Assess Learning P to 2 Classrooms Log

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Week 4 ELA Student did not understand what

1/29/24 The student could not read any of was being asked, the student
Monday the words (let, red, cat, lot) was naming the letters when it
- The student would point at was blending and teacher told
a letter and say the letter student twice and still continued
and not the sounds to to say letters
blend
- For word “red”, student did
not add the ending “d”
sound

Student 2 Week 4 ELA The student enjoyed this game

2/2/24 Penguin game- The student had ans was very happy when
Friday to count the dice on the dots to playing
see how far the penguin could - Was incorrect when
move on the paper. The student counting but was trying
did not know when to stop and their best
just continued to count. The other
student that was playing the game
was getting irritated, the aide then
sat down with the students and
played around to show the student
how we are stopping at the
number it lands on

Student 1 Week 5 ELA Was able to identify letter but not

2/5/24 When having letters on the board sound
Monday and the students have to say the
letter and the sound that it makes
- The student was only
participating in saying the
letter and not the sound

Studnet 2 Week 5 Math: The student did not want to

2/9/24 Student was sorting bears by
Friday counting and matching the bears
to the correct cup
- The student did not count
the bears at first and just
sorted by color, every bear
count the bears and was ready
to get a new activity when was
told, the teacher usually sits with
the students to make sure that
they are doing what is needed
 was in the correct cup
- The teacher encouraged
the student to count how
many different color bears
- Student started to count
but stopped at 3 and 4 on
each bear color

Assess Learning P to 2 Classrooms Log

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Week 6 ELA The student did great and

2/12/24 The student had to circle the pointed at the g and said “This is
Monday correct letter when coming to the g and it makes the “g” sound”
board.
The teacher asked the student to
come circle the letter g in “jug”
- The student was correct
and circled the last letter in
the word
- The student took his time
when sounding out each
letter to find where the g
sound is

Student 2 Week 6 Math The teacher had the student

2/16/24 Counting dots- 10 dots
Friday The student would count all the
way to ten, then as the teacher
would ask how many dots do we
have, the student would say 5
recount twice to have the student
say 10 again, then explained
how we just counted 10

Student 1 Week 7 ELA The student used the word wall

2/21/24 Student made words with shaving but was unable to say the
Wednesday cream word/sound unless hearing a
- The student looked at the classmate repeat word
word wall and copied the
word down
- The
Student 2 Week 7 ELA The student could only define
2/23/24 Taskbox: Student was unable to the letter if the teacher would put
Friday identify any letters when looking two beside each other and ask
all the books of the alphabet on “Which one is ____” to have him
his own, the teacher then came idefingy
over and only had a few out and
had him say the sound and letter,
- Unable to identify: s,e,
l,m,a,u,i,d,f,
-

Assess Learning P to 2 Classrooms Log

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Week 8 ELA The student was comfortable

2/26/24 Sentence mashup: read the competing activity because it has
Monday sentence “I can go in the __.” been similarity done before
- The words read: bus, bed,
hut, box,sub, jet
- The student did very well
sounding out each word
and matching the correct
picture

Student 2 Week 8 ELA/SS The students watched a video

3/1/24 The student had to name 3 things over the bald Eagle and the
Friday of our country when sitting at the student was very excited and
carpet wanted to “quack” like a bird
- Student listed Oak Tree
and Bald Eagle quickly
- Strength: looked around
the classroom and found
the 3rd thing by saying the
flag

Student 1 Week 9 Math Very interesting activity, I liked

3/11/24 Roll Dice and match the number how they used stickers to cover
Monday with a sticker the number that was already
- The student did very well counted
counting out each dot and
took their time
- The student did not make
any errors and correctly
used the stickers when
 needed

Student 2 Week 9 Math The student knows the order of

3/14/24 Working on a worksheet- ask how
Thursday many cars by counting and then
tracing the number.
The student did great counting but
did not know when to stop- would
just keep going when the teacher
would lift her finger off car
numbers but is unable to identify
what they look like. This was
difficult for the student because
then the next page was
subtracting the cars and he was
unable to do 4-1 because he
kept saying 6 when the teacher
would hold her fingers up

Assess Learning P to 2 Classrooms Log

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Week 9 ELA The student knows the sound of

3/11/24 Blending words as a whole on s and was very confident when
carpet- the student would only
Monday participate when doing the
beginning sounds and not the
middle or ending
- The student did not seem
interested in this activity
- The student knew every
beginning sound to wag,
wig, will, pig, pog, red, fill,
met, set

Student 2 Week 9 ELA The aide encouraged the student

3/15/24 The aide had the student read
Friday three words- up, at, let
The student was unable to identify
any letter or sound when
completing.
to look at the alphabet and say
some sounds that each for a
review before doing, the student
only said the letter and sounds to
“b”

Student 1 Week 10 ELA The student skipped over the “e”

3/20/24 Writing slot, slip, slep on sound in slep by sounding out s l
Wednesday whiteboard while sitting on carpet p
- The student was correct
with starting all the words
with an “s”
 - Forgot “e” in “slep”
because the student did
not make the “e” sound
when sounding out slep

Student 2 Week 10 Science: This is very interacting with the

3/21/24 The student got to make two students because it allows an
Thursday different ramps to show push a open discussion by giving
ball down to see predict which one thoughts on what they think
will go down faster might happen, some students
- The student predicted thought that both ball were going
correctly by saying that the to go fast but the student make a
ball will go fast when great prediction before rolling the
leaning on the desk ball
(higher angle)
- The student predicted that
the ball was going to go
slow when the foam was
leaning on the book
- The student put the foam
that is leaning on a book,
the ball barely moved
- The student put the foam
on the desk, the ball went
very fast across the room
-