SCERT Telangana has released the subject wise guidelines on the FLN Evaluation 2022 or FLN Assessment 2022 under the Tholimettu Programme or the First Step Programme. Tholimettu programme will be started in all TS Schools across the Telangana State from the August 15, 2022. A training programme has been conducted for the Teachers.
Teaching learning process is being implemented as per the annual plans, unit plans and period plans which were prepared by the teachers for 5 instructional days and after FLN Evaluation will be conducted for 1 day for class 1 and 2. Teachers can check details and download the Tholimettu evaluation or FLN Evaluation PDFs from here under Foundational Literacy and Numeracy Mission.
With the ambition to lay a solid foundation for children at the primary level, Central Government has taken up the Nipun Bharat program in the National Education Policy-2020. As a part of this, plans have been made to improve learning outcomes along with the enhancement of minimum skills under the auspices of the National Education Research Training Council under the name ‘Foundation Literacy and Numeracy’.
In this context that the Telangana State Government has launched the Tholimettu program for the attainment of basic language skills and basic mathematics skills among students at the primary level. In the first step programme, special priority will be given to the achievement of basic literacy and numeracy skills. A first step program has been launched to raise standards and develop learning skills among students of classes 1 to 5.
Special Register: As part of the implementation of the first step program, a separate register will be maintained to record the details of the students. It is preferred to record these details when the higher officials visit the school. The first step program is implemented by conducting the baseline examination (pre test) at the beginning of the academic year and the endline examination (post test) on the last day. Based on the textbooks, they provide the necessary knowledge to achieve learning outcomes and practice them in everyday life.
Assessment – Record of child’s progress?
All children are expected to achieve grade-wise subject-specific learning outcomes. For this purpose we organize teaching and learning programs in a planned manner. As part of this, if 5 days in a week are used for conducting teaching and learning processes, on the 6th day the progress of the child has to be evaluated.
A child’s progress should be assessed based on linguistic reading and writing. They are:
2) Fluently Reading
3) Reading Comprehension,
1) Reading: Children should be able to read simple words, multiple words, stressed words, sentences and paragraphs. Children should be considered literate only when they read rather than mumbling and multiplying letters. Children should be considered literate if they can read 8 out of 10 simple words/multiple words in class 1. Also, if children can read 8 out of 10 syllables in 2nd class, they should be considered educated. 3rd, 4th, 5th class should read a paragraph of 5 sentences. Children should be considered literate if they can read 4 sentences.
2) Fluently Reading: A child’s reading level is determined by testing how many words a child can read in one minute. Fluency is defined as being able to read 60 words per minute internationally. Keeping this in mind we can apply it to our languages and determine the level of children. For example, those who can read 20 words per minute in class 1, 25 words in class 2, 30 words in class 3, 40 words in class 4, and 50 words in class 5 can be identified as fluent readers.
3) Reading Comprehension : In classes 3, 4, 5, children should be able to read and understand the given paragraph, sketch and poem. 5 questions based on the topic read should be given to test it. If you can do 4 of these, you should be considered doable.
4) Writing: Children should be able to write words, sentences and paragraphs on their own without mistakes. For example, 1st class children are simple words, multiple words, 2nd class children are stressed words; 3rd through 5th graders should be able to write paragraphs of 4 or 5 sentences. As mentioned above, if you can write 4 out of 5 words without mistakes, you should be considered proficient in writing. If children can write 5 sentences or a paragraph with 4 sentences without mistakes, they should be considered proficient in writing.
Also in mathematics, numbers and quadratic processes have to be tested. Class wise once a month the progress details of the children should be recorded in a prescribed pattern based on the subjects taught in that month. FLN is broadly conceptualised as a child’s ability to read basic texts and solve basic maths problems (such as addition and subtraction).
Based on the curriculum taught in the respective classes in the language, the progress of the children in reading, fluent reading and writing skills should be tested once a month and recorded in a register. These are inspected by school visiting officials, Complex Headmasters, Mandal Education Officers and District/State level observers.
Child Progress Report Table of Class 1, 2
|Student Name||Reading||Fluently Reading||Writing|
Child Progress Report Table of Class 3, 4, 5
|Student Name||Fluently Reading||Reading Comprehension||Writing|
Children’s progress is tested and compared with these details. Children’s progress is reviewed class wise in complex meetings. Based on these details, higher officials will review the progress of mandal level, district level and state level. The progress of students should be recorded class wise. The percentage of progress is calculated based on the number of those who can (✔️). The following formula can be used for this.
Percentage of progress:
= The number of students who can X 100/ number of students X Total competencies
= 9 X 100 / 4 X 3 = 75%.
As the mentioned principle , the progress percentage is calculated at class, school, complex, mandal, district and state level. Based on these results, appropriate learning should be provided to the children. Library books must be read every day along with the teaching and learning process to develop children’s reading, fluency, comprehension and writing skills.
