Child Observation Log

Name: Ayla Arslanyilmaz

CHILD Day of the WEEK Content: Strengths Additional Thoughts:

with DATE and/or Weaknesses (observed learning
(chose 1 or 2 days per Name the content area style, S/E) You may
week depending on and state only what now add some
days in the field) you observed (hear and personal interpretation
see) here

Observation 1

Child 1 Tuesday, 02/04/2020 LA –Academic The student seemed to

Language–The teacher understand the
front loaded 8 definitions of each
vocabularies before vocabularies. Because
reading the expository there are pictures for
text to the students. each vocabulary, and
she didn’t ask any
The student pulls out questions.
her vocabulary cards
and look at each one
while the teacher was
giving the definitions.
MATH – Fractions with The student seemed
same denominator having hard time to
find the answer
The student is paying without the concrete
attention to the objects. She needs
instruction. She is using manipulatives in order
her fraction strips to to find correct answer.
find out the correct
answer for the
question.

Child 2 Tuesday, 02/04/2020 LA – Phonics – The student seemed

Working on long having difficulties to
vowels, or, oor, our, distinguish long vowel
oar. sound and short vowel
sounds.
The student is looking
next person to write
correct answer on her
workbook.
MATH – Fractions with The student seemed
same denominator confident while
answering questions
 The student is able to about fractions with
answer the question same denominator.
without difficulty. The
student didn’t need the
fraction strips.
Observation 2

Child 1 Monday, 02/10/2020 LA – working on The student seemed

compare and contrast she doesn’t understand
for roller coasters. how to compare and
contrast roller coasters
The student is listening in the past and now.
quietly without The teacher gave the
volunteering to answer correct answer for her.
any questions.
MATH – working on The student seemed
fractions with different she won’t be able to
denominator. find correct answers
without fraction strips.
The student is using
her fraction strips to
find the correct
answer. She found the
correct answer with
the help of
manipulatives.

Child 2 Monday, 02/10/2020 LA – working on The student seemed he

compare and contrast enjoys the topic. He
for roller coasters. wants to give examples
for roller coasters in
The student is raising now. He has many
his hands and ideas about roller
answering questions. coasters. He is making
He gave examples for connections with the
roller coasters in the text they read
past. yesterday.
MATH – working on The student seemed he
fractions with different loves to play dice
denominator. games. He is writing all
the answers even when
The student is playing it is his partner’s turn.
Fraction War game
with a partner.
Observation 3

Child 1 Tuesday, 02/18/2020 LA – working on The student seemed

graphic organizers needed help and I
 highlighted the line on
The student is trying to her work sheet. She
find achievements of was able to write on
Martin Luther King to her graphic organizer
write on her graphic after that.
organizer.
MATH – working on The student seemed
equal fractions with her fraction strips
she is able to find out
The student is using equal fractions. She
her fraction strips to found 2/4 = 1/2
find out if fractions are
equal or not.

Child 2 Tuesday, 02/18/2020 LA – working on The student seemed he

graphic organizers knows how to look for
the key details in an
The student is informational text.
underlining the
information he is
looking for by himself.

MATH – working on The student he is not

equal fractions having difficulties to
understand equal
The student is listening fractions. He seems he
to the lesson on equal learned the concept.
fractions. The student
is given two equal
fractions to compare.
He draws two fraction
boxes and shades each
given part then writes
the correct answer
underneath of his
drawing.

Observation 4

Child 1 Tuesday, 02/25/2020 LA – working on key The student seemed

details in she doesn’t understand
informational text what the teacher is
talking about. After the
The student is listening instruction I have had
the teacher. She her for group work she
doesn’t involve to the needs to improve her
instruction. When the spelling skill. She asked
teacher asks questions me to spell the words
 to her, she needs for her. She didn’t have
additional time. any phonics instruction
before. So, she is
behind and don’t know
how to apply invented
spelling either.
MATH – working on The student seemed
telling time to the she is understanding
nearest minute. the content. She was
able to tell the time
The student is using using a manipulative.
analog clock telling We practiced together
time to the nearest telling time to nearest
minute. The teacher is minute. She always
using craft sticks to needs some types of
pick a child. When the concrete objects to
teacher calls her name, answer questions.
she is able to tell the
correct answer with
additional time.

