Carly Campbell
Observation Logs
CHILD Day of the Content:Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
Child 1 Tuesday: LA-focus is on learning
9/7/21 individual letters in the
Daniel alphabet.
Everyone was learning
about the letter K. Child 1
raised his hand during
large group time to
answer a question about
what starts with the letter
K. A few other children
had their hands raised as
well to answer the
question. The mentor
teacher called on two
other children first and
they answered with
“koala” or “kangaroo”.
Child 1 was called on and
he shrugged and said, “I
don’t know, I thought we
were just raising our
hands”. The mentor
teacher asked him to try
to think of a word that
starts with the letter K
and gave him the sound
of the letter. He paused
and said “house”.
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
The student wants to
learn, but he may need
extra support. When he
said, “I don’t know, I
thought we were just
raising our hands”, it
may imply that he
follows what others are
doing. He may not be
able to focus or he may
need additional support
to help his learning.
After a discussion with
the mentor teacher, she
said that he often does
follow his peers and has
trouble focusing. The
mentor teacher says
that he has educational
autism and possibly
ADD. He is easily
distracted and needs
lots of refocusing on his
work. I think that he
would learn best from
hands-on learning to
keep him actively
engaged in his learning.
 Observation One (Week of September 7th, 2021)
Child 1 Tuesday: Math: practice writing
numerals and recognizing
Daniel 9/7/21 numbers
The whole class was
given a worksheet to
complete. This worksheet
had numbers 1 to 6. They
needed to trace the
numbers and practice
writing it on their own
next to the traced
numbers. All of the other
students completed it in
about 15 minutes. The
student had only
completed number one
after 15 minutes. He was
staring at the worksheet,
not writing. I asked if he
needed any extra help
with his work. He said
“no”. I asked him what
some of the numbers
were as I pointed them
out. He said, “I don’t
know. 100?”. I helped him
by telling him the
numbers, but he never
finished it during their
math time. He had to take
it to recess and work on it
then.
Child 2 Thursday: LA-focus is on learning
individual letters in the
Kaydence 9/9/21 alphabet.
I think the student
would work best if he
had a timer or a
reminder of when time
was almost up. Also, if
the learning was
modeled first he may
understand it better. He
may not learn from a
worksheet. Again, he
will need hands-on
learning to help him. He
may have trouble
focusing on his work
and there may be too
many distractions
around him. He may
need to sit closer to the
teacher or in a different
seat. The other students
that he was sitting next
to were chatting
throughout their work
and when they were
done with their work,
they were even more of
a distraction for him.
The student could use
additional support with
learning the letters in
the alphabet. The
mentor teacher taught it

