Observation Logs

Name: Andrea Riffle

Observation 1

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA – Heggerty The new teaching
During Heggerty, the student looked formats and the
around the classroom during a few of newly styled learning
the segments (syllable isolation and environment can be
Child 1 Monday
word-formation). The teacher difficult for students.
10/12/2020
prompted him to participate several
times. After the prompting, the student
began to participate more fully.

Math – Part, Part, Whole

The student was
While working on Part-Part-Whole
absent each day of
using work mats and snap cubes,
the previous school
he did not hold up his fingers to
week. During this
share answers when asked. He could
time, he missed a lot
be seen writing along on his handout
of important math
for the first problem, but he did not
content. This caused
participate on the other guided
him to be disengaged
practice problems. When he began
from the lesson.
working during the independent
practice problems, the teacher
arranged and sorted the manipulatives
for him.

LA- Heggerty He has a difficult

During the portion of Heggerty where time identifying
the students had to say whether or not which sounds go with
two words rhyme, he was able to the onset and which
Child 2 Monday
answer all of the questions correctly sounds go with the
10/12/2020 rime. This was a skill
by giving a thumbs-up or thumbs-
down to the teacher. He struggled to that was worked on
separate words into their onsets and heavily during the
rimes when called on to share aloud. previous week. This
student was only
there one out of the
four days. This could
be a reason for him
struggling.
 Math – Part, Part, Whole Since the student was
He did not get out his snap cubes only present one out
when asked. He could be seen of the four days last
doodling in his notebook during the week where this
math lesson. He began to use his activity was taught
fingers as manipulatives, but then heavily, he may have
stopped and did not continue to been disengaged from
participate. the lesson due to his
lesser knowledge of
this practice.

Observation 2

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA - Heggerty The student broke
During Heggerty, the student shared one of the classroom
answers aloud without being called rules by shouting
upon. Though he answered many of without being called
Child 1 Thursday
the prompts correctly, he shouted upon. He may need to
10/15/2020 review the rules and
above the voices of his peers.
be reminded to speak
mindfully when it is
his turn.

Math – Making 11 and 12 This student requires

When called on to make a number more pause and
sentence with the sum of 11, the thinking time than
student was able to come up with 5 + other students. He is
6 = 11 and shared with his peers. He more successful when
took a few extra moments to come up he is given more time
with his answer, but he was successful to work or think of
in the end. He participated with his his answers.
teacher and peers for the duration of
the lesson. However, during the last
five minutes, the student became
inattentive and unfocused.
LA – Heggerty Since this segment is
During the letter-name sound first in the Heggerty
recognition segment of the lesson, he videos, the student is
could be seen saying the letters and always participating
Child 2 Thursday
sounds aloud on his own. He was during this part.
10/15/2020 However, his
called on to share aloud in identifying
 the letter S and its sounds, which he performance on other
was able to successfully do. He then portions of the video
began working on the next segment, are not as well-done.
identifying rhyming words. However, This could be due to
he appeared to stop participating and his lack of focus
began to sing to himself. during the remainder
of the videos.

Math – Making 11 and 12 Even though he had

The student participated for the entire trouble answering the
session. He was called on to complete question, this did not
a challenge problem where he had to deter him from
make a number sentence for 4 wanting to share
counters that were completely red. He answers aloud at a
answered incorrectly three times, but later point. This
with teacher support he was able to student doesn’t
come up with 11 + 0 = 11. He raised appear to give up
hi hand for other questions after this. when he gets
something wrong.

Observation 3

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA – Student Reading Time This student only
During Student Reading Time, he was participates when he
asked to read four sets of three is called on
different letters. He was able to read specifically. He was
Child 1 Monday
all of the letters correctly with fluency. able to name the
10/19/2020 letters correctly, but
When he was not called on
to participate, he did not move his he may not be
mouth along with the rest of the class learning the new
and did not appear to be participating words completely
otherwise. since he doesn’t
practice saying them
with his peers.

Math – Addition Fact Fluency It’s possible that after

He was able to write correctly on his receiving corrective
desk using a dry erase marker that 15 feedback without
+ 10 = 25, be he only wrote one line
 for the equal sign, which was praise, the student
corrected by the teacher and he fixed. became discouraged
He did not want to share his work for and didn’t want to
any other problem after this. share his work
anymore. He
typically shares his
work frequently. It
may be beneficial for
critiques to be paired
with praise.
LA – Student Reading Time The student was fully
During Student Reading Time, he was participating during
called on to read the words maybe, reading today. He
due, and writer aloud. He read all was the first student
Child 2 Monday
three of the words correctly to be called upon, so
10/19/2020 it’s likely he was
and fluently. During the whole-class
word reading rows, he could be seen paying attention to
moving his mouth along with the rest the prior instruction
of the class. where these words
were discussed.

