CHILD Day of the Content: Strengths and/or
WEEK with Weaknesses
DATE
Student One 2/6/23 ELA- Reading/writing - Focus was
on comprehension of reading.
Strengths- The student was able
to refer back to the text to find
the correct answer to fill in the
missing word in the activity.
Weaknesses- The student had
difficulty reading the sentences.
There were multiple words the
student could not read without
assistance.
Student One 2/8/23 Math- Focus was on adding two-
digit sums.
Strengths-The student was able
to split a two-digit sums equation
into ones and tens. The student
was able to successfully add
numbers to get the correct
answer.
Weaknesses-The student did
not add the extra one when
adding the numbers in the tens
place.
Student One 2/13/23 ELA- Focus on creating a
PowerPoint project.
Strengths- The student was able
to use his Chromebook to
research information provided on
a graphic organizer with
assistance from the teacher. The
student was able to verbally
answer questions to the scribe in
detail.
Weaknesses- The student
demonstrated difficulties in
transferring the information from
the graphic organizer to the
PowerPoint. The student needed
the teacher to put the
information into the PowerPoint
for him.
Student One 2/15/23 Math- Focus on subtracting two-
Additional Thoughts:
During the observation, the
student worked with the
teacher candidate to complete
the assignment. The student
answered five out of seven
answers independently while
only needing assistance with
reading five words. The student
demonstrated strong
comprehension skills while
completing the activity.
During the observation, the
student demonstrated an
understanding in the topic of
adding two-digit sums. While
working on the assignment, the
teacher caudate reminded the
student that they needed to
add the extra ten to their
answer. With the prompting
the student successfully
answered the remaining
questions.
During the observation, the
student demonstrated strong
research skills on his
Chromebook. Due to the
student’s difficulties with
writing the intervention
specialist scribed what the
student wanted to write. The
student was having difficulties
transferring his information
from the graphic organizer to
the PowerPoint so he needed
assistance from the teacher.
The student was also able to
add pictures to the
presentation with assistance
from the teacher.
During the observation, the
 digit numbers.
Strengths- When the student
correctly borrowed, the student
was able to get to the correct
answer. The student
demonstrated strengths in using
his number chart to subtract two
numbers.
Weaknesses- The student
demonstrated difficulty in
correctly taking one ten away
when necessary. The student also
demonstrated weakness in
subtracting the tens place after
borrowing. The student would
subtract the original ten and
would get the incorrect answer.
Student One 2/22/23 ELA- Reading a text with long A
sound.
Strengths- The student was able
to identify words with the long A
sound when reading through a
passage with assistance from the
teacher.
Weaknesses-The students
demonstrated difficulties when
selecting two long A words and
using them to create a sentence.
Student One 2/23/23 Math- Focus on using meters and
yards to estimate distance and
length.
Strengths- The student was able
to determine the unit of
measurement when given an
image of an object. When given
three options, the student was
able to correctly determine the
more appropriate option.
Weaknesses- The student
demonstrated difficulty
estimating lengths and distances
without options presented. The
student typically would
overestimate.
Student One 2/28/23 ELA- Focus on writing an opinion
student demonstrated strong
math skills with subtraction.
During four problems, the
student struggled with knowing
when to borrow a ten to
subtract. On two problems
where the student correctly
borrowed, the student
subtracted the bottom number
from the original top number
and got the incorrect answer.
The teacher provided the
student with feedback and had
him try the problems again.
During the observation, the
student was able to identify
long A words when reading
through the passage. The
student required assistance
reading some words in the
passage. After reading the
passage the student struggled
to select two long A words and
create a sentence with them.
The student needed extra
prompting and assistance to
create the sentence.
During the observation, the
student demonstrated strong
estimating skills. The student
could select the appropriate
unit and lengths of
measurement when given an
image of an object with 100%
accuracy. When given an object
or distance written the student
struggled to estimate the
length and distance of objects.
Through the observation the TC
learned this student learns best
with visual representations.
During the observation, the
 piece.
Strengths- The student
demonstrated strengths in using
the provided sentence staters to
create the writing piece.
Weaknesses- The student
demonstrated difficulties with
separating his sentences using
punctuation.
Student One 3/2/23 Math- Focus on using meters and
yards to measure distance and
length and organizing the data on
a graph.
Strengths- The student was able
to answer questions based on the
data. For example, the teacher
asked the class “what was the
most common wingspan of the
class” the student was able to
look at the graph and give the
correct response.
