD
)(D
,SD
)(0
-12)
Scor
eSc
ore
Scor
eSc
ore
Susa
nD
455
4550
DD
123
42
3M
aria
SD4
32
LIS
2525
SDD
103
32
2Ca
rlos
D3
4432
38D
SD8
33
11
Devo
nSD
00
0LI
SLI
SN
ASD
SD5
21
11
Jero
me
SD1
11
LIS
LIS
NA
SDSD
72
21
2A
my
D2
10
LIS
LIS
NA
SDSD
123
42
3Lu
cySD
21
1LI
SLI
SN
ASD
SD8
33
11
Jaco
bSD
00
0LI
SLI
SN
ASD
SD2
10
01
Tayl
orD
337
2933
DSD
72
21
2Da
wnD
474
7273
SDSD
62
21
1Jo
seSD
11
0LI
SLI
SN
ASD
SD8
22
22
Geo
rge
D2
2719
23SD
D9
33
12
Mar
yD
20
1LI
SLI
SN
ASD
SD12
34
23
Sam
SD0
00
LIS
LIS
NA
SDSD
42
10
1Ra
yD
22
1LI
SLI
SN
ASD
SD10
33
22
Todd
SD1
21
LIS
LIS
NA
SDSD
72
21
2Da
niel
SD1
32
2515
20D
SD8
33
11
Wan
daD
329
2326
DD
123
42
3Le
naD
231
2729
DD
113
32
3Ca
ndac
eSD
00
0LI
SLI
SN
ASD
SD2
11
00
Sim
onD
342
3639
DSD
73
21
1Ro
bert
D2
3337
35D
SD9
33
12
© 2
010
The
Uni
vers
ity o
f Tex
as S
yste
m a
nd T
exas
Edu
catio
n A
genc
y
Sample Completed Class Summary Sheet - Grade 1
TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
Reprinted from TPRI® Teacher’s Guide © 2010 The Texas Education Agency, The University of Texas System, and The University of Houston System. All rights reserved. Do not photocopy without permission. www.brookespublishing.com/tpri
103
Sample Completed Grouping Tool - Grade 1
1
Div
ide
stud
ents
bas
ed o
n Fl
uenc
y sc
ores
.*W
rite
each
stu
dent
’s n
ame
in o
ne o
f the
four
flue
ncy
boxe
s. W
rite
the
fluen
cy ra
te b
y th
e st
uden
t’s n
ame
(see
exa
mpl
es).
2
Indi
cate
stu
dent
s w
ith
the
low
est P
A s
core
s.To
det
erm
ine
the
low
est s
core
s, lo
ok fo
r stu
dent
s w
ho
scor
ed D
on
the
few
est P
A ta
sks.
Writ
e P
next
to th
e na
mes
of t
hose
low
est i
n PA
(se
e ex
ampl
es).
3
Indi
cate
stu
dent
s w
ith
the
low
est G
K, W
ord
Rea
ding
an
d Co
mpr
ehen
sion
sco
res.
GK
: Rep
eat S
tep
2 w
ith G
K s
core
s. W
rite
G b
y th
e na
mes
of t
hose
who
sco
red
low
est i
n G
K.
Wor
d Re
adin
g: R
epea
t Ste
p 2
with
Wor
d Re
adin
g sc
ores
. Writ
e W
by
the
nam
es o
f tho
se w
ho s
core
d lo
wes
t in
Wor
d Re
adin
g.C
ompr
ehen
sion
: Writ
e C
by th
e na
mes
of t
hose
who
sc
ored
low
est i
n C
ompr
ehen
sion
.
4
Form
gro
ups
and
dete
rmin
e in
stru
ctio
nal f
ocus
.Fo
rm s
mal
l gro
ups
of s
tude
nts
with
sim
ilar r
eadi
ng
leve
ls a
nd in
stru
ctio
nal n
eeds
. Ide
ntify
are
as o
f in
stru
ctio
n th
at w
ill m
ost h
elp
each
gro
up p
rogr
ess.
