Name: Jordan Blake Observa3on Logs

Week Child Day of the Content: Strengths and/or Weaknesses Additional Thoughts
Week/Date (Interpretations)

LA-Handwriting (Sentences with This student is currently on the wait

Sight Words) list to be assessed for autism, and his
Wrote all words with his mom’s mom says that he likely has autism. He
assistance, but did not write any of the is currently on an IEP for anxiety and
sentences including the words. His mom ADHD. This initial observation
held up his white board with the words showed the level of one-on-one
and they were all spelled correctly with no supports that he needs. Luckily, his
letter reversals. He stopped frequently to mom is at home and constantly
hug his mom or stuffed animal. He got up available to him to provide him
and ran to the couch away from the work supports without giving away answers.
area two times. With supports, he is a successful
Tuesday student.
Child 1 09-15-2020
M- Drawing Addition Problems This student is excited to share
He was able to draw models of and answers with the class. He leaves
correctly answer 2 of the 4 independent the room frequently during lessons,
practice problems. He was called on to so this makes the data on him more
share his answer aloud for one problem, challenging to collect. Once his
and he displayed the correct drawing and teachers drew attention to his error
answer; he celebrated answering that
on the actually incorrect problem,
problem correctly. In one problem that he
he was able to fix it on his own and
missed, he represented one addend
1 incorrectly. During another problem, he showed the problem written
had left the room and was laying down on correctly.
the couch, so he did not do that one.

LA-Handwriting (Sentences with A problem with online learning is

Sight Words) that parents are giving students the
He left the room when writing 2 (of, to) of answers when it is their turn to
the 5 sight words. When asked to help share, or even having the students
spell the while writing sentences, his mom leave the room to do something
spelled the word for him before he could else. This causes there to be gaps in
answer; the teachers asked parents to not the data of what students actually
help their child during the school day
know and do not know themselves.
when they are answering problems. When
Child 2 Tuesday When he did do his work
he was present, he displayed his words and
09-15-2020 sentences, which were all correct. independently though, he wrote his
sentences correctly.
M- Drawing Addition Problems Basic addition with pictures is not
He correctly answered 4 of 4 independent challenging for this student. He had
practice problems. When called on to no questions or issues with this
answer the challenge problem at the end of concept and completed the
the lesson, he was able to answer it independent problems with 100%
correctly and display a correct drawing. accuracy.
Name: Jordan Blake Observa3on Logs

LA- Phonics Lesson on Letter-Phoneme During the mid-points of lessons,

Correspondences he typically needs to take a break;
During their Really Great Reading lesson he either runs around the room or
on phonemes, he was called on to name goes to lay on the couch. When he
the letters M, T, and S, which he did is present though, he participates
correctly. He was mouthing the other
and is often able to give the correct
letters when other students were called on,
answers when called upon.
and it looked like he was making the
correct letter sounds for the focus letters
that were discussed. During the
explanation of phonemes and its definition,
he played underneath a blanket.
Monday M- Solving Addition Problems Using The classroom teachers have
Child 1
09-21-2020 Pictures and Number Sentences expressed concerns that this student
His mom wrote the number sentence may be relying on his mom too
frame on the white board, then he wrote much. When he needs to be finding
the numbers into the frame for each his own strategies to add, he simply
problem. He answered all 5 of problems
uses his mom’s strategies that she
correctly. He wrote the number 3 sideways
presents to him. This may effect
in one problem. For the last problem, his
mom used her fingers as counters to help this student negatively when the
him solve the problem. He was able to students return to school in-person.
identify the plus sign when called on to do
2 so, but when his peers were answering
questions, he hit himself on the head with
a stuffed animal.
LA-Handwriting (Sentences with Sight This student has done a nice job at
Words) spelling words phonetically. He still
He wrote all 5 sentences containing sight needs to work on his writing
words on his white board. When called on conventions like punctuation and
to help identify the letter for /f/ in the spacing, but he always corrects this
word beautiful, he was able to identify the
and applies it to the following
letter f. In the fourth sentence, he spelled
sentences once redirected. They
like as lik and did not include a period. He
was told to include bigger spaces between have not yet talked about the silent
Tuesday words and he fixed this in his sentences. e rule yet, so this spelling of like is
09-22-2020 All of the other sentences were correct. appropriate for him right now.
Child 2
(Absent
Monday) M- Solving Addition Problems Using This student seems to be
Number Sentences comfortable with using number
The students completed 6 independent frames to set up number sentences.
problems, and he answered all correctly. He answered all of the problems
He wrote the number frames for each correctly and consistently shared
problem, and even raised his virtual hand
his answers on the camera.
to share his work with the class for 2
problems. He held up his fingers and
showed his white board to answer
problems.
Name: Jordan Blake Observa3on Logs

