Child: Day of the Content: Strengths Additional Thoughts:

Week/Date: and/or Weaknesses:

Child 1 Tuesday 1/25 Math – Counting Money –
Focus is determining what
coins are needed to make a
given amount of money in
US coins.
Student is having a hard
time differentiating between
nickels and dimes.
LA – Vocabulary Words –
Whole class is working
together to complete
sentences using the week’s
vocabulary words.
Student repeatedly asks
teacher to repeat himself
while working on handout.
The student works well with
the concept of money besides
the confusion between dimes
and nickels. Towards the end of
the lesson, the student began to
identify the coins more
accurately than at the beginning
of the lesson. During the LA
lesson, the student was
completely unfocused, having
to constantly ask for sentences
and words to be read over
again. Even after sentences and
words are repeated, the student
still does not answer the
question.

Thursday 1/27 Math – Counting Money – The student is showing signs of

Focus is on word problems improvement as far as counting
involving money. money today during the lesson.
Students asks for word The student struggles to read
problems to be read aloud. the word problems but once the
teacher reads them aloud, they
LA – Phonics – Whole class are able to accurately display
is participating in Heggerty the addition equation and the
lesson, involving rhyming correct sum. During the
words. Heggerty lesson, while the rest
Student withdrawn, not of the class was answering the
answering the rhyming questions aloud, the student
questions with the whole laid their head on the desk even
class. after being encouraged to
participate. The student seems
to show the most struggle
during whole class instruction.
I think this student could really
benefit from having more one-
on-one instruction, possibly a
TSS.

