Introduction to Topics as a Learning Activity

What is my Topic? A topic is a low-level learning object in a course or knowledge product. Topics can vary in length. Topics can include text, graphics, voice, animation, video and more (Horton, 2012). Measuring Reading Ability in Pre-School and First Grade is the topic I chose for this lesson.

Measuring Reading Ability in Pre-School and First Grade Needs Assessment

What do I know? Children in preschool may range from ages 2-5. Children in first grade are usually age 6-7. Children aged 3-7 may know some letters of the alphabet. Reading and literacy are the cornerstone of learning. An early start on learning the alphabet is critical to growth and success in education. Some children may have trouble forming, associating or pronouncing letters of the alphabet. Early identification of potential learning difficulties creates opportunities for children to receive therapy and assistance during their formative years. Flexibility, encouragement and approval are important to preschool and early elementary students. Some students get an early head start at home, but most catch up quickly, especially if the lessons are fun and meaningful.

What do I want to know? How many letters do my students recognize? How many letters can my students pronounce? Do my students associate letters with common objects? Can my students spell their name, or form one or more letters in their name? Form an early baseline for each student, but refrain from judgment. A student’s starting line does not indicate the ease and rate at which they will learn.

What am I trying to measure, determine, or define? Which students need instruction on the basic letters of the alphabet? Which students are starting to associate letters with words? Which students can sound out basic words? Which students are ready to start spelling? Checking student ability early helps teachers understand the needs of the entire class, as well as individual students.

How will I collect and record information? Assessment exercises will focus mainly on identifying how many letters student already recognize. Pre-assessment exercises will focus mainly on inviting children to draw the letters they may already know, and share a story or observation with the teacher about their letter(s). These drawings will be saved, with observation notes, as the start of each student’s classwork portfolio. Post-assessment exercises will be conducted as students complete basic writing drills after aural and visual presentations focusing on each letter in turn. Written assignments will be collected and added to the classwork portfolio, with teacher observations and notes. Individual evaluations will be held weekly, at a minimum, by taking the time to sit with each student and review their knowledge of the alphabet and their readiness for spelling and reading comprehension. Stored portfolio work can be discarded, changed and upgraded as the student progresses, in order to highlight the student’s progress.

How will I report the information? The results of assessments and evaluations will be shared with associate teachers and parents on a regular basis. Overall results and data will be compiled, compared to norms, and shared with school administrators as required. Any concerns regarding student progress, or any indication of learning difficulties (dyslexia, etc.) will be discussed with parents and recommended to onsite or district therapists for further evaluation. Clear and detailed record keeping benefits the student as well as the school system. A student’s records will follow them on to successive grades and may influence their future success and performance. Maxim, D., & Five, C. L. (1997). Classroom Practices That Monitor and Inform Learning [Pdf]. Florida Center for Instructional Technology.

Are all interested groups included in planning and conducting the needs assessment? Evaluations and assessments will take into consideration the requirements of the school district and administrators. Assessments will be coordinated with other teachers and associates in the same grade levels. Parents will be asked to share information and anecdotes about their child’s comprehension and performance at home. Parents often know more than they think they know about their child’s abilities and interests. Interviews with parents might reveal why one child is struggling, or how to motivate a student.

Suggested Activities I and II

I. Alphabet Soup Objective: Students will write or form as many letters as they can Students’ attention will be brought to a clearly visible alphabet at the front of the room. Teacher will review each letter and its associated sounds. Students will then be invited to pick one or more “favorite” letters to reproduce on paper, along with any associated illustrations they choose. Students will be encouraged to draw as many letters as they can. Creative opportunities abound with this exercise. Students can be invited to cut out some of their letters and throw them in a pot of “soup”. Then students can pull out pieces at random and try to recognize them.(First attempt should be saved for a classwork portfolio, but the lesson can be repeated.)

II. My name is … Objective: Students will write or form letters in their name Students will be given a printed copy of their name to copy on paper three times. They will then be given a fresh piece of paper and asked to reproduce as many letters as they can remember.