Everyone was learning
about the letter “m”.
During the large group,
they were discussing
what starts with the letter
“m”. The student was
falling asleep. The mentor
teacher told her that she
needs to participate. The
mentor teacher asked for
a reminder about what
letter they were working
on and showed the
student the letter. The
student said, “A”. When
they went back to their
seats to practice tracing
and writing the letter, she
finished it in a reasonable
amount of time. The
mentor teacher asked her
what the letter was and
the student said, “umm
8?”. The mentor teacher
said, “no, a letter”. The
student said, “umm T”.
Child 2 Thursday: Math: practice writing
9/9/21 numerals and recognizing
Kaydence numbers
The students were in their
math circles on the carpet
with the whole class.
They were practicing
writing their numbers on
white boards and saying
the number out loud. The
mentor teacher would say
a rhyme out loud for how
to write a number like
“down and across and
through discussion in a
large group, and then a
worksheet. The student
may learn better from
visuals or being able to
move around since she
was falling asleep in the
discussion. The
students love
educational brain break
Youtube videos, so
maybe learning the
alphabet or letters
through videos that
allow them to use
movement while
learning will help the
student best.
After observing this
student, I realized that
she may be more of a
visual learner. When she
asked me to show her
how to write the
numbers, this may imply
that she is a visual
learner. Also, it would
help her to have things
repeated multiple times
to help the student
retain information. The
mentor teacher would
show her and I would
 down some more, now we
have the number four”.
She had them trace it in
the air and then practice
writing it on the board. If
they needed help, she
would show them on the
white board at the front.
The student could not
write the number 2, 3, 4, 5,
or 6. I asked her if she
needed help and she
asked if I could show her
how to write each number
again.
CHILD Day of the Content: Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
Child 1 Monday: LA: blending words for
9/13/21 phonemic awareness
skills (Heggerty)
The whole class began
working on Heggerty.
They were practicing with
blending words. Blending
is a basic phonemic
awareness skill that is
part of the three levels of
the phonemic awareness
curriculum. The teacher
show her again but she
would still ask for more
help. She will need
additional support with
her writing. I talked with
the mentor teacher
about what I observed,
and she agreed with my
interpretations and said
she thought the same.
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
The student may benefit
from additional
one-on-one support.
After he missed the
words, I would show
him how to correctly
chop the syllables. He
would repeat it and say,
“oh okay let me try”. He
may grasp it better if
there was additional
modeling. It is still early
in the year, so he may
 was working with
syllables. The mentor
teacher asked the
students to “chop” with a
hand motion each syllable
that they hear and blend it
together to make a
complete word. They
needed to blend the
sounds into words. She
gave the word, “recess”.
The student was not
participating. He was
looking around the room.
I went to sit with him to
help him. I showed him
how she wants us to chop
the syllables we hear. He
said, “re-cess-es-es” and
chopped four times and
said “4 syllables!!” in a
very excited tone. There
are only two syllables but
he made the word longer.
He did this with the next
four words the class did
together as well.
Observation Two (Week of September 13th, 2021)
Child 1 Monday: Math: One-to-one
9/13/21 correspondence and
counting to 10
The whole class was
practicing with counting
to 10, but more
specifically they were all
working on touching and
counting worksheets. The
students had to count
how many items were in
catch on with the skill of
blending. We will
continue to practice this
everyday in Heggerty.
From his excited tone, I
know that he is excited
to learn and wants to
learn. He seems
motivated but maybe he
is a bit distracted. He
may need reminders to
refocus him on learning,
and additional support.
The student could
benefit from additional
time working on his
work. He still looks
around the room when
he is working, so maybe
it would also help to
give him five minute
warnings that time is
almost up but go check
on how he is doing and
ask if he could use
 each group and write the
number next to it. The
mentor teacher
demonstrated how she
would touch each object
and count it as she went.
When she recited the last
number that would be her
number she would write.
The student was touching
each image in the groups
but was saying, “1, 2, 5”
really fast. I went over to
help him. I said “Let’s
count slowly and touch
each object first before
we say the number”. I
showed him again. He
touched each object as he
was counting but this
time said,
“1…,2...,3…..,4….”. There
were five objects in all for
this example. He then
said, “5...6, 7!”. He
touched the last item but
counted 5, 6, 7. After I
asked him to try again, he
said, “but everyone else
is almost done with
theirs, Miss Campbell and
I not.” I told him not to
worry and that everyone
works at a different pace
and it's okay to work a
little slower.
Child 2 Tuesday: LA: blending words for
9/14/21 phonemic awareness
skills (Heggerty)
The whole class was
working on Heggerty with
additional help. He
needs additional
support. He may also
benefit from learning to
touch and count first
with manipulatives, so
he can actually move
that item away as he
counts it. For example,
he can be given snap
cubes and he can touch
one snap cube and drag
it to the side as he
counts. This will serve
as great hands-on
learning for him to
practice one-to-one
correspondence. They
use the cubes in the
classroom a lot but not
as much for this skill
which could help this
student.
This student may not
get a lot of sleep at
home or she may be
used to taking a nap at
home around the time
we do Heggerty because
 the mentor teacher. The
student was falling asleep
during it. The mentor
teacher repeatedly tried to
keep her awake by saying
her name while learning
to try to keep her awake
to learn. The student
continued to try to
participate but was falling
asleep. I tried to go over
and wake her up to guide
her through Heggerty. She
was sleepy and you could
see it was causing her to
lose focus. She tried
chopping the words but
was not clearly saying the
word out loud. For
example the word was
“classroom”. She did the
chopping hand motion
three times and started
falling asleep again. She
needed to know it was
two syllables and to say it
out loud, but she did not.
Child 2 Tuesday: Math: One-to-one
9/14/21 correspondence and
counting to 10
The class was working on
one-to-one
correspondence while
learning about ten frames
in a large group. They
needed to count how
many dots were in the ten
frames that were shown
to them on a flash card by
the mentor teacher by
rebuilding it on their own
this student lacks
preschool experience
due to COVID-19. This
student may need to
stand up to learn in
Heggerty or move
around while learning.
The mentor teacher
informed me that this is
an everyday situation
around the same time
that we are learning
Heggerty.
The student may need
additional support with
one-to-one
correspondence. The
student may also need
additional help with
counting by ones to
twenty. The student may
not know what comes
after five. I asked the
student but she shrugged
when I asked her what
comes after five. She may
learn best if things are
repeated frequently and if
 individual ten frames with she is given additional
snap cubes, and counting one-on-one support by a
how many there were. The teacher. She wants to
mentor teacher called on learn because she raised
the students that had her hand and gave it a try
their hand raised to but got it wrong. She tried
answer how many dots though, and it shows me
they thought were and that she wants to learn
why they thought that. and is doing her best.
The student raised her
hand to answer. The
teacher called on her.
There were 7 dots on the
mentor teacher's ten
frame. The student
answered with five. The
teacher asked her to
recount again. The
student counted them
again saying, “1, 2, 3, 4,
5” as she touched and
counted the first five but
then stopped. The teacher
asked her to keep going
and the student said, “I
do not know”. The
teacher moved onto the
next student to answer
the question.

