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List 3: Which ideas to eliminate and why

Ideas
Too easy
Too advanced
or too complicated to provide
Not of interest or more geared to reading specialist than all K-2 teachers
1. phonics
X
.
.
2. phonemes
.
.
.
3. morphemes
.
.
X
4. articulation
X
.
.
5. pronunciation
X
.
.
6. linguistics
X
.
.
7. graphophonemic
.
.
.
8. syllables
X
.
.
9. rhyming
X
.
.
10. Elimination of initial phonemes
.
.
.
11. Deletion of final phonemes
.
.
.
12. Substitution of a middle phoneme
.
.
X
13 .Phonemes vs. phonics
.
X
.
14. Concepts of the structure of language
.
X
.
15. Alphabetical writing system's relationship to reading
.
.
X
16. Problems inherit due to locality
.
X
.
17. Learning disability vs. reading disability
.
.
X
18. Phonemes without written words
.
.
X
19. Phoneme sounds of letters or letter combinations (all 40)
.
.
.
20. Teachers training in using phonemes
.
X
.
21. Importance of catching reading problems and intervening in K-1
.
.
X
22. amount of time child reads compared to number of words to which child is exposed
.
.
X
23. Amount of words to which child is exposed compared to income level
.
.
X
24. Formation of sounds by the mouth/body for voiced sounds
.
X
.
25. Formation of sounds by the mouth/body for voiceless sounds
.
X
.
26. Language recognition
.
X
.
27. Specific reading problems
.
.
X
28. Intervention strategies
.
.
.
29. Common errors teachers make in administering of TPRI
.
.
.
30. Proper administration of the TPRI
.
.
.
31. Description of TPRI
.
.
.
32. How TPRI differs from other assessment inventories/tests
.
.
X
33. Examples of TPRI inventory
.
.
.
34. Examples of TPRI being given
.
.
.
35. Ideas of what non-tested students can do during testing
.
X
.

List 4: Remaining Ideas Organized into Groups

A. Items that were left
B. Group Heading
2. Phonemes
~ Introduction
7. Graphophonemic
~ Introduction
10. Elimination of initial phonemes
~ Listen to the TPRI
11. Deletion of final phonemes
~ Listen to the TPRI
19. Phoneme sounds of letters or letter combinations (all 40)
~ Listen to the TPRI
28. Intervention strategies
~ Diagnostic Decision Making
~ Intervention Activities Guide
29. Common errors teachers make in administering of TPRI

~ Rate the Tester
~ TPRI Quiz
~ Practice Reading Comprehension

30. Proper administration of the TPRI
~ Guidelines for Administration
~ TPRI Quiz
31. Description of TPRI
~ Define Inventory
~ Define Terms
~ Components of the TPRI
33. Examples of TPRI inventory
~ Student Record Sheets
~ Case Studies
34. Examples of TPRI being given
~ Introduction

Task Analysis -Breaking the complex parts (From list 4, column B) into component skills to create a teaching sequence.

Introduction/Administrative Skills

  1. Define Inventory
    1. Screening
    2. Inventory
    3. Define terms: phoneme and graphophonemic awareness
  2. Identify Components of the TPRI
    1. Phonemic Awareness
    2. Graphophonemic Knowledge
    3. Reading Accuracy, Listening and Reading Comprehension
  3. Identify Guidelines for Administering
    1. screen all students
    2. administer inventory to those "still developing"
    3. practice all practice items
    4. do not provide hints or clues
    5. do not use differential feedback
    6. score immediately
    7. phonemic awareness tasks, pronounce letter SOUNDS

Practice TPRI Skills

  1. Listen to proper administration
    1. listen to phonemic awareness tasks properly administered
    2. replay and practice as needed
  2. Practice reading comprehension
    1. read instructions
    2. listen to audio segment of child reading from age appropriate book
    3. report number of errors child made in reading
    4. determine reading accuracy level by number of errors
    5. replay audio if needed
  3. Practice using Student Record Sheets
    1. print out student record sheets
    2. use case studies to practice logging and tallying scores

Testing Skills

  1. Test Basic Knowledge
    1. answer question in the TPRI quiz
    2. know components
    3. know administrative rules
    4. know common errors made in administration
  2. Find errors in administration (Rate the Tester)
    1. read instructions
    2. watch video of part of the TPRI being administered
    3. determine error(s) made in administration
    4. check answers
    5. replay video if needed

