Child Observation Log
Name: Lea Fabrizzi
CHILD Day of the WEEK with Content: Strengths
DATE and/or
(choose 1 or 2 days per Weaknesses
week depending on days Name the content area and
in the field) state only what you
observed (hear and see)
Observation 1- NOTE:
THESE ARE TWO
STUDENTS FROM MY
INITIAL PLACEMENT
Child 1 Th- 2/6 ELA - Reading fluency:
When practicing reading
fluency, the student was
able to read with 78%
accuracy based on the
passage provided. The
student stumbled over
several words and skipped
over three words in the
passage. When given his
reading results, he asked to
retry the passage and got a
new accuracy of 98%.
When asked to explain his
new percentage, he
explained that he took his
time reading and used
context clues to help him
identify words that he was
unsure of.
Child 1 Th- 2/6 Math – Due to behaviors,
no math lesson took place
during this time. Math
takes place after lunch.
When they came back, the
students were asked to get
on their iPads and told to
get onto Prodigy. Instead
of getting on his iPad, the
student ran around the
room and participated in
fights during this time as
the teacher and student
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal interpretation
here.
I was very impressed by the
student during this time. This
is lesson took place right
after the student had a
meltdown and he was able to
calm himself down enough
to still take his turn to read
the passage and get a decent
score. I was also impressed
to see that regardless of his
morning choices, he chose to
read again to improve his
skills. Overall, when the
student takes his time during
reading, he is a strong reader.
Although there was no actual
learning going on at this
time, it gave me the
opportunity to gain
knowledge on student
behavior and his triggers.
When interacting with
certain students in the
classroom, the student
seemed to react easily by
throwing chairs, desks, and
the classroom easel. The
student was triggered by
 candidate tried to eliminate jokes about his mom (yo
the fighting in the mama jokes) from his peers
classroom. and being asked to do
something in the classroom.
It also did not help that other
students’ behaviors were
taking place at this time.
Child 2 Th- 2/6 ELA - Reading fluency: The student is very capable
When given a reading of learning and has potential
passage, the student was to be a very good student.
able to read the passage but When reading or
got assistance from the participating in a lesson, the
teacher and her peers. Out student easily loses focuses
of two paragraphs, the and gets distracted. The
student misread 8 words student seems to read with
and scored a 68% little confidence and gets
accuracy. When getting her embarrassed in front of her
results back, the student peers. When embarrassed,
got upset, but tried reading she makes a rude comment
again. When reading again, to a peer to disrupt and put
she was able to finger an end to the lesson. Once
stretch her words for extra getting praise from the
assistance. She improved teacher on her improvement,
to a 70% reading accuracy the student claimed, “reading
after reading through the is dumb,” but she seemed
passage the second time happy to have improved.
and got praised by the
teacher for her
improvement and using her
finger stretching strategy to
help sound out words.
Child 2 Th- 2/6 Math - Due to behaviors, Coming back from lunch, the
no math lesson took place student already seemed in a
during this time. Math bad mood and came into the
takes place after lunch. classroom ready to start a
When they came back, the fight. As soon as she saw
students were asked to get other students reacting, the
on their iPads and told to student engaged in poor
get onto Prodigy. The behaviors as well by
student decided to not get instigating other students that
on her iPad and threw it are easily triggered. When
back on the cart. Instead, chased around the classroom,
the student decided to start she screamed, “what are you
throwing objects around going to do to me little boy?”
the room and instigated her
peers. When not given her
 way and the door was shut,
she tried to escape from the
classroom and threw a
tantrum to get out.
Observation 2: Starting
new placement
Child 1 02/20 ELA- Phonics: The When the student was
student is able to answer participating in the lesson,
with the whole class when she seemed to enjoy
given a phonics task but participating when there was
has the tendency to answer physical movement involved.
incorrectly. When asked to The student seemed
identify the rhyming interesting in learning
words, the student was not phonics but struggled to
able to identify the words grasp the harder concepts.
that rhyme in the grouping. Once the teacher told her to
When asked to sound out listen before she answered,
words or change the sound, the student was more capable
the student was able to of working through her
understand the letters get phonics practice.
added or taken away but
struggled to form the
words.
Child 1 02/20 Math- fractions as part of When the student learned
a whole: The student fractions as a whole, she was
understands unit fractions so excited to see that math
and how to shade parts of a had “coloring” (shading).
whole but struggles to The student gets very excited
write out the actual to learn new math concepts.
fractions after shading or The student enjoys working
looking at the shaded with fractions and can’t wait
figure. Working with the to show her teachers how
class, the student was able hard she worked when
to answer direct questions. working with the I.S. The
When working in small student seems to enjoy math
groups, the student got in general but is takes a
extra assistance from the liking to fractions and enjoys
I.S. While working learning through “pizza
independently on the exit fractions.”
slip, the student was able to
do the correct shading, but
forgot to do the fractions.