Monday 1/31 Math – Subtracting Money The new concept of making

– Focus is on making change was introduced and the
change. student was unable to make
Student verbally expresses sense of this concept. The
 confusion about subtraction.
Student continues to add
when question is asking to
subtract.
LA – Reading – Reading
the Scholastic Weekly
Reader
Student loudly making
comments about the
pictures in the article while
peers are trying to read.
Tuesday 2/8 Math – Telling Time –
Focus is on accurately
reading analog clocks.
Student is engaged in
lesson, volunteering to
answer several times.
LA – Phonics – Fundations
Exam
Student looking around the
room throughout exam.
Asking teacher to repeat
questions.
problem here is that the student
doesn’t understand the idea of
subtraction in the first place so
trying to introduce it while
learning about money makes it
more confusing. The student
needs more explicit subtraction
instruction. During the LA
independent reading, the
student was not paying
attention to what they were
supposed to be reading and was
instead talking about the
pictures the entire time. To me,
this indicates that the student
may be struggling to read and
uses the pictures to try to
understand what the reading is
about (visual learner?).
Now that the students have
moved on from money to time,
the student appears even more
engaged and confident in their
abilities. I think the student
struggles with math that
involves number and operations
and that is why they are
working better with the concept
of time. The student seemed
spaced out during the
Fundations exam which is a
phonics exam given to the
whole class. The teacher is
reading the questions aloud for
the students, as they do not
have the questions in front of
them and the student asks the
teacher to repeat the same
questions multiple times. I
think the student is not getting
enough time in between
questions to think since they
are working at a slower pace
than their peers.
Tuesday 2/15 Math – Telling Time
Focus is on accurately
drawing hands on an analog
clock when given a time.
The student inaccurately
places the minute hand
sometimes. Student still
counts the 12 on the clock
as five minutes instead of
starting on the 1
occasionally.
LA – Phonics – Fundations
Focus is on the different
ways to create the long e
sound and writing words
with the different vowel
blends.
Student able to identify the
different long e blends and
only uses the wrong blend
in a word two times
throughout the lesson.
Monday 2/21 Math – Three-Digit
Numbers
Focus is on understanding
place value (there are 20
tens in 200).
Student inaccurately
answers questions on white
board related to place value,
i.e. “200 = 200 hundreds”.
LA – Rooted in Reading –
Students are reading a
passage and answering
questions about Abraham
Lincoln and President’s
Day.
Though the teacher explicitly
reviewed how to accurately
count the minutes on a clock,
starting with 1 rather than 12,
but the student still
occasionally is making this
mistake. This is causing the
student to always place the
minute hand five minutes
earlier than the given time. I
think the student would benefit
from filling out a clock chart,
labeling each of 5-minute
increments to keep at their desk
and refer to while working
through the worksheets and
other activities to become more
familiar with the way the
minute hand works. It seems
like beyond this concept, the
student has mastered the
concept of time. The student
works through the long e sound
well and is able to write most
of the given words correctly.
The had some confusion with
the -ey blend but otherwise did
well and appeared comfortable
with the words given.
Because the concept of the
hundreds place is new, it makes
sense that the understanding the
hundreds place is confusing to
the student, however, the
student was still struggling to
understand that there are 100
ones in 1 hundred. A strategy
that I think would assist the
student with this confusion is
the use of an HTO chart when
trying to map out how many
ones, tens, and hundreds are in
a three-digit number. The
student noticeably struggles
with reading and therefore just
 Student looking around the
room during the reading of
the passage, commenting
loudly on the pictures in the
passage while peers are
reading.
Tuesday 3/1 Math – Three Digit
Numbers
Students are reviewing the
different ways to show a
three-digit number (word
form, expanded form,
standard form).
When given a number to put
into word form, the student
becomes frustrated and
begins talking to peers
around them instead of
completing the work.
LA – Vocabulary
The students are writing
sentences using their
vocabulary words.
Student refuses to write
sentences and puts their
head down.
Child 2 Tuesday 1/25 Math – Counting Money – Student is struggling to sit still
Focus is on adding the value and pay attention to the math
of multiple coins. lesson today. Student continues
does not pay attention when
working on reading and writing
activities and assessments. The
student is unable to follow
along when their classmates are
reading and becomes distracted
by the pictures, resulting in
them making comments about
the pictures instead of trying to
comprehend the passage.
It isn’t surprising to me that the
word form of three-digit
numbers frustrates the student
because the student already
struggles with reading, writing,
and spelling. The student shows
comfort and understanding
when working with standard
form and expanded form, just
not word form. I think that the
student gets embarrassed about
being able to work through the
other problems accurately and
that is why they just began
turning around and distracting
their classmates. Moving onto
vocabulary, the student will
participate in the pajrt of the
lesson where the students read
the words aloud and use them
in sentences, but it comes time
for the students to write the
words and sentences
themselves, the student puts
their head down and refuses to
complete the work. Even when
the aide tries to assist them,
they seem to be frustrated by
the fact that they can’t
complete the work without
help.
 Student copying answers off
peers’ white boards, getting
up out of seat and walking
around room.
LA – Writing Sentences –
Focus is on using given R-
controlled vowel words in a
sentence.
Student struggling to
physically write sentences.
to get up out of seat and when
they do answer a question, they
are not doing the work, only
copying off peers. It appears
that the student understands
coins and each of their value
but does not understand adding
multiple coins together. When
teacher works through a
problem with the student, they
seem to understand. During the
sentence writing, the student
did not fill out their handout,
however, volunteered answers
for some of the words and was
able to verbally produce
meaningful sentences. Choice
on how to present knowledge
would benefit this student, as
they seem to struggle only with
the writing aspect of this
assignment.

Thursday 1/27 Math – Counting Money – The student is struggling to

Focus is on counting from a understand the concept of
given cent amount to a “target numbers” and adding
whole dollar using target larger coins to the given
numbers 25, 50, 75. amount rather than just pennies.
Student counting by 1’s to For example, starting with
get to dollar amount instead $0.63, what coins are required
of using target numbers. to get to $1.00? The student is
counting 64, 65, 66… and so
LA – Phonics – Whole class on rather than adding 1 dime
participating in Heggerty and 2 pennies to get to the
lesson involving “target number” 75. Then from
pronouncing specific the target number, you know
syllables in a word and then you need to add a quarter.
putting the word together. Student is struggling to
Student actively engaged in understand that. I think it may
movements and sounding just need to be explained with
out words. manipulatives. Student seems
to enjoy the Heggerty lessons
which teach students different
phonemic awareness tools.
Some of the lessons involve
movement, which is really