5
Plan
inst
ruct
ion.
Hun
dred
s of
act
iviti
es a
re p
rovi
ded
in th
e TP
RI
Inte
rven
tion
Act
iviti
es G
uide
(IA
G)
for i
nstr
uctio
n in
ea
ch o
f the
are
as li
sted
bel
ow w
ith it
s pa
ge n
umbe
r:Bo
ok a
nd P
rint A
war
enes
s ...
....
....
. 7
PA ..
....
....
....
....
....
....
....
...
13
GK
...
....
....
....
....
....
....
....
.47
Flue
ncy
....
....
....
....
....
....
....
109
Voc
abul
ary .
....
....
....
....
....
....
117
Com
preh
ensi
on .
....
....
....
....
...1
41W
ritin
g ..
....
....
....
....
....
....
..16
9
*For
mor
e de
taile
d in
stru
ctio
ns o
n ho
w to
com
plet
e
this
tool
, ref
er to
Gro
upin
g To
ols,
page
98.
Flue
ncy
List
enin
gLo
wes
t in
Cla
ssM
iddl
e in
Cla
ssH
ighe
st in
Cla
ss
Nam
eN
ame
Nam
eN
ame
Exam
ples
: Len
– P
, G, W
, CLi
nda
– 20
, W, C
Jane
– 4
3Ja
mes
– 5
3, C
Devo
n –
P, G
, W, C
Jero
me
– P,
G, C
A
my
– G
, WLu
cy –
GJa
cob
– P,
G, W
, CJo
se –
P, G
, WM
ary
– G
Sam
– P
, G, W
, CRa
yTo
dd –
P, C
Cand
ace
– P,
G, W
, C
Mar
ia –
25
Geo
rge
– 23
Dani
el –
20,
PW
anda
– 2
6
Carlo
s –
38Ta
ylor
– 3
3, C
Lena
– 2
9Si
mon
– 3
9, C
Robe
rt –
35
Susa
n –
50Da
wn –
73,
C
Gro
up A
ssig
nmen
ts
Gro
up 1
Gro
up 2
Gro
up 3
Gro
up 4
Devo
nJa
cob
Sam
Cand
ace
Jose
Jero
me
Ray
Am
yLu
cyM
ary
Todd
Mar
ia
Geo
rge
Dani
elW
anda
Lena
Susa
nDa
wnCa
rlos
Sim
onTa
ylor
Robe
rt
Inst
ruct
iona
l Foc
us:
Low
PALo
w G
K
Inst
ruct
iona
l Foc
us:
PA GK
Inst
ruct
iona
l Foc
us:
Hig
her
GK
Flue
ncy
Inst
ruct
iona
l Foc
us:
Com
preh
ensi
onVo
cabu
lary
Writ
ing
Teac
her:
___
____
____
____
____
____
____
____
____
___
G
roup
ing
Tool
G
rade
1
Adm
inis
trat
ion:
�
�
� B
OY
M
OY
EOY
1
Div
ide
stud
ents
base
don
Flue
ncy
scor
es.*
Writ
e ea
ch s
tude
nt’s
nam
e in
one
of t
he fo
ur fl
uenc
y bo
xes.
Writ
e th
e flu
ency
rate
by
the
stud
ent’s
nam
e (s
ee e
xam
ples
).
2
Indi
cate
stud
ents
wit
hth
elo
wes
tPA
scor
es.
To d
eter
min
e th
e lo
wes
t sco
res,
look
for s
tude
nts
who
sc
ored
D o
n th
e fe
wes
t PA
task
s. W
rite
P ne
xt to
the
Pna
mes
of t
hose
low
est i
n PA
(se
e ex
ampl
es).
3
Indi
cate
stud
ents
wit
hth
elo
wes
tGK
,Wor
dR
eadi
ngan
dCo
mpr
ehen
sion
scor
es.
GK
: Rep
eat S
tep
2 w
ith G
K s
core
s. W
rite
G b
y th
ena
mes
of t
hose
who
sco
red
low
est i
n G
K.
