Day of the week with date Content: Strengths and/or Additional Thoughts:
Weaknesses i.e.: observed learning style,
CHILD
Student A: 2/7/2022- Monday
ELA: Whole class Heggerty
Observation One
- Hard time focusing
- Hard time removing
initial sounds of a word.
Two observations per For example, in the word
day steam, student said eam
instead of team.
- Kept getting up off of
carpet
- Does hand motions
properly.
Math: addition using base ten
blocks
- Correctly added 10 to the
number 453.
- Hard time understanding
place value.
- Use base ten blocks as
toys instead of tools for
S/E). You may now add some
personal interpretation here.
Student A is distracted during
this time and shows no
interest in Heggerty lesson.
Student does do well with
following along when paying
attention as well as doing
hand motions. Student is
constantly getting up or
making noises during this time
and causing distraction to
other students. Teacher has
informed me that Student A is
always yelling out and not
following along.
Student A seems to have
interest in math and got
excited when math began.
Student A has a hard time
understanding place value and
 his learning.
- Listened to direction and
raised hand when
needing help.
Student B: 2/7/2022- Monday
Language arts: whole class
Heggerty
- Paying attention
- Participating when asked
to give rhyming words
- Did the hand motions
wrong.
- Got distracted by other
students but only for a
moment.
- Had to be reminded how
to punch up the vowel.
- Recognizes vowel type.
.
Math: addition using base ten
blocks
- Needs constant support
during lesson
- Uses base ten blocks
needs a reminder. Once
reminded student A did really
well using base ten to add to a
three-digit number. Student A
also did not use base ten
blocks correctly and kept
playing with them when asked
not to.
Student B paid attention
during the whole Heggerty
lesson. Student attempted to
do all hand motions and was
reminded how to fix them
when wrong. Student B only
got distracted for a moment
when other student in the
class was messing around.
Student B also participated in
providing rhyming words for
example teacher gave class
the word wish, student B
responded with fish.
Student B during Math did not
do any work independently
without constant support from
me or Mentor. Student B once
told how many hundreds, tens
and ones were in a three-digit
number was able to show how
 correctly.
- No understanding of
place value.
- Does not know how
many ones, tens or
hundreds are in a three-
digit number without
being told.
Student A 2/9/21- Wednesday ELA: writing out sight words and
filling them into sentences.
Observation 2
- Took the time to sound
out each sound of the
words to decode them
- Said each letter as he
wrote them twice
- Took a little more
motivation to get started
- Filled out sentences but
did not fill in the right
word into blank line.
Math: Measuring with ant rulers
- Had fun finding items to
put into length categories
(5 ants or lower, 6-9 ants,
and about 10 ants)
- Found accurate
measurements
to represent the number in
base ten blocks. Student B saw
a number and when asked
how many tens for example in
the number 236, student said
1 which did not relate at all.
Student A took the time to
sound of each word as they
rewrote the sight words and
said each letter as they wrote
it as instructed. When it came
to student filling in the blank
of a sentence, student got all
but two of them wrong.
Student seemed to be
guessing or giving up since he
knew he only had so much
time to complete work.
Student A during Math was
excited to learn and was
enjoying moving around the
room to find the length of
objects. During this time, I
 - Got a little loud during
activity and had to be
reminded to quiet down.
Student B 2/9/21- Wednesday ELA: writing out sight words and
filling them into sentences.
walked around observing
student and found that he was
accurately measuring with at
ruler. Student also did get a
little loud during activity and
was reminded a few times to
quiet down or they would loss
a letter towards their incitive.
Student A enjoys doing hands
on activities and seems to do
the best moving around the
room then sitting at desk.

- Cannot accurately sound

out words Student B during ELA was
- Wrote b and d backwards struggling to understand the
- Neatly wrote out each content. After reviewing the
word twice vocab as a whole class student
- Filled in the correct word
still did not accurately read
in the fill in sentence. words. Student seems to do
the best when fill in the blank
sentence is read to her. When
asking student to read
sentence back to me she could
not decode the text without
Math: Measuring with ant rulers consistent support.