Decision Making Skills

  1. Case Studies
    1. read description of child
    2. review score sheet
    3. determine score interpretation
      1. report score interpretation
      2. read report given online of score interpretation
      3. determine your accuracy
    4. read instructional implications
  2. Diagnostic Decision Making
    1. answer questions
    2. determine which concepts are mastered
    3. report type of intervention activities appropriate per child
  3. Intervention Activities Guide
    1. determine appropriate activities for school work
    2. determine appropriate activities for school play
    3. determine appropriate activities for home play

Preliminary Lesson Description

  • Types of learner
    • This lesson involves several types of learning. The learner should be able to state reasons for giving the TPRI and intervention activities to assist students in progressing, which is verbal learning. There are several exercises for learners to participate in generating solutions for types of activities, possible outcomes (in diagnostic decision making, case studies and rate the tester) and generate a plan for increasing reading accuracy, all of which are problem solving. In order to properly administer the TPRI and be able to score students, learners must follow the administrative guidelines and apply them, which is rule learning.
  • Instructional methodology
    • The module will include four methodologies. Reading comprehension is a drill and practice. The TPRI quiz is a test for assessment requiring learners to properly answer each question before proceeding to the next question. Several of the sections include simulations to place the learner in the position of tester, with "audio and video students" rather than real students. Most of the lesson is tutorial in nature providing a presentation of information that is tested or practiced in the other three methodologies
  • Procedures and associated skills necessary for success in the lesson
    • Learners must be able to read in English and perform simple computer tasks such as pointing and clicking with a mouse, trackball or drawing tablet. Skills such as playing or replaying of the audio, playing and rewinding of video, having subsequent information appear on the screen once an action will all be simplified to pointing and clicking/sliding tasks.
    • Since some learners may not know how to load the program or may not have Netscape Navigator on their computer, the program will self load via an included copy of Netscape Navigator with an autorun program
  • Instructional Factors Related to Methodology and Preliminary Lesson
    • Overall Objective: Teachers will be able to properly administer the Texas Primary Reading Inventory and subsequently set reading objectives for students.
    • Sequence of Learning
      • Introduction: Teachers will learn the basics of the TPRI.
        • Defining TPRI, listing its components, and defining related terms
      • Guidelines: Teachers will learn information to properly administer the TPRI including common errors in administration and how to avoid these errors
        • Guidelines for Administration - a list of all the guidelines for properly administering TPRI, plus an animated gif running through the most important ones
      • Listen: Teachers will understand proper pronunciation of phonemic awareness tasks
        • Listen to the TPRI - audio segments of phonemic awareness task sounded out by an expert.
      • Practice: Teachers will role play administering reading comprehension task with taped audio. Teachers role play marking errors on score sheet and marking child's level of reading expertise on that task.
        • Practice Reading Comprehension - audio segments of child reading required passage, but making reading errors. Teacher is to listen, find errors and mark them, as they would on the TPRI. Finally, child is scored according to mistakes and teacher can check to determine if he heard all the mistakes by comparing his list of errors to the one displayed on "answer page"
      • Testing Knowledge - Teachers will show competence in understanding of TPRI skills and components, and administration rules.
        • 15 question TPRI Quiz - questions pertaining to the TPRI in multiple choice form. Each question must be answered correctly to get to next question. After questions 5, 10 and 15, place an animated "you're doing great" gif. Last screen should be a "certificate of completion of the TPRI Quiz."
        • Rate the Tester Game - video played of teachers administering TPRI. Viewer is to find which errors teacher made from multiple choice list. More than one answer may be correct.
      • Decision Making - Teachers will understand correlation of score to Intervention Activities
        • Overview of Process in Model - Model page would provide roll-overs to identify 4 stages in diagnosing problems and strategies.
        • Examples shown of correlation in Case Studies - Case Studies should include background of child, first name, age, TPRI scores, and suggestions for proceeding
        • Process walk-through in Diagnostic Decision Making - Teacher may need assistance in making diagnostic decisions, so forms of skills child should work on and questions teacher can answer to lead them to which Intervention Activities would help child. This can be done with simple hyperlinked web pages and well thought out questions.
        • Activities to choose from in Intervention Activities Guide. The Activities Guide should provide teachers with a list of several activities to "play" with children for each TPRI task and should be clearly divided per task (Phonemic, Graphophonemic, Listening and Reading Comprehension).