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

WEEK with (observed learning style,
DATE Weaknesses S/E) You may now add
some personal
Name the content area and interpretation here.
state only what you
observed (hear and see)
Child 1 Monday: LA-focus is on learning This student may benefit
9/20/21 individual letters in the from a reward or incentive
alphabet. motivation technique to
keep him focused on
The students were completing work in a
working on learning the T. timely manner. The
The students were mentor teacher says that
individually writing the he loves to be praised for
letters on a handwriting good work, so I think a
worksheet. They needed reward or incentive will
to trace all of the help him to stay focused
upper-case and and motivated to learn.
lower-case letters “T” and Also a timer, to let him see
write their own at least that he only has so much
five more times on each time left and needs to
line. It had a star on the finish soon.
top of each line where
they should start their
own letters. This was
given to them and they
needed to complete it in
class, so she could see
each of their handwriting.
Child 1 was still on the
first line by the end of
Language Arts class. In
about 20 minutes, he had
only traced the uppercase
Ts. He was focused on the
other kids around the
room and was not looking
at his paper. The teacher
gave him a few warnings
but it did not help a lot. He
was still unfocused.

Observation Log #3 (Week Three: Week of September 20th, 2021)

Child 1 Monday: Math: learning and The student could use
9/20/21 recognizing shapes more real-life experiences
like today for practice. He
The students were all needs to be able to have
working on learning their authentic learning where
shapes and recognizing he can find the shapes in
the shapes around the real life experiences. He
room. The mentor teacher could also use more
wanted to see who visuals of what the shapes
understood the shapes, look like and what they
so she said, “Everyday might look like turned in a
this week, we will look at different direction. A
different shapes that I misconception that
have around the room. students have is the way
Today, we will find a shape is turned decides
rectangles. Everyone go what shape it is. For
find one circle around the example, if a rectangle is
classroom and it cannot lying on its side, the
be the same as someone student will see that it is a
else. The student walked rectangle, but if it is turned
over to a triangle and to stand tall, the students
pointed. She asked the will not recognize it as a
student what that shape rectangle sometimes. I
was and he said “it is a think he could use more
rectangle’. The mentor visuals and support with
teacher said, “that is a his shapes.
triangle, let's find a
rectangle”. He stood there
for a few minutes and
then shrugged.