Math – Addition Fact Fluency The student struggled

He answered the first problem with the first
incorrectly at first, as he used a picture question, but he was
model to answer 12 + 5 = 17. Without able to solve it
prompting for the rest of the question, correctly. The student
he made his desk into a number line had been paying
and was able to answer 10 + 22 = 32 close attention to
correctly. The teacher emphasized his number lines when
work and answer. The student smiled solving addition
brightly at the display of his work. problems. He enjoys
receiving praise like
this and appeared to
be proud of his work
in math class today.

Observation 4

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
 LA – Student Reading Time The student appeared
The student followed along with his to be a little off-task
peers when repeating new vocabulary today. This may be
words. He did look around the room a because of the
Child 1 Thursday
few times and needed to be reminded commotion in the
10/22/2020 hallway during the
to stay on-task by the classroom
teacher. When called on to read delivery of this
several letters aloud, he read them all lesson. He did,
correctly and with fluency. however, spear to be
more engaged than
the previous reading
lesson.

Math – Addition Fact Fluency The student formatted

The student was called on to solve 14 his equation correctly
+ 32 = 46 on the white board. The and could be seen
student drew his equation and began talking himself
to work. He solved the problem through the problem.
correctly after several moments and
teacher guidance.
LA – Student Reading Time The student fully
The student was called on to read a participated in the
few sentences about dogs. The student reading activity
read each sentence slowly. He did, today. He had been
Child 2 Thursday
however, ensure that he pronounced called on after
10/22/2020 another student had
each word to the best of his abilities.
Though he did make a few reading been. He was seen
errors, he successfully completed each reading the sentences
sentence. to himself prior to
being called upon.

Math - Addition Fact Fluency The student struggled

The student was called on to solve 11 at first, but was able
+ 12 = 23 on the white board. He set to change his
up his equation correctly. The student thinking and
incorrectly answered the problem. But answered the addition
with teacher prompting, he redrew his problem correctly.
equation and answered the problem
correctly through the use of assisting
pictures. The student appeared to be
very pleased with himself.
 Observation 5

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA – Student Absent In language arts, the
student missed a lot
of phonemic
awareness practice,
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as well as instruction
10/26/2020 about key details. He
may be behind in
these areas due to his
absence.

Math – Student Absent In math, he missed

lessons on addition,
which almost every
other student in the
classroom is
struggling with. He
will likely be behind
in this skill.
LA – Word Wall Activity The student remained
The student participated in an activity focused on the task to
where he was tasked with separating achieve his answer.
words with soft c and hard c. The Though he took his
Child 2 Monday
teacher called on him and had him time, he was
10/26/2020 successful in getting
take a notecard featuring a word and
had him sort it into the hard c or short his answer.
c category. The student took a few
moments to make his decision. With
teacher prompting and guidance, he
chose the right category. He went back
to his seat and appeared happy about
his work.

Math – Addition with the Number He is still using his

Line fingers when working
The students worked on a handout that with math facts, so he
tasked them with answering addition has room to grow in
problems through the use of a number the area of math
 line. He could be seen counting in his fluency. This may be
fingers and doodling on his paper as an area he needs
he worked. Since student responses more practice in.
were not shared aloud, it is unknown
how he performed on the assignment.

Observation 6

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA – Interactive Read Aloud There He was able to make
Was an Old Witch text-to-self
After the read-aloud, the students were connections with
Child 1 Thursday asked to draw a picture of what their prompting by sharing
10/30/2020 Halloween costume was to be. They his costume. He
were then asked to share their costume seems to enjoy
and describe why they chose their sharing his work
particular costume. When called on to aloud with the class,
share, he presented a drawing of a as he is excited after
tiger. He displayed excitement at each time he shares.
sharing his answer.

