teacher’s guidearchive.brookespublishing.com/.../tpri-teachers-guide.pdf · 2019. 1. 31. ·...

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


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




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




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.





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




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 /ă/ (Practice 2).

If the student says a long vowel sound for a vowel (e.g., /ā/ 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





Gra

de 1

Grade 1

Start HereBOYStart


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


reading difficulty


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





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.


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.





Gra

de 2

Grade 2

Start HereBOYStart


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)


Graphophonemic Knowledge Portion(Group-Administered Spelling Task)



reading difficulty


reading difficulty

Inve

ntor

y Se

ctio

n (B

OY

, MO

Y, E

OY

)Sc

reen

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Sect

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(BO

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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.





Gra

de 3

Grade 3

Start HereBOYStart


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)


Graphophonemic Knowledge Portion(Group-Administered Spelling Task)



reading difficulty


reading difficulty

Inve

ntor

y Se

ctio

n (B

OY

, MO

Y, E

OY

)Sc

reen

ing

Sect

ion

(BO

Y)






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.


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




102

From Assessment to Instruction

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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





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




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