Child 2 Tuesday: LA-focus is on learning The student will need

9/21/21 individual letters in the additional support with her
alphabet. letters. The mentor
teacher and I called her
Today the students were over and pointed to a few
learning about the letter different letters in the
“U”. The students were alphabet and she was
working in a large group only able to recognize one
for brainstorming words out of eight we pointed at.
that start with the letter She finally learned K from
“U”. The group came up the other day because it's
 with “unicorn” and
“unicycle” together with
the mentor teacher. The
teacher asked if there
were any other ideas and
called on the child 2.
Child 2 said, “I don’t
know”. When the mentor
teacher said, “would you
like to take a guess?”, the
student said, “No”. After
they finished their
discussion, the mentor
teacher went over to the
student and asked what
letter they were just
learning about. The
student said “C?”.
Child 2 Tuesday: Math: learning and
9/21/21 recognizing shapes
The students were
reviewing their shapes
and the attributes in each
shape to be able to help
them recognize the
shapes. The mentor
teacher told them to walk
around the classroom
today and try to find a
triangle. Child 2 walked
around and around. The
teacher asked her to
hurry and find a triangle.
The student walked over
to a book that was on the
bookshelf and it had a
small triangle on it. She
was able to recognize the
triangle. We asked her
how she knew it was a
triangle. She said,
in her name. The student
will need more visuals
with the letters to
demonstrate what the
image starts with. For
example, a picture of an
umbrella for U. The
student will also need
more support through her
learning. She may lack
focus as well, so a reward
or incentive to pay
attention may also help
the student stay focused
and motivated to learn.
The student may not yet
know the correct way to
explain her thoughts or
the words she wants to
use. She may remember it
but cannot communicate it
out loud too. We will
continue to scaffold her
learning and help her to
communicate her
thoughts and ideas out
loud. We will review the
ways to determine a
shape too and model what
we would say when we
find the shape. We could
say, “This is a (insert
shape name) because it
has (#) of sides and (#) of
angles. This will help them
to learn that they should
also say that when they
find shapes.
 “because it is a triangle”,
but she could not give
any further information on
why it was a triangle.
CHILD Day of the Content: Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
Child 1 Monday: LA-focus is on learning
9/27/21 individual letters in the
alphabet.
The students were
learning the letter “y”
today. They had a lot of
letter activities planned
for the day. They had to
start by learning the letter
and practice writing and
tracing the letter in
lower-case and
upper-case on a
handwriting worksheet.
The student traced the
letters well but when he
had to write it on his own,
he struggled with writing
the letter “y”, especially
the uppercase letters. I
had him trace another
letter and really focus
how he traced the letter.
He was able to do it after
a couple more tries. After
I helped him, I asked him
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
This student will need
additional help with his
alphabet and handwriting.
He holds the pencil
correctly, but I think Y is a
difficult letter for him. With
additional practice, he
may get better at it and
recognize the letter more
with practice. The student
would benefit from
alphabet practice each
day. The mentor teacher
agrees and already does
the letters and letter
sounds during Heggerty
and Countdown (Really
Great Reading). We will
start using more alphabet
Youtube songs to help
them learn and retain the
letters in the alphabet
because this is how they
like to learn.
 what letter it was for
clarification that he
understood the letter
today. He said “X”.

Observation Log #4 (Week Four: Week of September 27th, 2021)