For this every day there is a library period for all the classes. In this period, books should be read with the children as mentioned in the program “READ – Read, Enjoy and Development“. 3 days in Telugu and 3 days in English story books should be read in the library period. It accelerates children’s learning and helps in skill development.
Working days for teaching and learning process
Total working days in the academic year 2022-23 are 220 days for conducting teaching and learning processes. The plan was made keeping in mind for 140 days that means 28 weeks. Usually there are 6 working days in a week. 5 days are allocated for conducting teaching and learning processes and 1 day for evaluation and revision. For this, all the children should participate in activities to understand the concepts and they can utilise those competencies in their daily life. For this we should prepare 1) yearly, 2) lesson/weekly, 3) day-to-day or period plans.
|Total Working Days for this academic year||220 days|
|Working days for conducting teaching and learning processes||140 days (28 weeks|
|Usually total working days in a week.||6 days|
|Conducting teaching and learning process in a week for 1 and 2nd classes||5 days|
|Conducting evaluation and revision process in a week for 1 and 2nd classes||1 day|
|Conducting teaching and learning process in a week for 3, 4 and 5th classes||10 days|
|Conducting evaluation and revision process in a week for 3, 4 and 5th classes||1 day|
Periods for TLP Plans
|Annual plan is prepared||for 28 weeks @ 5 days per week i.e., for 140 days|
|period plans covering one Bridge activity||to be transacted in 5 periods|
|Period plans covering one unit||to be transacted in 10-15 periods|
|All Plans prepared for||Class 1 to 5|
|All Plans for||Alignment with Discourse Oriented Pedagogy & Achieving SLOs|
We know that the beginning of literacy and numeracy development is embedded in the everyday communications, actions, thoughts and drawings of babies, toddlers and young children especially at the foundational stage. Research has also demonstrated the positive impact of attending early years settings on early vocabulary development and foundational literacy and numeracy skills.
Therefore, the teachers and parents of children at the foundational stage need to provide developmentally appropriate FLN activities right from the start and enhance all children’s foundational literacy and numeracy skills through rich, concrete and contextual learning experiences. Teachers need to use a variety of appropriate methods of assessments for observing children’s achievement in Foundational Literacy and Numeracy.
It also includes collection and recording of assessment information to: a) guide ongoing teaching and learning. b) record the continuous progress in FLN. c) monitor and evaluate each child’s progress. d) maintain the portfolio of each child’s progress in FLN. e) report achievement to parents and relevant authorities.
Informal assessments are more flexible than standardised/formal assessments because they can be adjusted according to the child being assessed or to a particular assessment context. Teachers make decisions regarding with whom informal assessments are used, how the assessments are done, and how to interpret the results. Informal literacy assessments can easily incorporate all areas of literacy such as speaking, listening, viewing, and performing rather than focusing more exclusively on reading and writing.
For example, a teacher who observes and records behaviours of a group of children who look at the poster reading and discuss it, is likely to engage in informal assessment of the child’s reading, NISHTHA 3.0 (FLN) writing, speaking, listening, and/or performing behaviours. Teachers engage in a multitude of informal assessments each time they interact with their children. Asking children to write down five lines about the poster they just discussed is a form of informal assessment.
It facilitates in explaining what the child has observed and how he/she feels about it. Observing children engage in small group discussions, taking notes while they plan a project, and even observing the expressions on children’s faces during a group activity are all types of informal assessment. Likewise, observing children’s level of engagement during literacy and numeracy activities is an informal assessment.
Tholimettu Evaluation (FLN Evaluation)
|Telugu FLN Evaluation||FLN Telugu Evaluation|
|Maths FLN Evaluation||FLN Maths Evaluation|
|FLN FAQs||FLN Frequently Asked Questions|
|FLN Highlights||Download FLN Highlights PDF file from here|
|Tholimettu Modules 2022||FLN Modules 2022|
|FLN Mission 2022||Foundational Literacy and Numeracy Mission 2022|
|NIPUN Bharat 2022||National Initiative for Proficiency in Reading with Understanding and Numeracy 2022|
Some of the examples are like early reading requiring children to read sight words, identify the initial letter and answer story related questions. Teachers should offer flexibility in observing how children are engaged in specific literacy activities. Teachers need to be better equipped to select appropriate assessment methods so that all the children will benefit from assessment.
Assessments in FLN are an important part of educational decision making and, therefore, it is essential that teachers have a thorough understanding of how to use assessment tools, how to interpret information obtained through observation, and actively participate in modifying the strategies and use assessments in thoughtful and meaningful ways.
The assessment in FLN is a part of classroom pedagogical practices and builds upon specific literacy and numeracy activities/programmes that support all children to accomplish the desired learning outcomes and smooth transition to next class/stage. The assessment in FLN requires plenty of resources such as games, stories, toys, literature, play materials that the teacher and children can use for the identified areas of development in reading, writing and language conventions. Similarly, plenty of resources such as toys, puzzles, number rods, manipulatives, etc. to assist teachers for the development in the areas of number and algebra, measurement and geometry, spatial sense and data handling.