Weaknesses- The student
demonstrated difficulties in
placing the data point on the
graph independently. The student
was able to follow along with the
teacher to place the date in the
appropriate area.
Student One 3/6/23 ELA- Focus on spelling words
review.
Strengths- The student was able
to spell all words with the oy
spelling pattern correctly on his
dry erase board.
Weaknesses-The student
demonstrated difficulties spelling
words with the oi spelling pattern
on his dry erase board.
Student One 3/8/23 Math- Focus on partitioning
rectangles and identifying the
number of total squares.
Strengths- Once the student
correctly partitioned the
teacher gave the students a
sentence starter on the board.
The student was able to write
the sentence starter to
introduce his opinion. While
working in a small group with
the intervention specialist the
student was able to include his
main idea and supporting
details. The student made
three errors by not including
punctuation in their writing.
During the observation, the
student was able to read
information presented in a
graph to answer questions
asked by the teacher. When
transferring the data into a
graph independently the
student demonstrated
difficulties. The teacher made
the graph on the board to have
student check their work which
helped the student correct
what he did incorrectly.
During the observation, the
teacher conducted a spelling
words game in which the
teacher said a word from their
spelling list and the students
wrote in on a white board.
During this lesson the student
was able to spell all word
correctly besides the two
spelling words with the oi
spelling pattern.
During the observation, the
teacher demonstrated and
explained how to partition a
rectangle. During the lesson
the student was struggling to
 rectangle, the student was able to
state the number of rows, squares
and each row, and total numbers
of squares without assistance.
Weaknesses- The student
demonstrated difficulties in
correctly partitioning the
rectangle into the correct number
of rows and columns. The student
required assistance in partitioning
into the correct rows and
columns.
Student One 3/14/23 ELA- Focus on writing based on a
piece of text.
Strengths- When given a
sentence with areas for the
student’s response, the student
was able to refer back to the text
to answer the prompt with
assistance from the teacher.
Weaknesses- The student
demonstrated difficulties with
reading the writing prompt and
relating the prompt to their own
experiences.
Student One 3/15/23 Math- Fucus on identifying shape
attributes.
Strengths- The student
demonstrates understanding
when using lines to label and
identify sides as well as using dots
to label and identify vertices.
During the activity the student
was able to label sides and
vertices to sort shapes.
Weaknesses- The student
demonstrated difficulties in
identifying parallel lines and
identifying shapes with parallel
lines.
Student One 3/16/23 ELA- Focus on writing an opinion
piece based off a piece of text.
Strengths- The student showed
strengths in using information
presented in the story to answer a
use his ruler to partition the
rectangles, so a teacher
assistant helped the student
partition the rectangle. After
partitioning the shape, the
student was able to identify
and state how many rows,
columns, and total squares
there were.
During the observation the
student worked with the
intervention specialist to
answer the writing prompt. The
intervention specialist wrote
out the sentence for the
student and the student wrote
their response in the
appropriate area. The student
is on an IEP and requires
assistance with reading. The
student had assistance with
brainstorming and relating the
prompt to their real-life
experiences.
During the observation, the
student was working on a
shape attribute worksheet. The
student was able to correctly
identify and label the number
of sides by marking a line
through them and identifying
the labeling the vertices by
marking them with a dot.
When the student got to the
section that asked about sets of
parallel sides, the student was
unable to identify and explain
what a parallel line is.
During the observation, the
student demonstrated strong
writing skills. The student was
able to use information from
the text to support their
 writing prompt. The student used
strong details to support his
opinion.
Weaknesses- The student’s
writing was not in the lines and
was difficult to read.
Student One 3/24/23 Math- Focus was on identifying
shapes by their attributes on a
practice test.
Strengths- The student was able
to identify half the correct shape
names when looking at shape and
having the answer key was read
to him. The students correctly
marked the sides and vertices to
assist him.
Weaknesses- The student
demonstrated difficulties with
naming a quadrilateral, pentagon,
and hexagon. The student had
difficulties labeling angles and
determining whether the shapes
had parallel lines.
Student Two 2/6/23 Math- Focus was on adding two-
digit sums.
Strengths-With assistance from
the number grid the student was
able to add numbers in the ones
and tens place successfully.
Weaknesses-The student had
difficulties adding single digit
numbers without using a number
grid. The student did not carry the
one when adding the numbers in
the tens place.