Wor
dRe
adin
g: R
epea
t Ste
p 2
with
Wor
d Re
adin
g sc
ores
. Writ
eW
by
the
nam
es o
f tho
se w
ho s
core
dW
low
est i
n W
ord
Read
ing.
Com
preh
ensi
on: W
rite
C by
the
nam
es o
f tho
se w
ho
Csc
ored
low
est i
n C
ompr
ehen
sion
.
4
Form
grou
psan
dde
term
ine
inst
ruct
iona
lfoc
us.
Form
sm
all g
roup
s of
stu
dent
s w
ith s
imila
r rea
ding
le
vels
and
inst
ruct
iona
l nee
ds. I
dent
ify a
reas
of
inst
ruct
ion
that
will
mos
t hel
p ea
ch g
roup
pro
gres
s.
5
Plan
inst
ruct
ion.
Hun
dred
s of
act
iviti
es a
re p
rovi
ded
in th
e TP
RIIn
terv
entio
n A
ctiv
ities
Gui
de (
IAG
) fo
r ins
truc
tion
inea
ch o
f the
are
as li
sted
bel
ow w
ith it
s pa
ge n
umbe
r:Bo
ok a
nd P
rint A
war
enes
s ...
....
....
. 7
PA ..
....
....
....
....
....
....
....
...
13
GK
...
....
....
....
....
....
....
....
.47
Flue
ncy
....
....
....
....
....
....
....
109
Voc
abul
ary .
....
....
....
....
....
....
117
Com
preh
ensi
on .
....
....
....
....
...1
41W
ritin
g ..
....
....
....
....
....
....
..16
9
*For
mor
e de
taile
d in
stru
ctio
ns o
n ho
w to
com
plet
e th
is to
ol, r
efer
to G
roup
ing
Tool
s, pa
ge 9
8.
Flue
ncy
List
enin
gLo
wes
tin
Cla
ssM
iddl
ein
Cla
ssH
ighe
stin
Cla
ss
Nam
eN
ame
Nam
eN
ame
Exam
ples
:Len
– P
, G, W
, CLi
nda
– 20
, W, C
Jane
– 4
3Ja
mes
– 5
3, C
Devo
n –
P, G
, W, C
Jero
me
– P,
G, C
A
my
– G
, WLu
cy –
GJa
cob
– P,
G, W
, CJo
se –
P, G
, WM
ary
– G
Sam
– P
, G, W
, CRa
yTo
dd –
P, C
Cand
ace
– P,
G, W
, C
Mar
ia –
25
Geo
rge
– 23
Dani
el –
20,
PW
anda
– 2
6
Carlo
s –
38Ta
ylor
– 3
3, C
Lena
– 2
9Si
mon
– 3
9, C
Robe
rt –
35
Susa
n –
50Da
wn –
73,
C
Gro
upA
ssig
nmen
ts
Gro
up1
Gro
up2
Gro
up3
Gro
up4
Devo
nJa
cob
Sam
Cand
ace
Jose
Jero
me
Ray
Am
yLu
cyM
ary
Todd
Mar
iaG
eorg
eDa
niel
Wan
daLe
na
Susa
nDa
wnCa
rlos
Sim
onTa
ylor
Robe
rt
Inst
ruct
iona
lFoc
us:
Low
PALo
w G
K
Inst
ruct
iona
lFoc
us:
PA GK
Inst
ruct
iona
lFoc
us:
Hig
her
GK
Flue
ncy
Inst
ruct
iona
lFoc
us:
Com
preh
ensi
onVo
cabu
lary
Writ
ing
Teac
her:
____
____
____
____
____
____
____
____
____
__
Gro
upin
gTo
olG
rade
1
Adm
inis
trat
ion:
��
� B
OY
M
OY
EOY
�
From Assessment to Instruction
TPRI Grades K–2 © 2010 The Texas Education Agency and The University of Texas System. TPRI Grade 3 © 2010 The Texas Education Agency, The University of Texas System and The University of Houston System.
Excerpted from TPRI® Teacher's Guide
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775