Child 1 Monday: Math: One-to-one I think this student is

9/27/21 correspondence and struggling with
counting to 10 using ten understanding the
frames concept of “touch and
count” each object. He is
The students came back not understanding
to working with one-to-one
one-to-one correspondence. He only
correspondence because touches one cube. He will
this is a weakness area of need additional instruction
every student. This will and maybe taught with
more than likely be my another visual for
lesson week topic hands-on learning. He
because the students are may work better with
not able to grasp the counting something else
concept. They are to help him learn. The
working with the ten student will also need to
frames again and be reminded to touch
rebuilding the teacher’s each object while saying a
ten frames with snap number and continuing
cubes and counting how counting. With additional
many. The teacher practice, he will
showed them a card with strengthen this skill.
5 on it. The student is
struggling with counting
each individual snap
cube. The mentor teacher
said “Make sure you have
five, please count it
again”. The student said,
“I do have five because I
counted” but he had
eight. He pointed at one
snap cube the whole time
and counted to eight
 without touching any of
the other cubes.
Child 2 Tuesday: LA-focus is on learning
9/28/21 individual letters in the
alphabet.
The students were
working on finishing the
alphabet today with the
letter Z. They discussed
as a group words that
started with the letter Z.
The mentor teacher wrote
and drew them on the
board up front. Then, she
asked them to go back to
their seats and draw four
things that started with
the letter Z in their
alphabet books that they
have been making and
they could copy what was
on the board. Child 2 went
to her seat and sat staring
at her paper for a few
minutes. She drew a few
things but wrote no
words. It was time to
share with a partner. She
could not share because
she said, “I forgot the
letter and what I drawed”.
Child 2 Tuesday: Math: One-to-one
9/28/21 correspondence and
counting to 10 using ten
frames
The students are working
with one-to-one
correspondence because
This student also would
benefit from extra
practice. With additional
practice, she may get
better at it and recognize
the letter more with
practice. The student
would benefit from
alphabet practice each
day, and repetition when
teaching the letter. Also,
she will need to make a
goal to at least write one
word or more in her
alphabet book, for
example to practice
reading and writing words.
This could be a reason
why she forgot what the
pictures she drew were.
Kindergarten drawings
can be sloppy if they are
in the beginning stages of
writing development. If
she struggles with writing,
she would also benefit
from more writing
practice.
The student may need
instructions repeated over
and over again to help
process what she needs
to be doing. A step by
step process would help
the student. My
interpretation of this is that
 this is a weakness area of
every student. They are
working with the ten
frames again and
rebuilding the teacher’s
ten frames with snap
cubes and counting how
many. The teacher
showed a ten frame with 9
and asked the students to
rebuild it and count how
many. Child 2 stared at
her and did not rebuild it.
The teacher asked her to
start using her cubes to
build the ten frames like
hers. She started to build
it. Then, the mentor
teacher asked the student
how many cubes there
were. The child stared at
the mentor teacher. The
teacher told her to count
her cubes to tell her how
many. The child counted
and said, “8”. Then,
corrected herself, and
said, “no, 9”.
CHILD Day of the Content: Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
maybe when the mentor
teacher said, “look at my
ten frame and build it with
your ten frame, count the
cubes, and tell me how
many there are” was too
much for the student to
process and remember all
at once. That could be
why she stared blankly
confused about what she
should do first, but then
when the teacher told her
step by step, she did it
and did it right. I think she
will benefit from repetition
and clear, explicit
instructions for the
students to follow step by
step. She even
self-corrected herself
which is good!
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
Child 1 Monday, LA: rhyming words in The student probably
October 4th, Heggerty does not understand what
2021 rhyming is or cannot hear
The students were the rhymes. He needs to
working on what words practice understanding
rhyme and what words do ending sounds and
not rhyme in Heggerty. rhyming. He will need
The mentor teacher would additional support. It
say, “dog, frog” and they would also help him if he
would give a thumbs up if also said it out loud, so he
it rhymed and a thumbs can hear if it rhymes or
down if it did not rhyme. not. With additional
The student would look at practice, he could improve
his peers for what they this skill.
were doing and copy their
answer. The mentor
teacher noticed and
asked him to look at her
while he decided his
answer. She said, “log,
teacher”. He put his
thumbs. She said “No, it
does not rhyme”. Then,
she did “cat, bat”. He put
his thumbs down. She
said “It rhymes, they have
the same ending sounds”.

Observation Log #5 (Week Five: Week of October 4th, 2021)

Child 1 Monday, Math: standard number My interpretation of this is

October 4th, order, what comes before that the student still
2021 and after a number on a struggles with numbers
number line and standard number
order. He could use more
The teacher had a number practice with counting to
line on the board with 20, and understanding the
certain numbers covered correct number order to
up and some not covered. determine what comes
The mentor teacher would before and after a
point to an uncovered number. He needs
 number on the number additional support. He
line like the number 7. could learn from more
She asked, “What number visuals and talk it out
comes before 7?” The more.
student raised his hand
and she called on him. He
said, “ummmmmmm
10!”She said, “no, what
comes before 7?” He
said, “3. No, 8!” She
uncovered 6 and showed
him the number. He said,
“Oh, so it is 5”.