Child 2 Tuesday, 02/25/2020 LA – working on key The student seemed he

details in has high self-esteem.
informational text He was so proud he
gave the correct
answer to the teacher’s
question. He has good
The student is listening comprehension skills.
and participating in a
whole group reading
instruction. He raised
his hands many times
and gave correct
answers.
MATH – working on The student seemed he
telling time to the is enjoying this unit. He
nearest minute. was excited to
participate. He seems
The student is to understand the
practicing telling time concept. At the end of
to nearest minute on a the class we played
laminated clock. He is board game to show
marking short-hand time on an analog
and long-hand on it clock. He gave all
without help. correct answers.

Observation 5
Child 1 Tuesday, 03/02/2020 LA – working on The student seemed
summarizing an she is having difficulties
informational text to comprehend what
she reads and hears.
The student is listening She needs scaffolding
the teacher. The to answer open-ended
teacher is teaching to questions. She is
summarize a text by checking the book to
saying describe the give answer. She was
most important ideas asked, “What was
in your own. Each child Frank’s idea?”. This
has the same chapter question is not open-
book and they take ended question. The
turn to read. When it answer is on the book.
comes to her, she She needs to improve
reads without fluency. her comprehension
The teacher asked skills. After the whole
couple questions to group the students
comprehend the needed to write what
students’ reading. She they just talked about.
didn’t raise her hand at She had hard time to
all for any questions. write the same answer.
The teacher asked me She has a strength to
to pick names from the type her answers on
craft stick cup and I the computer. For my
picked her name. She differentiation I will let
needed help to answer her to use her
the question. Chromebook to type
her answers.
MATH – working on The student is
measure time intervals struggling to pay
The student was talking attention when the
with her friend while teacher giving
the teacher explaining instruction. She always
how to measure time needs to have concrete
intervals in minutes. objects to find the
The teacher asked a correct answer.
question to get her
attention. She couldn’t
give the answer. The
teacher said better to
listen. So, you could
respond my question.

Child 2 Tuesday, 03/02/2020 LA – working on

summarizing an The student thinking
informational text faster than his
classmates and he
 The student is wants to share his
participating to the thoughts. He seems he
instruction. He is eager likes to talk and read.
to read and answer When time to write he
questions. The teacher is not that much fast.
time to time reminds He is able to write
him to raise his hands looking at the text.
before giving the
answer. He
volunteered to read
the paragraph.

The student
MATH – working on The student is mostly
measure time intervals paying attention to the
instruction. He seems
The student is raising he understand the
his hands to answer topic. He is raising his
questions. When he hands. Eager to learn.
was confused he was
asking questions to the
teacher. He asked, “Do
I need to do skip
counting? When I am
trying to find nearest 5
munities?

Observation 6

Child 1 Tuesday, 03/10/2020 LA – Phonics – working The student is very

on long “a” word distracted and did not
raised his hands as
The student is trying to much. The teacher
find the real and asked a question to
nonsense long “a” involve him in class
word. The student discussions. This
raised his hand to have student was not eager
a turn. He was not to participate and
given a turn. He practiced listening to
continued to others.
participate by using
waving his hands for a
turn. The student
asked to make a
sentence for the word
"airplane," he said, "An
 airplane is flying over
Youngstown." He asked
for a turn again to
answer a question
about vegetables. He
was given a turn this
time, and he said
vegetables need sun to
grow.
MATH – Measurement The student seemed to
be excited to
The student followed participate in the
along with the teacher scavenger hunt activity.
as the teacher showed He may have been
how to find the disappointed that he
perimeter of a could not find as many
quadrilaterals in order as some of the other
to understand of students. The student
perimeter by adding all really enjoyed the
sides and completing a activity and had fun.
scavenger.

Child 2 Tuesday, 03/10/2020 LA – Phonics – working The student is quiet.

on long “a” word She raised her hand to
answer questions at
The student was having some times. The
trouble finding the real teacher tried to involve
and nonsense long “a” the student. The
word. The student was student was hesitant to
silent most of the time participate and
and did not raise his involved in the
hands as much. The classroom activity.
teacher tried to involve
her in reading activity.
The teacher asked the
student to pronounce
some words with long
“a”, and she was silent.
MATH – Measurement The student did not
seem to be excited in
The student was having participating the
trouble following scavenger hunt. He was
measurement concept. having trouble making
The teacher showed the connection
several appropriate between sides,
examples to try to quadrilaterals, shapes,
involve the student, and perimeter.
but the student was
having trouble
understanding the
perimeter, shapes
including
quadrilaterals, and
sides. The student tried
to be involved in the
scavenger hunt, but
was having trouble
understanding the
purpose.