Student Two 2/8/23 ELA- Reading- Focus was on
reading information on a
PowerPoint.
Strengths-The student was able
to read familiar words fluently.
Weaknesses-The student had
difficulty reading most words
presented on the PowerPoint.
When the student came to a
difficult word the student would
put in a known word in its place.
opinion. The student’s writing
was detailed and made
excellent points. When
reviewing the student’s writing
their writing was not in the
lines and difficult to read.
During the observation, the
student sat with the teacher
candidate to receive aid in
reading the questions. When
prompted to label the
attributes the student was able
to label the sides and vertices
but needed prompting to label
the angles. The student was
unable to identify if there were
any parallel sides. When
naming the shapes based on
their attributes, the student
needed reminders on how to
identify quadrilateral, hexagon,
and pentagon.
During the observation, the
student required the use of
their number grid implying that
they learn better with hands on
manipulatives. Overall, the
student demonstrated many
strengths in the content area of
math.
During the observation, the
student demonstrate difficulty
in their reading skills. While
working with the teacher
candidate the student needed
prompting when reading many
words on the PowerPoint. The
student used the compensation
strategy while reading
challenging words.
Student Two 2/13/23 Math- Focus on subtracting two-
digit numbers.
Strengths- The student
demonstrated strengths in
identifying when he needed to
borrow. The student was able to
use his number grid when
subtracting the ones place to get
the correct answer.
Weaknesses- The student
demonstrated difficulty in
subtracting the numbers in the
tens place and correctly
subtracting after borrowing.
Student Two 2/14/23 ELA- Focus on valentine’s day
writing piece.
Strengths- The student was able
to use the give sentence starter to
create an introduction to his
writing piece.
Weaknesses- The student
demonstrated difficulties with
brainstorming the main idea and
supporting details without
assistance.
Student Two 2/22/23 Math- Focus on using meters and
yards to estimate distance and
length.
Strengths- When determining
the appropriate unit of measure,
the student was able to state the
most appropriate unit and explain
why.
Weaknesses- When given an
image of an object the student
demonstrated difficulty in
selecting the correct option when
given three options.
During the observation, the
student was completing a
worksheet based on the math
lesson the teacher had just
taught. The student was able to
identify when he needed to
borrow a ten from the tens
place to subtract. The student
was able to use his number grid
to subtract the numbers in the
ones place independently.
Once the student subtracted
the numbers in the ones place,
the student often subtracted
the numbers in the tens place
incorrectly. The teacher
provided student with
feedback and allowed them to
try the problems again.
During the observation, the
student was completing their
monthly writing prompt in a
small group with the teacher.
Once given the sentence
started the student was able to
write a detailed introductory
sentence. While further
observing the student, the
student was unable to come up
with their main idea and
supporting details. The mentor
teacher had to help the student
brainstorm ideas for their
writing.
During the observation, the
student was able to choose the
appropriate unit of
measurement when looking at
an image of an object. For
example, when given a picture
of a bus, they could state
meters would be the most
appropriate unit of
measurement. The student was
not able to estimate the length
or distance of an object. When
given three options the student
chose a answer to large or

Student Two 2/23/23 ELA- Focus on reading a text with
long I words.
Strengths- After receiving
assistance with reading the
passage, the student was able to
draw a picture based on the
information from the story.
Weaknesses- The student
demonstrated difficulties with
correctly identifying long I words.
The student would circle words
with the short I words rather than
long I words.
Student Two 2/28/23 Math- Focus on using meters and
centimeters to measure distance
and length and organizing the
data on
Strengths- The student
demonstrated strengths in
working with peers and with
hands on activities. The student
was able to use a ruler and meter
stick to measure various objects
around the room.
Weaknesses- The student
demonstrated weaknesses in
placing data onto the data sheet.
The students would place the
measurements into the incorrect
section.
Student Two 3/2/23 ELA- Focus on reading a text with
long A words.
Strengths- After receiving
assistance with identifying long A
words and reading the passage,
the student was able to identify
two long A words and use them in
a sentence.
Weaknesses- The student
small on every question. The
teacher held up a meter stick
to help the student visualize
the unit of measurement.
During the observation, the
student had assistance reading
the passage. While reading
through the passage the
student was instructed to circle
long I words. The student
circled all words with a short I
sound instead and the teacher
reminded the student to circle
the words with the long I
sound. After reading the
passage, the student was
prompted to draw a picture to
represent what happened in
the story. The student was able
to draw what happened and
explain his drawing.