Child 2 Tuesday, LA: rhyming words in The student probably

October 5th, Heggerty does not understand what
2021 rhyming is. She needs to
The students were learn what rhyming is over
working on what words again and be reminded
rhyme and what words do how words are able to
not rhyme in Heggerty. If rhyme. The student may
it rhymes, they put their forget what rhyming is and
thumbs up, if it does not, needs to be reminded.
they put their thumbs Additional learning with
down. The teacher gave rhyming would help. It
the students the words, would also benefit the
“goat, boat”. The student student to learn about
put her thumbs down. The word families. This can
teacher asked the student help with rhyming words.
if the words had the same Songs and rhyming
ending sounds. The poems or books can help
student said “yes”. The too. It will help to allow the
teacher said, “so, do they student to say the words
rhyme”. The student said, out loud as well to hear
“no, they do not”. The the rhymes
student did this with the
next 3 examples as well.

Child 2 Tuesday, Math: standard number My interpretation is that

October 5th, order, what comes before the student may
2021 and after a number on a understand it but needs
number line more practice with it. She

The teacher had a number
line on the board with
certain numbers covered
up and some not covered.
The mentor teacher would
point to an uncovered
number on the number
line. She pointed to 3. She
said, “what comes after
this number?”. The
student was called on and
the student said 5. She
said “5 is after 3 but what
comes right after 3 and is
before 5?” The student
said 8. The teacher said
“it is 4, but let's do
another one” to the
student. She asked the
student what comes after
6. The student said 7. This
time it was understood.
CHILD Day of the Content: Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
Child 1 Tuesday, LA: blending words for
October 12th, phonemic awareness
2021 skills
The students were
chopping words by their
syllables and the teacher
understands some of the
standard number order
but may need more
practice with it. If the
student needs too she can
count on her fingers or
she can say the numbers
out loud from 1 to 20 to
help her determine what
comes next, but she could
use extra support in her
learning and keep
practicing to strengthen
this skill.
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
The student may need to
be reminded what a
syllable is and how to
count them. He needs
extra scaffolding and
practice. He would learn
 wanted them to count
how many syllables it was
that were in each word.
The students chopped the
word “napkin” together
with the teacher. The
teacher said, “how many
syllables was that, hold
up that many fingers”.
The student held up five
fingers. She said, “There
were only two”. The next
word was “picnic”. The
student chopped the word
with the teacher but could
not count how many
syllables. He said
“Three!”.
Observation Log #6 (Week Six: Week of October 11th, 2021)
Child 1 Tuesday, Math: one-to-one
October 12th, correspondence in math
2021 stations
The students were taught
a new game to help them
with one-to-one
correspondence and
counting. The game is
“Spill the Beans”. They
had to spill plastic beans
on a surface and count
only the ones with the red
side up and record it on a
recording sheet. The
student spilled the beans
and there were five beans
with red sides up. He
looked at it for a while
and his partner yelled “5”.
The student said “yeah
great from someone
modeling it more with him.
He needs more practice
with this. From his excited
tone, I know that he is
excited to learn and wants
to learn but needs more
one-on-one support
whenever possible.
The student probably felt
rushed into figuring out
the answer and agreed
with his partner before he
actually counted them by
himself. He did not use
the touch and count
technique, so he may
need to be reminded to do
this. He could benefit from
additional practice. Also,
we will tell the partners to
make sure to keep the
number to themselves
and when both students
figure it out they can give
a thumbs up and share
the answer. Child 1 needs
more time to figure it out
on his own without his
 five”. I asked him to show
me how he counted them.
He looked at it and
counted “1, 2, 3, 4…There
are 4!”.
Child 2 Thursday, LA: blending words for
October 14th, phonemic awareness
2021 skills
The students were
chopping words by their
syllables and the teacher
wanted them to count
how many syllables it was
that were in each word.
Child 2 was falling asleep
while they were doing this
as a whole class. The
teacher chopped three
words before asking the
student to try one on her
own. The teacher gave
her the word “zipper”.
The student said, “zip-per,
1 syllable”.
Child 2 Thursday, Math: one-to-one
October 14th, correspondence in math
2021 stations
The students played the
game “Spill the Beans
again in math stations”.
They had to spill plastic
beans on a surface and
count only the ones with
the red side up and
record it on a recording
sheet. The student spilled
the beans and the number
was 2, the student said
peers giving him the
answers all the time.
This student may need to
stand up to learn or move
around while learning.
They can chop the words
while standing up to keep
her awake. Also, the
teacher can go around the
classroom to a few
students to the students
that need more practice
and allow them to try on
their own. This can give
the teacher a chance to
give the students
individual help and
practice while giving them
feedback.
The student is using touch
and count when counting.
The student got one right
but missed one. The
student kept this pattern
throughout the game. She
would miss a few but get
a few right. I think that she
maybe is starting to
understand but is feeling
like she needs to rush
through it causing the
mistakes. She will need to
be reminded to take her
time to complete these
 “2”. They spilled again
and it was 4. The student
said “3”.
CHILD Day of the Content: Strengths and/or
WEEK with
DATE Weaknesses
Name the content area and
state only what you
observed (hear and see)
Child 1 Tuesday, LA: Writing with detail to
October 19th, tell a story
2021
I taught my lesson and
explained that they need
to write a story with detail
and pictures to share with
a peer to tell a story to
their partner. They will be
writing quietly with no
distractions for 7 minutes
and 42 seconds. They
were given a prompt to
write about a community
helper. The student was
told to begin and he
stared at his paper for 3
minutes. I went over to
him and reminded him
what he needed to be
doing. He started writing
but only wrote his name. I
asked him to try to draw
pictures too if he was
worried about not being
able to write. He did not
activities so she does not
make mistakes.
Additional Thoughts:
(observed learning style,
S/E) You may now add
some personal
interpretation here.
The student may need to
be reminded constantly to
refocus on his work to
help him. The timer may
not be a good idea for him
anymore either for him to
see. The timer may need
to be hidden now, but give
a five minute warning,
then a one or two minute
warning, so that he
focuses on his writing. If
he is focused and working
but needs additional time,
he may benefit from extra
work time as well.
 participate in the writing
workshop because he
could not focus on his
journal. He said “I wanted
to watch the timer”

