Child Observation Log

Name: Alyssa Halas

CHILD Day of the WEEK Content: Strengths and/or Additional Thoughts:

with DATE Weaknesses

Child 1 M- 1/28 LA- Vocabulary weekly secret The child shows interest in this
code The student was very activity.
focused and engaged in solving
the secret code. The student
worked with her partner to find
what letters went with what
symbol.

Math- Taking Math Carnival Test The student is easily frustrated

+4’s (1-minutue test) The student and will begin to cry.
was very focused and engaged in
her test using her fingers to count
to help her get the answers.
When she was done she did not
get the answer all the questions
and began to cry.
Child 2 M-1/28 LA- Vocabulary weekly secret The student was more
code The student rushed through interested in being around
the activity to go talk with other friends than completing this
students. When the teacher assignment.
checked his work it was incorrect.
The teacher asked him to redo a
few of his answers. The student
moaned and said that this was
dumb.
Math- Taking Math Carnival Test The student needs visuals to
-4’s (1-minutue test) The student understand concepts.
was focused and using his fingers
to get the answers on his test. The
student was whispering as he was
counting to get the answers.
Child 1 T-1/29 Math-video displayed on white This game required visual and
board of addition flashcards The attention that kept the student
student was very involved and involved.
was yelling out the answers as the
answer came to her. It took the
students longer than the other
students around her to answer.
 The student continued to use her
fingers to get the correct answer.
LA-Students are writing about This was something the student
what they would do with $100 enjoyed writing about so the
The student said she would buy behaviors were at a minimal.
emoji pillows with her money.
The student was very excited
about this activity. She struggled
with spelling and asked the
teacher to help her. When she
was asked to sound it out she
became frustrated and said, “I
don’t know!”.
Child 2 T-1/29 Math-video displayed on white The student was unable to
board of addition flashcards The answer the questions given a
student was not engaged with the short time so he gave up and
video. The student was turned displayed disruptive behaviors.
around in his desk talking to the
student behind him. He would yell
out the answers after listening to
the other students.
LA-Students are writing about The student really struggles
what they would do with $100 with writing and could benefit
The student said he would buy a from voice writing tools.
snake with his money. The
students writing was very hard to
read. The student did not use
punctuation and wrote his words
far apart.
Child 1 M-2/4 Math-Worksheet on telling time The student need concreate
to the hour and half hour The items to help her learn and
student was very confused by the would benefit from a hands on
clocks that went to the half hour. clock.
She could not understand why the
hour hand was not on the
number.
LA-Listening to their Imagine It! The student enjoys when a
book The student was engaged by book is being read to her but
flipping her pages when the not when she has to read the
recording asked her to. The book herself.
student used her finger to follow
along as the story was read out
loud.
Child 2 M-2/4 Math- Worksheet on telling time The student enjoys math and
to the hour and half hour The has a better understanding.
student was very engaged and
enjoyed this activity. He sat in his
 seat and worked on his
worksheet. When he was finished
he turned it into the green tray
and said “That was easy!”.
LA- Listening to their Imagine It! The student has a hard time
book The student was not decoding words so he shuts
engaged. He kept his head down down because he doesn’t know
on his desk as the book was read. what the recording was
The student did not turn the reading. Not level appropriate
pages unless the teacher had for the student.
redirected him.
Child 1 T-2/5 Math-Students work with a The student struggles with this
partner for math flashcards The and without reinforcement the
student walks around the room student tried to avoid
avoiding finding a partner to work completing this task.
with. The teacher assigns her a
partner and the student begins to
work on her flashcards. The
student uses her fingers to count
to the answer.
LA-Writer workshop, given The student became very
picture and must write about it frustrated when thinking about
The student wrote one short what to write.
sentence. There were huge spaces
in-between her words. The
student used capital letters in the
middle of her sentences when
they were unnecessary.
Child 2 T-2/5 Math- Students work with a The student likes the teachers
partner for math flashcards The attention and will get it in a
student asked me to work with negative or positive manner.
him. As he went through the
cards he would get lost in his
fingers when trying to count. The
student would start at the smaller
number and count up the bigger
number.
LA-Writer workshop, given The student needs assistance
picture and must write about it with writing and grammar.
The student used capital letters
and huge spacing between words.
The student struggled to spell
simple words. The students
writing was ineligible, had to ask
what the student wrote and write
it under his writing. The student
 did not use punctuation at the
end of his sentence.
Child 1 M-2/11 LA-Worksheet on synonyms from The student might need
Imagine It! work book The something more hands-on than
student was very confused on just a worksheet to help grasp
what to do. She became the concept.
frustrated and refused to finish
her worksheet.
Math-Making an amount using If the student is not called on
coins during calendar The student she will not include herself in
sat in the back and was playing the discussion.
with the board. The student was
not raising her hand to answer
the teacher questions.
Child 2 M-2/11 LA -Worksheet on synonyms The student needs more
from Imagine It! work book The guidance than just directions.
student asked to work with me.
He had a hard time reading the
worksheet needing assistance on
sounding the words out. With
help the student was able to
finish the worksheet.
Math- Making an amount using The student was more focused
coins during calendar The student on the students sitting around
was unengaged in this activity. him than the activity.
The student was talking with a
friend. When the teacher called
on him to answer he struggled to
make an amount with the coins.
Child 1 T-2/12 LA- AR reading The student was The student enjoys this
focused on the computer. The because there are a lot of
student was engaged in the visuals and sounds to follow.
questions about her book. The
student was not distracted by
students around her.
Math-Base ten worksheet The The student needed to use real
student was having a hard time manipulatives rather than the
understanding that a ten block pictures on the worksheet.
has the value of ten. The student
was struggling to count up the
blocks by tens.
Child 2 T-2/12 LA- AR reading The student The student needs extra
seems to really enjoy this but practice reading with another
struggles to read the books. The adult to help the student with
student was having a hard time phonics.
sounding out simple words and
would become frustrated. The
student would ask a teacher to
help him.
Math- Base ten worksheet The The student does well in math
student grasped this concept very activities and seems to enjoy
easily and flew through his them.
worksheet. The student had more
issues writing the numbers than
counting them orally. The student
would count the blocks quietly to
himself.