During the observation, the
student was able to read
information presented in a
graph to answer questions
asked by the teacher. When
transferring the data into a
graph independently the
student demonstrated
difficulties. The teacher made
the graph on the board to have
student check their work which
helped the student correct
what he did incorrectly.
During the observation, the
student had assistance reading
the passage. While reading
through the passage the
student was instructed to circle
long A words. The student
circled all words with a short A
sound instead and the teacher
reminded the student to circle
 demonstrated difficulties with
identifying long A words. The
student would circle words with
the short A sound.
Student Two 3/6/23 Math- Focus on portioning
rectangles and identifying the
number of total squares.
Strengths- The student was able
to identify how many rows,
number of squares in each row,
and the total number of squares.
Weaknesses- The student
demonstrated difficulty in
partitioning the rectangles into
the appropriate number of rows
and columns. The student
received assistance from the
teacher aid.
Student Two 3/8/23 ELA- Focus on writing based on a
piece of text.
Strengths- When given a
sentence with areas for the
student’s response, the student
was able to refer back to the text
to answer the prompt with
assistance from the teacher.
Weaknesses- The student
demonstrated difficulties with
reading the writing prompt and
relating the prompt to their own
experiences.
Student Two 3/14/23 Math- Fucus on identifying shape
attributes.
Strengths- The student was able
to correctly identify the number
the words with the long A
sound. After reading the
passage, the student was
prompted to select two long A
words from the passage and
use them in a sentence. The
student was able to select two
words and use them in a
sentence. The student referred
back to the passage when
writing the sentence.
During the observation, the
teacher demonstrated and
explained how to partition a
rectangle. During the lesson
the student was struggling to
use his ruler to partition the
rectangles, so a teacher
assistant helped the student
partition the rectangle. After
partitioning the shape, the
student was able to identify
and state how many rows,
columns, and total squares
there were.
During the observation, the
student was completing a
writing piece following a
reading passage. The student
worked one on one with the
intervention specialist. The
teacher gave the students
sentences and the students
had to fill in the blank spots
with their response. The
student was able to refer back
to the text to answer the
prompt. The student
demonstrated difficulties
answering the second part of
the prompt that required them
to relate the information to a
real-life experience.
During the observation, the
student was identifying shape
attributes on a worksheet
following the lesson. The
 of sides, vertices, and angles
when given a shape.
Weaknesses- The student
demonstrated difficulty in
identifying parallel lines and
determining if an angle was a
right angle when given a shape.
Student Two 3/15/23 ELA- Focus on spring writing
piece.
Strengths- The student was able
to use the give sentence starter to
create an introduction to his
writing piece.
Weaknesses-The student
demonstrated difficulties
including the required details for
the assignment.
Student Two 3/16/23 Math- Focus on sorting shapes
based on their attributes.
Strengths- The student
demonstrated strong sorting skills
when sorting shapes based on
number of sides, number of
vertices, and number of angles.
Weaknesses- The student
demonstrated difficulties when
sorting shapes based on having
right angles and having parallel
sides.
Student Two 3/24/23 ELA- Focus on opinion writing
based on information presented
in a story.
Strengths- The student was able
to refer back to the text to explain
how a character responded to an
event.
Weaknesses-The students
demonstrated difficulties with
giving details to support their
student was able to identify the
shape attributes with 80%
accuracy on the worksheet.
When asked to state if the
shape had any right angles the
student was unable to do so.
The student would state yes if
it did not have any right angles
and vice versa. The student was
also unable to identify if a
shape had any parallel sides.
During the observation, the
student was completing their
monthly writing piece. The
student Once given the
sentence started the student
was able to write a detailed
introductory sentence. While
further observing the students
writing, the student was not
able include the required
details in their writing. The
teacher worked with the
student one on one with the
revision process.
During the observation, the
student was tasked to sort
shapes based on their
attributes. While completing
the activity the student was
able to sort shapes based on
number of sides, number of
vertices, and number of angles.
The students continued to
show difficulties with
identifying shapes with right
angles and parallel sides.
During the observation, the
student was writing an opinion
piece in their book talk journal
based on a story read in class.
During the writing activity the
student was working in a small
group with the intervention
specialist. The student was able
to verbally identify how the
main character responded to
opinion. an event. In the students
writing the student was able to
write out their opinion but
demonstrated difficulties with
providing details to support
their opinion.