Child 2 02/20 ELA- Phonics: The The student is very engaged
student is consistently during phonics. He enjoys
participating throughout the challenge of changing the
phonics and is always words or sounds and is
 doing the hand motions
with the teacher. He always
is doing his finger
stretching and hand
motions. When it is time to
say an answer, he is always
able to answer with the
class. The student is able
understand when a letter or
sound is taken away and
able to change the word.
Child 2 02/20 Math- fractions as part of
a whole: The student was
able to comprehend
fractions as part of a
whole. When working as a
whole class, he was always
raising his hand to go up to
the board. When given the
opportunity to work in a
small group setting, him
and his peer finished very
quickly only asking for
help with one question
from the YSU tech student.
When completing the exit
slip, the student answered
all of them correctly.
Observation 3
Child 1 02/28 ELA- Asking and
answering questions: The
class was working on
asking and answering
questions this week. When
working on this reading
standard, the student was
able to participate in the
activity overall, but did not
understand the concept of
generating before, during,
and after questions and
although she wanted to
answer questions, she
answered them incorrectly.
When prompted and
supported by a teacher, the
always actively participating.
The student likes modeling
for his peer next him what to
do. The student enjoys
working with phonics but
struggles with the rest of the
class to identify sound
groupings based on the
words provided.
When working with fractions
as part of a whole, the
student seemed to really
enjoy working on math. The
student was always the first
to raise his hand to
demonstrate that he got the
question done and that he did
so correctly. When working
in small group, him and his
peer were able to complete
the activity quickly. The
student seemed eager and
engaged throughout the
lesson and was ready to
advance to the next lesson
for fractions.
During the lesson, I realized
that the student works best
and stays on task when
working with the I.S. in
small groups. When filling
out the graphic organizer, the
I.S. gave the student a
question, and went back with
her through the text to help
her find the answer or the
key details that helped her
find the answer. To support
the student asking questions,
the student received
prompting but was asked to
put the questions together
herself.
 student was able to ask and
answer questions. When
given the packet and exit
slip, the student worked
with the I.S. to complete
each activity. When given
the exit slip, the student
worked with the I.S. to
complete the exit slip.
Child 1 O2/28 Math- Fractions using
part of a set: When
working with parts of a set
with fractions, the student
started off confused with
parts of a set and parts of a whole. When the student was
whole when working with
this concept. When
working as a whole class,
the student was able to sit
through the lesson only
losing focus once. When
doing it in small groups,
the student worked with
the I.S. to complete the
parts of a whole activity
sheet in the book.
Child 2 02/28 ELA- Asking and
answering questions:
When working on asking
and answering questions,
the student was able to
answer questions very well
but struggled to generate
his own questions about
text. When asking before
questions, the student was
able to generate at least one
before question, 1 during
question, and multiple after
reading questions. The
student worked hard
throughout the lesson and
was able to complete the
graphic organizer with
When working with fractions
as part of a set, the student
did not understand the
concept after learning
fractions using parts of a
getting frustrated, she gave
up on the concept and started
to play in her desk. When the
teacher saw there was still a
lot of confusion working
with fractions, the teacher
brought out the pizza
manipulative. Although the
student still struggles, she is
a hands-on learner and using
the manipulative really has
helped her better understand
fractions as general.
The student is a strong
learner and is always
participating in the lesson.
The student is a very curious
learner and always wants to
ask and answer questions
throughout the lesson. Since
the student is at grade level,
he tends to finish early and
needs reminded to not take
control of the whole
conversation. When he
finishes early, he helps his
peers or goes on a learning
website used in everyday
instruction.
 little support from the
teachers.
Child 2 02/28 Math- Fractions using
part of a set: The student
was able to comprehend
fractions as part of a set.
When working as a class,
the student consistently had
his hand raised to ask and
answer the questions
displayed on the board.
When working
independently, the student
was able to complete his
fraction questions with
little struggle only missing
one question. In small
groups, he needed his
memory refreshed on the
differ types of fractions but
was able to complete his
group work and exit slip
with 100%’s.
Observation 4
Child 1 M- 3/2 LA-Authors perspective:
During the EL A block
today, the students learned
about author’s perspective.
The student learned about
clue words to go with
authors perspective, and
that the authors perspective
is what they think and what
they feel.
The student struggled to
comprehend what the
authors perspective is. The
student was able to tell if
the author enjoyed the text,
but she could not find the
details in the text to
support her answer and
reasoning.
M- 3/2 Math- fractions review:
The student was able to
answer questions about
When working with the
student with fractions as part
of a whole, the student
worked hard and did not
need additional visuals or
support during learning.
Although the student likes
working in small groups, he
preferred to work alone to
complete his work quickly.
When given the assessment,
the student was able to
complete the exit slip quickly
for his teacher to check.
When the student was
focused throughout the
lesson, she was able to
participate and answer
questions about the text but
not about the authors
purpose. The student put her
head in her desk multiple
times throughout the lesson
instead of paying attention.
She also had a tendency of
copying her peers with her
and her actions.
