Name: Kortney Melton; Spooner Elementary School with S.

Thornley
Very Easy Somewhat Di ic!lt Very Di ic!lt Easily

ACTIVITY Mornin# Meetin#

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C"MMENTS $: s,!irmy- attenti.e tho!#h- in.ol.e/- answerin# ,!estions- raisin# han/ ): s,!irmy- .ery tal0ati.e- lots to say- har/ time payin# attention- playin# with clothes a lot- playin# with the #irl1s hair in ront o him $: wor0s har/- oc!se/- #ot assi#nment /oneKin/er#arten ,!ality wor0- awesome spellin# an/ awesome letters ): #reat spellin# an/ letters a#ain- har/ wor0- oc!se/somewhat chatty- too0 a little 4it lon#er to inish assi#nment. $: #reat manners- sits on all o!r le#s o chair- clean ta4le an/ area aro!n/ chair /!rin# snac05no messate all o snac0- chocolate mil0- cleane/ ta4le a ter. ): manners were won/er !l- s,!irmy- no mess- ate all o his snac0- tal0ati.e- chocolate mil0- cleane/ ta4le $: Awesome transition rom snac0- rea/ 4oo0 ,!ietly on the r!#- rea/ most o the small wor/s alone- wor/ strate#ies were !se/; so!n/e/ o!t wor/s when nee/e/. 7e rea/ thro!#h his 4oo0 4a# 4oo0s. ): attempte/ a thic0er 4oo0- ha/ a smooth transition to 4oo0 time- as0e/ or help with 4i##er wor/s- so!n/e/ wor/s o!t $: chose teachin#9writin# center- tal0ati.e- 0ept 4!sy the entire time- tal0e/ with classmates ): writin# center- tal0ati.e- colore/ pict!res- pro!/ o wor0- 0ept on trac0- wor0e/ with classmates- ma/e list o names $: not pic0y- ha/ hot l!nch- white mil0- .ery tal0ati.eate some o e.erythin#- #reat manners ): won/er !l manners- not pic0y- hot l!nch with white mil0- tal0e/ to people aro!n/ him- 4!t ha/ to 4e remin/e/ to sit an/ eat- s!per s,!irmy $: ollowe/ /irections- listene/- .ery ,!iet- han/s to sel ): listene/ to /irections- remin/e/ to 4e ,!iet /!rin# that time- han/s to sel

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3or0 Time

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Snac0

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6ea/in# Time

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8ree Choice Time

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:!nch

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6est

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Kortney Melton Decem4er $'- )%$( ;ractic!m $ Observation of Routines Analysis I was #i.en the assi#nment to o4ser.e one chil/ or two /ays. I chose a st!/ent that I1ll re er to as CM. The irst area I o4ser.e/ him in was the r!# or the mornin# meetin#. The irst /ay he was s,!irmy4!t thro!#h that he still pai/ close attention. 7e was .ery m!ch in.ol.e/ in e.erythin# happenin#. The secon/ /ay- CM was a#ain s,!irmy. This time he was /istracte/ with his clothin# an/ the #irl in ront o him. 7e 0ept tal0in# to her an/ ha/ a har/ time payin# attention. 7e was #i.en remin/ers to listen. The secon/ area was wor0 time. A ter mornin# meetin#- they transition to the ta4les or wor0 time. 7e transitione/ well- an/ wal0e/ ri#ht o.er an/ sat /own where he was s!ppose/ to sit. 7e wor0e/ really har/ an/ was .ery oc!se/. 7e was one o the irst st!/ents complete/- an/ he also ha/ Kin/er#arten ,!ality wor0. 7e ha/ #reat spellin#. The secon/ time I o4ser.e/ /!rin# wor0 time- he contin!e/ to impress me with awesome writin# s0ills< CM is s!ch a har/ wor0er 4!t this time he was a little chatty. 7e still /i/ e.erythin# he was s!ppose/ to tho!#h. Then- we transitione/ to the 4athroom to wash han/s. 7e ollowe/ /irections an/ 0ept his han/s to his si/e- or 4oth o4ser.ations. 7e was really ,!iet thro!#h the hallway. D!rin# snac0 time- CM was .ery polite. 7e ha/ #reat manners. 7e ma/e s!re to say pleaes- than0 yo! an/ chewe/ with his mo!th sh!t. 7e also was .ery neat. 7e /i/n1t ma0e any messes. 7e ate his entire snac0 an/ cleane/ !p his area correctly when he was /one. Secon/ time that I o4ser.e/- he was similar. E=cept this time- he was e=tra chatty an/ #oo y. 8o!rth- we transitione/ to a short rea/in# time. CM went to the loor an/ o!n/ a 4oo0 an/ strate#i>e/ his way tho!#h the entire 4oo0< I hear/ him so!n/in# o!t the wor/s he /i/n1t 0now or he wo!l/ as0 or help. 7e 0ept on tas0 the entire time. The secon/ time- he was pretty #oo/ 4!t ha/ a lot he wante/ to say. 7e was pretty tal0ati.e. A ter story time- the class mo.es to specials. I /i/n1t o4ser.e these. So- the ne=t thin# I o4ser.e/ was ree choice time. 7e chose the writin# center 4oth times. Thro!#h his time- CM plays really well with other st!/ents. 7e1s willin# to e=chan#e i/eas an/ has lots o !n. It #i.es him the chance to 4e tal0ati.e. "ne thin# that I notice/ a4o!t CM was how pro!/ he is o his wor0 that he completes. A ter this- we #o to l!nch. I o4ser.e/ CM in the l!nchroom. 7e ha/ hot l!nch 4oth /ays an/ chose white mil0. I notice/ that he is not pic0y an/ he is pretty plain when it comes to the oo/. 7e has .ery polite manners. 7e ma/e s!re he p!t his tray where it went as well when he was inishe/. 7e ate almost e.erythin#. The secon/ time he was more acti.e an/ ha/ a har/ time sittin# still to eat. 7e tal0e/ a lot more an/ nee/e/ remin/ers to sit to eat. :ast o all- we ha/ rest time later in the /ay. 7e l!c0ily was a4le to #o o!tsi/e or recess 4oth /ays- so he /i/n1t ha.e ,!ite so m!ch ener#y. The irst time o4ser.in#- he ollowe/ /irections an/ listene/ well. 7e was a4le to 0eep his han/s to himsel . The secon/ time was a little /i erent. 7e listene/ to /irections 4!t co!l/n1t ollow them witho!t constant remin/ers. ".erall- CM was a #reat st!/ent. 7e was /e initely more s,!irmy the secon/ time. It co!l/ ha.e 4een or many /i erent reasons. 7e ?!st ha/ lots o ener#y- 4!t was still .ery respect !l an/ in.ol.e/ in the class acti.ities. 7e too0 e.erythin# .ery easily an/ it all came pretty nat!ral or him.