Monday 1/31 Math – Making Change
with US Coins in word
problems.
Student able to answer most
problems correctly with
help from TA.
LA – Reading – Working in
Wonders textbook, reading
a nonfiction passage as a
class.
Student following along in
book while peers read;
accurately answers one of
the comprehension
questions.
Tuesday 2/8 Math – Telling Time –
Focus is on reading analog
clocks.
Student having trouble
differentiating between the
minute and hour hands.
LA – Focus is on
engaging this student. The
student is not only doing the
motions but is also answering
the questions and saying the
given words aloud with the rest
of the class. The student
definitely seems to benefit from
the incorporation of movement.
The student’s ability to count
coins and make change seems
to have improved with
additional help, especially with
the word problems which I
think the student struggles to
read, making them unable to
answer the problems. Once the
TA had read the word problems
aloud and worked through the
first couple problems with the
student, the student seemed to
“catch on” more. Student does
well in LA because he is
interested in the topic of the
passage, Chinese New Year.
The teacher pauses in between
paragraphs to ask
comprehension questions and
the student seemed eager to
answer most of them, even
getting called on to answer one
of them, and answering
accurately. Again, the student
is benefitting from the material
being read aloud to them rather
than being required to read it
themselves.
The student continuously
answers the clock questions as
if the hands are reversed.
Additionally, it seems that the
student is count the “12” on the
clock as 5 minutes past the time
instead of 0 minutes. This
concept seemed to confuse
 identifying sentences
written in 1st person and 3rd
person.
Student able to answer
questions accurately after
having sentences read
aloud.
other students as well and
therefore I think is just an idea
that needs reviewed. I also
think this student could benefit
from a clock manipulative to
help explain the difference
between how the hour and
minute hands move. In LA, the
student was able to accurately
identify which sentences were
written in 1st person and which
sentences were written in 3rd
person but only after the
statements were read aloud to
them 1-2 times.

Tuesday 2/15 Math – Telling Time It was surprising to me that the

The class is showing given student was withdrawn during
times on clock this lesson because in the
manipulatives. previous lessons, the student
The student is very excelled with the concept of
withdrawn and quiet, not telling time once they were able
participating in the lesson.to understand the difference
between the minute and hour
LA – Phonics – Whole class hands. It seems that the student
is watching Heggerty on the is having a bad day because
Smart Board, using hand they are not interacting with
signals to work through peers or participating in the
various words using lesson like they usually do.
substitution and deletion. This attitude is also reflected
Student is having trouble then in the Heggerty lesson
staying on task and when the student remains
continues to turn around withdrawn and distracted,
and distract their peers turning around and talking to
throughout the video. peers. It is hard to tell if this
failure to participate is because
of his own frustration with the
material or if this can also just
be contributed to the student
having a bad day. These are
sensually activities that student
will at least partially participate
in.

Monday 2/21 Math – Three-Digit The student is easily frustrated

Numbers and distracted when it comes to
 Students are showing three- breaking numbers down and
digit numbers using base this has been evident is
ten blocks. previous lessons. The student
The student is drawing does not understand place value
pictures on their white very well, as it appears that the
board instead of using the student is an entire grade level
base ten blocks to answer behind when it comes to math
questions. which I think is what causing
the constant frustration. This
LA – Spelling Test frustration can also be reflected
Spelling test is being given in the student’s behavior during
to whole class. the spelling test. It seems that
After the teacher says each the student needs way more
word aloud, the student asks time in between words on the
him to repeat it several spelling test because they are
times even after moving on taking so much time trying to
to the next word. sound the words out.

Tuesday 3/1 Math – Three-Digit The student has struggled

Numbers
Focus is on adding two
three-digit numbers.
Student consistently adds
two three-digit numbers
beginning in the hundreds
place rather than the ones
place, resulting in
inaccurate answers.
LA – Spelling
Students are practicing
writing their weekly
spelling words.
Student struggles to write
words correctly, i.e. the
word is school and the
student spells it “scoo”.
several times in the past when
it comes to addition of numbers
with more than one digit. The
student always wants to do the
math left to right, starting in the
hundreds place. It seems that
unless the classroom aide is
explicitly going over each
problem with the student, step
by step, telling them to add the
ones, then the tens, then the
hundreds, the student is unable
to do it. Additionally, in second
grade, the students are
supposed to already know how
to regroup but because the
student is working an entire
grade level behind, this concept
also appears to be very
confusing to them. This can
also be said for the student’s
inability to spell and accurately
sound out words. Though the
students do weekly Heggerty
and Fundations to support their
phonics skills, the student
seems unable to apply those
skills because they are still
trying to sound out words
letter-by-letter.