Pre-Assessment Data and Targeted Learning Activity

Pre-Assessment Data and Targeted Learning Activity

For the pre-assessment activity, I used WALT, an acronym for “We Are Learning To.” (Clarke, 2001). I presented a fill-in-the-blank activity for Angie and told her that We Are Learning To Read! I asked Angie to find the missing word using sight words and words under four letters.

Placing different letters in front of Angie, with the focal word, with the missing letter close by, all the child has to do is look for the missing letter, fill in the letter by saying the name of the letter, and then recite the word. After finding the note, Angie tells the word WALT and then repeats the phrase, “We Are Learning To” read. We also worked on sound recognition. As many words as possible were introduced during the 30 minutes allocated.

How the pre-assessment results affect the revision of the targeted teaching activity.

This is the continuing observation of Student A, whose first name is Angela. Although Angie was the targeted individual, after seeing how much she enjoyed the activity, we observed that this one-on-one activity also reached other children in the room. We revised it to meet the needs of the others and implemented it for some of the children who were struggling with certain sight words and language.

Pre-Assessment

Angie struggles with sight words and letter recognition. She doesn’t have the support at home to work on the lessons given at school and rarely brings back the homework packet due at the end of each week. Her attention span is short, and she is easily distracted. The activities presented to her must be moving and engaging to keep her focus. She likes to talk, and by offering a word game that required her to talk, she was right in her element and didn’t feel like it was a school lesson.

How formative assessments of the identified student’s ongoing learning during an activity might be conducted

Literacy Assessments would include worksheets resulting from finding an answer to a clue on the worksheet. Alphabet reusable white cards allow Angie to write the missing letter or whole word repeatedly. Grades are not given because this is preschool. Providing Angie with encouraging words and positive reinforcement lets her know she is doing well. Different activities can be used, when necessary, to advance Angie’s learning.

How the pre-assessment and the learning objective are aligned

When applying the connection between the pre-assessment and the learning objective, it is essential to ensure that the student’s achievement goal is in the foreground. The pre-assessment is used to observe the student, and the learning objective is to put that observation into a lesson for the child. Angie struggles with identifying sight words. Focusing on seeing and saying a word is essential. The Core Standard, RF.K.2a, was applied. She demonstrated an understanding of spoken words and sounds.

How the student’s interests were considered when designing the pre-assessment and the targeted teaching activity.

I have had the chance to observe Angie since school started. She has a lot of energy and is a happy student who loves to talk and solve things. When bringing an activity to Angie, I knew it had to be something that would appeal to anyone esp, especially a child with low attention focus. Angie has limited English skills, although she can hold her own in a conversation, so doing activities that keep her talking helps to work on her skills.

How you plan to implement what you observed in your future teaching practice

I found this activity enlightening, entertaining, and a positive learning experience for the children who participated. Angie was pleased about the learning episode and showed progress when tested. Many of the children who did not need the help wanted to join in the game, and it soon became a particular part of the day, and the teacher added it to her lesson plans. I can see using this same game in the future with my classroom, as it brought forth a desire to learn sounds in a fun way. Even though the students learned to hear and distinguish sounds using the computer and worksheets, it did not feel like a lesson.

Reference

Clarke, S. 2001. Unlocking formative assessment strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton.

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For this field experience, create a pre-assessment activity to collect data on the identified student’s performance levels related to the objectives you started with your mentor teacher in your previous field experience.

Pre-Assessment Data and Targeted Learning Activity

With the cooperation of your mentor teacher, implement the pre-assessment activity to identify learning needs that can be included in your targeted teaching activity. Following the pre-assessment, meet with your mentor teacher to discuss the results and refine the activity you developed in the previous field experience that could be used to support the identified student’s learning of at least one identified objective.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In a 250-500 word summary, discuss the following:

How the pre-assessment results affect the revision of the targeted teaching activity.

How formative assessments of the identified student’s ongoing learning during an activity might be conducted.

How the pre-assessment and the learning objective are aligned.

How the student’s interests were considered when designing the pre-assessment and the targeted teaching activity.

How will you implement what you observe in your future teaching practice?