Observation Log #7 (Week Seven: Week of October 18th, 2021)

Child 1 Monday, Math: one-to-one All of the practice helped

October 18th, correspondence the student. Plus, the
2021 students had to discuss
This was the lesson that I with each other if they
taught to the students. I agreed or not and why
had them complete a they did or did not agree.
pumpkin patch match. I They liked getting to move
gave some of them ten around. I think this activity
frames with pumpkins on really helped him. We can
it and some of them the move on to another math
numerals. I needed them standard now but I think it
to walk around the would benefit him to keep
classroom to find their reviewing one-to-one
peers that matched their correspondence every
card. For example, if one once in a while.
student had a ten frame
with two dots they
counted and another
student had the number 2,
they would match. The
student was given a ten
frame card with 8, so he
would use his touch and
count technique. He
counted 8 and found the
partner with the number
8. He finally understood it
and it made me so happy!

Child 2 Tuesday, LA: Writing with detail to I think that the student
October 19th, tell a story needs to try to make a
2021 goal to always write
For my lesson, the something even if it is not
students were writing
 about community helpers
in their writing workshops
at their tables in their
writing journals. I gave
the prompt and started
the timer for them to see.
The student was working
hard and drawing lots of
pictures. She did not write
anything except her name
but she did not put her
crayons down until the
last second which
showed me that she was
trying and working hard.
When it came time to
share their story to the
peer, she could not tell
her story because she
could not remember what
she wrote about because
it was all scribbles and
even she did not
understand it.
Child 2 Monday, Math: one-to-one
October 18th, correspondence
2021
This was the lesson that I
taught to the students. I
had them complete a
pumpkin patch match. I
gave some of them ten
frames with pumpkins on
it and some of them the
numerals. I needed them
to walk around the
classroom to find their
peers that matched their
card. I gave the student a
card with 10 pumpkins on
a ten frame. I wanted to
see if she could figure out
spelled correctly. She
needs more writing
practice. Also, if the
student needs more time,
she can be given
additional time, so that
she is not rushing through
her work. She needs to
practice with her drawing
and writing skills to tell a
story, so we will continue
working with this.
Having the student
explain her thought
process to me helped me
to know that she truly
understood the activity
today. All of the practice
helped the student. They
liked getting to move
around. I think this activity
really helped her too. We
can move on to another
math standard now but I
think it would benefit all of
the students to keep
reviewing one-to-one
correspondence every
once in a while.
 that all ten spaces filled in
on the ten frames meant
there were ten. She found
her partner with the
numeral ten and I asked
her to explain it to me.
She said, “there are five
on top and five on bottom
and that is all 10”. She
was able to communicate
with me what her thought
process was. I love
seeing progress with the
students. It took a long
time to figure out this skill
but a lot of them
understand it now.