Math – Pumpkin Addition The student needs to

The students were given an addition work on staying on-
sheet that featured addition problems task and complete his
in pumpkins. The student completed work before he
half of the problems before switching begins another
to coloring his page. When prompted separate task. The
to finish the problems before coloring, student was
he stopped working altogether. discouraged when
redirected and did not
work on the problems
for the duration of the
class.
LA – Interactive Read Aloud There He was able to make
Was an Old Witch text-to-self
After the read-aloud, the students were connections with
Child 2 Thursday asked to draw a picture of what their prompting by sharing
10/30/2020 Halloween costume was to be. They his costume. He
 were then asked to share their costume seems to enjoy
and describe why they chose their sharing his work
particular costume. The student raised aloud with the class,
his hand immediately to share his as he is excited after
response and work with the class. each time he shares.

Math - Pumpkin Addition The student was

The students were given an addition attentive for the
sheet that featured addition problems duration of the
in pumpkins. The student completed lesson. He was eager
each of the problems before beginning to share his work
to color. He repeatedly asked to share with his peers and
his answers with the class when it smiled very brightly
came time to review the answers to the after doing so.
problems. The student was engaged
for the duration of the lesson.

Observation 7

Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts

Week/Date (Interpretations)
LA – The student
Phonics Lesson on Consonant participated and gave
Blends the correct answers
Child 1 Monday During the phonics lesson on when called upon. He
11/02/2020 consonant blends, he was called on to appears to get off-
give an example of a word with a task when he gets
consonant blend. The student provided bored, however.
a word featuring a consonant blend
and began to mouth other words that
featured consonant blends. For the
duration of the lesson, the student
looked around the room and appeared
to pay little attention to what was
going on.

Math – Solving Word Problems The classroom

teacher has expressed
 The student used a dry erase marker concerns that the
and an eraser to write the word student may be
problem’s equations on his desk. The placing too much
student was given three problems to pressure on himself
complete. Of the three problems, he to get his math
answered two correctly. For the last problems correct. If
problem, he drew the incorrect this continues and
equation. When another peer gave the isn't addressed, this
correct answer, he grumbled and will negatively affect
placed his head on the desk. the student as he
continues through his
educational career.
LA – Phonics Lesson on Consonant The student needs to
Blends work on his writing
He wrote all five words with conventions, such as
Child 2 Monday consonant blends in his notebook. punctuation and
11/02/2020 When called on to aid in identifying a spacing. However, he
blend in a given word, he was able to always corrects this
only identify the initial sound in the and applies it to the
consonant blend. He was told to following sentences
include bigger spaces in between his once redirected.
words and he fixed this in his
sentences. Three of the five sentences
included the correct spelling of a
consonant blend.

Math – Solving Word Problems The student seems to

The student completed three problems be comfortable
independently, all of which were writing out equations
answered correctly. He wrote out the to aid in solving math
equation for each problem and showed problems. He
his thinking as he worked. He even answered all of the
raised his hand to share his answer problems correctly
aloud. and shared his work
aloud.

Observation 8
Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts
Week/Date (Interpretations)
LA – Handwriting Practice The student is
Wrote all of the words without currently waitlisted to
assistance but would not complete the be assessed for
accompanying sentences with the ADD/ADHD. This
Child 1 Thursday
words. When prompted to finish his observation displayed
11/05/2020 his challenged at
work by the classroom teacher, he
would sign and look around the room staying on-task and
or talk to a peer. how it is hard for the
student to remain still
in his seat.

Math – Drawing Addition Problems The student is eager

He was able to draw models of and to share his answers
correctly answer 2 of the 4 with the class. Once
independent practice problems. He his teacher drew
was called on to share his answer attention to his error
aloud for one problem. He displayed on the worked-on
the correct drawing and answer. In one incorrect problem, he
problem that he missed, he miswrote was able to fix it on
the problem and added the wrong two his own and showed
numbers together. He then did not the problem written
complete another problem, leading to correctly.
it being incorrect.
LA – Handwriting Practice The student did
Wrote all of the words given without correctly complete
assistance but left the room before his sentences and
completing his sentences. When words. However, he’s
Child 2 Thursday
prompted by the teacher to complete noted to leave the
11/05/2020 room during times of
his sentences upon returning, he began
to write. When asked to display his instruction and work
sentences, they were noted to be time.
correctly written.

Math – Drawing Addition Problems

He correctly answered 4 of the 4 Basic addition with
independent practice problems. When pictures isn’t
called on to answer the challenge challenging for this
problem at the end of the lesson, he student. He had no
questions and/or
was able to answer and display it issues with the
correctly. concept and
completed the
problems
independently.