The student was able to
focus during the majority of
the lesson, but when she saw
 parts of whole but is not as
fluent working with parts
of a set. When doing the
review with the class, the
student was able to answer
direct questions. When
doing the turn and talk, the
student worked with her
partner and the YSU
student to answer the
questions on comparing
fractions, the student
understood less than and
greater than, but struggled
to correctly answer the
equal to questions. When
given the exit slip, the
student correctly answered
3 out of 6 questions.
LA-Authors perspective:
The student was able to
comprehend authors
perspective with little
struggle. The student
understands that an
author’s perspective is
what the author thinks or
feels about a text. When
reading the passage, the
student was able to notice
clue words during read to
help him determine the
authors perspective of the
text. When given the exit
slip, the student was able to
correctly fill out the chart
on the authors perspective
and use details from the
story to explain his
reasoning.
Child 2 M-3/2 Math- fractions review:
The student understands
working with fractions,
unit fractions, parts of a
whole, parts of a set, and is
one of her peers standing to
work, she wanted to do the
same and started to get off
task. The student is more
interested in math and
curious about learning
fractions. When she gets
confused, she gets frustrated
but always asks for help and
support if needed and takes
constructive criticism well
when getting support from
the teachers in the room.
The student is considered to
be an on-level learner but
struggles with efficiency.
The student is able to
comprehend author’s
perspective and can explain
his answer and reasoning in
detail. The student struggles
to sit down during the lesson
and has to move around
while working. The student
is also good at being a friend
and helping his peers next to
him understand the purpose
of authors purpose.
The student is able to
understand fractions and how
to compare them. The
student actively participates
in math with little struggle.
 able to compare contrast
fractions. When working in
small groups when
working with fractions, the
student is always asking to
work alone and asks for
support when it is needed.
Compared to some students
in the class, Marcus works
very quickly in math and
has extra time to get on
MathFactCafes to prepare
for multiplication mastery.
When given the fraction
exit slip, the student was
able to get 4 out 6 correct.
Observation 5
Child 1 Th- 3/12 ELA- Parts of a story,
drama or poem: When
working on parts of a story,
the student was an active
participant in the learning
process. The student was
able to read her line
throughout the readers
theater with assistance
from the intervention
specialists. To make it
easier for her to know
which part she was
reading, all of her lines
were highlighted. The
student stumbled over
some of her lines but was
able to process the
different parts of each of
line. The student then was
able to answer questions
about the story and parts of
the play afterwards with
assistance from the
intervention specialist.
Th-3/12 Math- Angles: The student
struggled to comprehend
the concept of angles. The
student was not able to use
When the student sees his
peers struggling with the
math lesson, he will offer to
help the when he is finished.
Although the student gets
some concepts confused,
overall he is very strong
when working with fractions
and comparing them.
The student enjoyed
participating in the readers
theater in order to learn parts
of a story. Even though the
student struggled to read
some of her lines, she looked
excited to have such a big
part in the play and did not
seem nervous to speak in
front of her peers. The
student received extra
assistance on answering
questions and completing the
exit slip on parts of a story,
poem, or drama.
Although the student enjoyed
the opportunity to learn
angles through geoboards, it
did not help her understand
 the geoboards to learn
right, acute, and obtuse
angles. When doing it as a
group, the student got
assistance from her peers,
the intervention specialists,
and the TEC student. When
given a worksheet, the
student was not able to
determine if the angle was
right, obtuse, or acute.
Child 2 Th- 3/12 ELA- Parts of a story,
drama or poem: The
student seemed to catch
onto learning parts of a
story, poem, or drama
easily. He did not
understand that unlike a
story, poems have stanzas
and plays have lines to be
read. During the readers
theater, the student read his
lines fluently and
accurately. Throughout the
readers theater, he did get
confused at times at which
lines where his but did a
great job with his reading.
When completing the exit
slip on the readers theater,
the student answered both
questions correctly.
Child 2 Th- 3/12 Math- Angles: The student
caught onto angles quickly.
When going around the
classroom, the student was
the first student to
volunteer to find a right
angle in the classroom.
When using the geoboards,
the student was able to
compare the right angles to
the right angle of an index
card as well as help his
partner. When completing
the worksheet and the exit
the concept of angles. When
working as a class, the
student wanted to play or
talk more than learn. When
the whole class went around
the class to identify a right
angle, the student went last
to get a better understanding
and visual of what a right
angle is.
The student seemed to enjoy
doing a reader’s theater to
learn about parts of a story,
drama, or poem. The student
was able to read his lines
fluently when the play was
being performed. Although
there was some confusion
throughout the lesson, the
student was still able to learn
about parts of a story, poem,
and drama through an
engaging experience.
The student seemed to enjoy
learning angles. He loved
being able to use
manipulatives in order to
learn and was engaged
throughout the entire lesson.
The student was able to
understand right angles
easily through mirror
instruction, modeling, and
practice. Once the student
was confident in himself and
his ability to identify the
right angle, he went around
slip, the student was able to helping his classmates.
work in a small group to
complete the worksheet
with only missing one
question and completing
the exit slip with a 100%.