LA- Interactive Read Aloud Some He was able to make a text-to-self

Pets connection with prompting by
After the read-aloud Some Pets, the phrasing his sentence about his own
students were asked to draw a picture of pet the same way that the author did
one of their pets. They were asked to share in the story. He seems to enjoy
their pets name and something that their sharing his work aloud with the
pet does. When called on to share, he class, because he is always excited
presented a drawing of his dog, said his
after he shares.
dog’s name, and said, “My dog plays.” He
showed excitement about sharing his
answer.
Monday
Child 1 M- Vertical Addition This student may need to work on
09-28-2020
While solving domino problems, going writing his numbers. He wrote one
between vertical and horizontal addition, upside down, but many of the
he was able to solve all 8 problems others were hard to read. This is
correctly. The first problem was teacher- one skill he could explicitly work
led, 2 were teacher guided, and the other 5 on, so a resource for writing
were independent. He shared his answer to
numbers has been added to the
one problem with the class, and he was
Bitmoji Classroom.
excited when it was correct. On the third
problem, he wrote his 6 upside down. His
mom made number sentence frames for
him as he worked.
3
LA- Interactive Read Aloud Some He was able to make a text-to-self
Pets connection with prompting by
After the read-aloud Some Pets, the phrasing his sentence about his own
students were asked to draw a picture of pet the same way that the author did
one of their pets. They were asked to share in the story. He also added the word
their pets name and something that their dog to it later, which shows that he
pet does. He immediately raised his hand is eager to write, even when he is
to share and was excited to be called on.
not asked to do so.
When called on to share, he presented a
drawing of his dog, said his dog’s name,
and said, “My dog lays down.”
Monday
Child 2 M- Vertical Addition This student still needs help
09-28-2020
While solving domino problems, going switching between horizontal and
between vertical and horizontal addition, vertical addition. He needs more
he was able to solve 7 of the 8 problems practice writing the vertical
correctly. For the incorrect problem, he addition using the proper symbols
wrote 4+4=7. On another problem, he put in their proper placements.
his addition sign in the wrong place; this
was fixed after a verbal redirection from
the teacher. On another problem, he wrote
x instead of +. He showed his work for
every problem and raised his hand to share
for a few of the problems.
Name: Jordan Blake Observa3on Logs

LA- Heggerty The online learning environment is

During Heggerty, he left during a couple tough for this student. He
of the segments (syllable isolation and frequently gets out of his seat to
word-counting) and laid on the couch in move around or lay down
the room behind him. His mom prompted elsewhere. His mom is present with
him to come back to the screen both times. him all day though, so she is able to
When he was able to be observed on the bring him back most of the time.
camera, he was participating and looked
like he was moving his mouth correctly
most of the time.
Monday
Child 1 M- Making 4 and 5
10-05-2020 This student requires more thinking
When called on to make a number time than the other students. He is
sentence with a sum of 4, he was able to often successful when he is given
come up with 2+2=4 and shared this with
ample time to think problems
the whole class. He took a little longer to
come up with it, but he was successful in through. This is another scenario
the end. He wrote in his workbook for where he left class to lay on his
most of the lesson along with the teachers. class though, and he did not come
At the end if the session, he missed the last back to the Zoom call until after
4 3 independent problems because he was lunch.
laying on the couch.
LA- Heggerty This student broke one of the
During Heggerty, he unmuted without classroom rules many times during
asking or being asked to and shared this lesson by unmuting and sharing
answers aloud. However, he was
answers. He may need to review the
answering correctly when unmuting. He
participated during all segments and classroom rules and be reminded
looked to be answering all of the prompt not to take others’ turns.
correctly by his mouth movements.
Monday M- Making 4 and 5
Child 2 Even though he had trouble
10-05-2020
He wrote in his workbook the entire answering the question, this did not
session. He was called on for the challenge deter him from wanting to share
problem where he had to make a number
answers aloud later. It seems that
sentence for 4 counters that were
completely red. He answered incorrectly this student does not get upset or
twice, but with teacher support he as able give up whenever he gets
to come up with 4+0=4. He raised his something wrong.
virtual hand for other questions after this
about making 5.
Name: Jordan Blake Observa3on Logs