- Hard time socializing with

partner
 - Did not want to
contribute to partnered
work
- Enjoyed measuring things
- Accurately measured
items, lining up edge of
object at the 0 mark.
Student A 2/14/2022- Monday
ELA: writing about reading
Observation 3
- Very messy handwriting/
hard to read
- Good volume of writing
- Good punctuation
- Forgot to capitalize begin
of sentences.
- Little to none spelling
errors or sight words
Student B during math had a
hard time socializing with
partner and kept trying to
work on her own or simply just
copy what partner was doing.
After noticing this I helped
group and she seemed to put
her input into work more than
before. It is safe to say student
likes doing independent work.
Once student warmed up to
having a partner, she was
excited to go around the room
and measure objects such as
crayons, door handles and
more.
Student A was writing about
reading and retelling the story
of Zomo The Rabbit by Gerald
McDermott. Student A wrote
the whole time allotted to
students and wrote a great
volume of writing. One thing
that stood out to me is how
messy the student writes and
even mis holds the pencil.
When sharing writing Student,
A could not even read his own
writing. But one thing I noticed

Math: measuring the length of
an ant tunnel/nest l in the
hallway
- Listened to directions
- Excited to learn
- Understood correlation
of length of meter stick
to hallway
- Stayed out of the way of
other people in the
hallway
Student B 2/14/2022- Monday
ELA:
- Retold the story
amazingly
- Paid attention to
directions
- Hard time writing what
wants to be said
- Got distracted easily
right away is how well the
student used punctuation
marks.
During math student A was
excited to see how long the
ant tunnel they were reading
about ways in correlation to
the hallway. Student also
made an accurate guess to
how long it was. Student also
stayed quiet and made sure to
stay out of the way of other
people in the hallway.
Student B during writing about
reading gave a great oral
retelling of the story. This
allowed me to know student
has comprehension skills.
Student was not able to write
any word independently.
Scribing was done for student
and she rewrote it. Student
also got distracted and kept
writing on desk or paper when
mentor walked away.

Math: measuring the length of
an ant tunnel/nest l in the
hallway
- Guessed inaccurately
guessed even smaller
than one meter
- Stayed quiet
- Did not pay attention
Student A ELA; phonics book reading and
2/16/2022- Wednesday underlining
Observation 4 - Followed along reading
- Accurately underlined
words that contain aw
spelling principle
- Read aloud to self
- Slowed down and
sounded out words
Math: number corner
- Identified the shape on
Student B during math stayed
nice and quiet for other
classrooms. One thing student
B did not understand is that
the ant tunnel is 15 meters,
because she was not paying
attention and was distracted
by others in the hallways.
Since she was not paying
attention, she guessed less
than a meter for the length.
Student A while reading
passage in phonics book read
all of the page to himself and
took the time to slow down
and sound out words not
known. Student A also coral
read with the rest of the
classroom and made sure to
have all aw words underlined.
Student A during number
 today’s date.
- Was talking a lot while
sitting at carpet
- Pointed out other
rectangular prisms in the
classroom.
Student B 2/16/2022- Wednesday
ELA: phonics book reading and
underlining
- Did not try to read to self
- Underlined words that
did not contain aw.
- Followed along with the
class when reading
Math: Number corner
- Agreed that the shape
was a rectangular prism
- Stayed quiet and listened
to mentor
- Found another object in
the classroom that is a
rectangular prism
corner did talk a lot over
Mentor but did understand
that the shape represented on
the date was a rectangular
prism. Student A also pointed
out other rectangular prisms
in the classroom such as a box
on top of the shelf.
Student B struggled to read to
herself even with support.
Instead of searching for words
that contain the aw principle,
student B guessed by
randomly underlining words.
Student B did follow along
with the class during coral
reading but did not read
aloud.
Student B agreed that the
picture shown on today’s date
was a rectangular prism.
Student B also found another
rectangular prism in the
classroom (the book boxes).
Student also stayed focused
during lesson and did not talk
unless told to do so.
Student A 2/18/2022- Friday
Observation 5 ELA: trickster story/ writing
about reading
- Listened to book
- Talked out a few times
during reading
- Understood the lesson of
the book
- Got excited about events
in story
- Wrote complete
sentences
- wrote a solid paragraph
Math: 3D shapes
- identified 3D shapes in
the classroom
- identified sides of shapes
- got a little loud when
walking around room
- worked with partner well
Student A during the reading
of Raven by Gerald
McDermott listened to book
and stayed focused. Student A
did have a few moments
where he did yell out, but it
was about the book. During
writing student A wrote
complete sentences with
punctuation and capitalized
words at the beginning of the
sentence. Student A also
wrote over a paragraph during
his time.
Student A during partnered
work to identify 3D shapes in
the classroom did really well.
Student made sure to
participate in work and share
ideas with partner. Student A
was also able to sort 3D
shapes by how many sides and
vertices it has into categories.
Student B 2/18/2022- Friday ELA: trickster story/ writing
about reading
- identified the setting of
the story
- kept getting distracted by
shoes while story was
being read
- only wrote two
sentences during
independent work time
- Did not write complete
sentences
- Could not retell the story
to me.
Student B during the reading
of Raven correctly identified
the setting of the story but
was paying very little attention
to the story. During
independent time student did
not want to work and every
time mentor or I walked away
she would stop doing work.
student ended up only
completing two sentences
during time because she could
not retell the story.