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

WEEK with (observed learning style,
DATE Weaknesses S/E) You may now add
some personal
Name the content area and interpretation here.
state only what you
observed (hear and see)

Child 1 Monday, LA: Writing with detail to
October 25th, tell a story
2021
The students were given a
prompt to write about the
pumpkin they received
today and what they were
going to do with it. The
student did not have a
timer to look at this time
but he was still
unfocused. He stared at
The student may need to
brainstorm ideas first
about what he wants to
write about. He may not
know yet specifically and
needs time to think about
it. I think it would help him
to have a few extra
minutes in the beginning
to brainstorm ideas first
and then write. The more
practice he gets with
 his paper for 3 minutes writing, the better he will
out of the 7 minutes and get. He will understand
42 seconds. I went over that a story needs to have
and reminded him what detail. He will be reminded
he needed to write about. more frequently to add
He started writing and detail to tell a story.
drawing then. After the
time was up, he did not
have enough detail
because he ran out of
time and could not tell a
story to his partner. He
just kept saying, “I have a
pumpkin”.

Observation Log #8 (Week Eight: Week of October 25th, 2021)

Child 1 Monday, Math: more than, less
October 25th, than
2021
The students are working
on what is more than and
what is less than based
on images. They need to
count the objects on the
visuals which is the
one-to-one
correspondence skill and
say which group has
more or which has less.
They played a game from
Bridges in their math
stations for this after they
reviewed it with the
teacher. Child 1 counted
one card that had 6
objects, then he counted
another card that had 3.
He said, “6 is less than 3”.
I told him to say which
number came first when
he counts. He said “3”. I
The student is doing way
better with his one to one
correspondence but
needs more practice with
number lines with which
numbers come before or
after. He will need more
practice and scaffolding
with more than and less
than. I think it would
benefit him to also use
different games and
activities with different
objects too. Objects that
he can move around like
manipulatives and see
which is bigger.
 said “good, so which is
the one with less”. He
said “6”.

Child 2 Tuesday, LA: Writing with detail to She is already getting

October 26th, tell a story better with writing but she
2021 will need more practice to
The student was given the write and draw more. The
writing prompt. The student may need words
student started right away longer or tricky words put
and was able to even on the board for them to
write one word. She wrote copy, but we want them to
the word “pumpkin” and try to stretch the words
drew pictures around it. out themselves to figure
She was able to write out what letters are in the
pumpkin because we words based on the letter
normally put words on the sounds. The student will
board for them to copy, need more practice with
but she was able to do it this when she is writing in
this time. When it came to her writing journals.
telling a story, she was
able to tell her partner a
little bit more because
she wrote the word
pumpkins and it reminded
her that she wrote about
pumpkins. She said, “ I
will paint the pumpkin
and put it outside.”

Child 2 Tuesday, Math: more than, less The student understands

October 26th, than how to count the objects
2021 now and does a better job
The students are working with figuring out how
on what is more than and many objects there are in
what is less than based the groups, but she will
on images. They need to also need more practice
count the objects on the with understanding which
visuals which is the is more than and which is
one-to-one less than. She understood
correspondence skill and it after talking it out. I think
say which group has that she understands it
more or which has less. but needs to slow her
They played a game from thinking down and think
Bridges in their math about it carefully instead
stations for this after they of rushing because it is a
reviewed it with the game and wants it to be
teacher. The student done or to win. With more
counted one card that had practice and scaffolded
6 and another card that learning, she will
had 9. She said, “6 is strengthen this skill.gyu
more than 9”. I asked the
student if she was sure
and she said,
“yes...no….maybe. 9 is
after 6”. I said “yes, 9
does come after 6, so
which has more”. She
said “the one with 9”.