Math: 3D shapes Student B during math did

great working with her
- Worked well with partner partner. While there were
- Did not identify shapes many times, she did not
correctly identify the correct shape she
- Relied on partner too allowed her partner to explain
much when filling out why and was willing to learn.
sheet Did not write everything she
- Willing to learn new did into her paper and noticed
things at one-point partner did it for
her.
Student A 2/21/2022- Monday
 ELA: Would you rather have a
Observation 6 dog or a cat as a pet Student A during this reading
of dog vs cats and followed
- Followed along with along with reading of
passages passages. Student A also
- Talked over classmates followed directions. At one-
- Did not raise hand point student did start talking
- Got excited to learn more over other students and did
about cats not raise his hand to speak
- Providing reasoning to and had to be reminded to
why he rather have a dog raise his hand. Gave reasoning
as a pet. to why he would rather have a
dog than a cat.
Math: Money word problem of
the day
- Understands that 25 Student A during math did get
cents plus 75 cents equal the word problem of the day
a dollar correct and also knew that not
- Read the word problem every part of the word
and was able to know problem was relevant to the
that not every answer. Student A showed his
component matters work by doing a number line.
- Showed his work by Student A also really enjoyed
doing number line math this day and followed all
- Worked quietly directions.
Student B 2/21/2022- Monday
ELA: Would you rather have a
dog or a cat as a pet Student B during this time paid
- Gave reasoning to why attention to Mentor but did
she would rather have a not participate in any
cat discussion. Student B once
 - Listened to mentor when
she was reading
- Did not participate in
discussion
Math: Money word problem of
the day
- Does not understand that
a dollar is 100 cents
- Showed her work using
base ten blocks
- Was off on the right
answer by 10 cents
- miscounted her base ten
block model
Student A 2/23/2022- Wednesday
ELA: Would you rather have a
Observation 7 dog or a cat as a pet
- Completed rest of
graphic organizer.
- Gave good reasonings
without copying word for
asked to give reasoning to why
she would rather have a cat
than a dog only participated
because she was told to do so.
Student B did not understand
the word problem of the day
since this is a newer idea for
these students. She seemed to
be really stressed out that
there was extra information
the word problem that did not
matter. Once shown with
graphics and explained
student started to understand
what she needed to do more.
Student drew her base ten
model beautifully but did not
count correctly causing her to
get the wrong answer to the
problem.
Student A finished writing in
reasoning and evidence from
the dog article into his graphic
organizer. Once Mentor
checked his work, he got a
piece of paper and started to
 word from the text.
- Started writing process.
- Had to restart because
handwriting was too
sloppy.
- Used graphic organizer as
guide.
Math: problem of the day
- Was distracted
- Did not fill on response
- Showed no work
- Asked mentor for help at
the end of the allotted
time
Student B 2/23/2022- Wednesday ELA: Would you rather have a
dog or a cat as a pet
- Started graphic organizer
- Gave good reasoning and
pulled evidence from the
text.
- Excited to learn more
about cats.
- Worked one on one with
mentor.
- Stayed focused
Math: problem of the day
- Got the right answer
- Showed her work
work on his writing process.
Mentor asked student to
restart his work because she
could not read it. Student did
get frustrated after this and
started to slowly give up
working.
Student A during math did not
do any work. Student also
refused to try to figure it out
and did not ask for help until
the very end of independent
time.
Student B during ELA worked
one on one with mentor to get
caught up from missing the
day before. Student focused
hard and completed whole
graphic organizer. Student
showed excited to learn new
things and too even fill in her
graphic organizer.
During Math student B got the
- Asked questions correct answer. Student made
- Used number line on sure to show work and
desk to check work focused during the whole
- Got to pull from the time. This is hard for this
candy box student since she is easily
distracted. Student also got to
choose from the candy box for
her hard work and getting the
right answer.