LA- No, David! And Rules He seemed to be captivated by this

During the story, he only left one time. He story and could be seen laughing
was called on to identify a rule that David throughout the story. It is likely that
from the story should follow that would be he remained present and was able to
added to the anchor chart, and he said, contribute correct answers when
“David needs to sit in the chair and not called on because the story was
jump or he will get hurt and get a interesting to him.
booboo.” The teacher wrote, “Sit nicely in
chairs” as the rule to go with this. He was
also able to draw a picture of the same rule
Monday
Child 1 on his white board when prompted.
10-12-2020
M- Making 6 and 7 Today was the first day that the
During the lesson on making 6 and 7 with students are writing in their
addition, he worked in his workbook on all workbooks, so it is difficult to know
of the problems with him mom. None of if the students are answering all of
his answers were shown to the camera the questions correctly. Luckily this
since the students are now working mostly student’s work is closely monitored
in their math workbooks. He was not by his mom, but this does make it
called on to answer any questions or share
more difficult to track what students
any answers with the class.
5 are answering right and wrong.
LA- No, David! And Rules There have many instances where
He watched his screen the entire time that this student leaves or does not pay
the story was being read. He was not attention during the read aloud, so it
called on to answer any questions or is likely that he was especially
contribute to the list of rules as the story interested in this story. This is also
was being read. When the students were further evidence that this student
sharing their drawings, he drew a picture wants to be writing more, because
of David wearing clothes outside.
he added a sentence to his picture
Underneath, he wrote a sentence that said,
Monday without being asked.
Child 2 “David will wear clothes.”
10-12-2020
M- Making 6 and 7 This student seems to now be
He looked to be working in his workbook grasping the academic language
for all of the problems. He was called on associated with addition. He is able
to answer one problem where he was to read a number aloud using the
asked to come up with a number sentence correct terms in the correct order.
with a sum of 7. He said, “0 plus 7 equals He was still eager to share this
7.” He raised his virtual hand for many lesson by raising his virtual hand.
other problems, but was not called on
again to share aloud.
Name: Jordan Blake Observa3on Logs
LA-Absent
Student
Child 1 Absent All
Week M-Absent
LA- Really Great Reading
During the letter-name recognition
segment, he shut off his video two
times. During the times that all
students were supposed to be
6 responding to the letters on their own
while muted, he was chewing on his
headphones. When the class moved on
to the heart word segment, he began
reading the words with the class. He
raised his virtual hand to help blend
Tuesday phonemes and was able to correctly
Child 2
10-20-2020 read the word mist.
M- Addi;on Fact Fluency
The students worked in their
workbooks to answer addition
problems with sums of 1-9. He could
be seen counting on his fingers and
writing in the book as he worked.
Individual student responses were not
shared aloud or shown on the cameras
today, so it is unknown how he
performed on the assignment.
In language arts, this student missed
out on a lot of phonemic awareness
practice as well as instruction about
key details. He may be behind in
these areas since he missed a full
week of instruction.
In math, he missed many lessons on
addition, which almost every
student in the class is still
struggling with. He will likely be
behind in this skill since he missed
a full week of instruction.
It is likely that letter-name
recognition is a skill that this
student has already mastered.
Whenever working on letter names
and sounds, he tends to participate
less. He is likely not engaged
because this content is not
challenging. When moving on to
the new heart words for the week
and blending phonemes to form
words, he participated fully again.
He is still relying on his fingers
when working on math facts, so he
still has room to grow in the area of
math fact fluency. This is an area he
could use more practice in.
Name: Jordan Blake Observa3on Logs
LA- Heggerty
During the letter-name and sound
recognition segment of the Heggerty
lesson, he could be seen saying the letters
and sounds aloud on his own. He was
called on to share aloud in identifying the
letter J and its sound, which he was able to
successfully do. He left the room once
they began working on the next segment,
identifying rhyming words. His mom
brought him back for the rest of the
segment, but he could only be seen saying
some of the words; other times he looked
Monday to be talking to his mom.
Child 1
10-26-2020
M- Part, Part, Whole
While working on Part-Part-Whole using
work mats and snap cubes, he did not hold
up his fingers to share answers when
asked. He could be seen writing along in
his workbook for the first problem, but he
left during the other guided practice
problems to go outside with his mom.
When he came back he did not write in his
7 book for two problems but did look at the
screen. When he began working during the
independent practice problems, his mom
sorted the manipulatives for him.
LA- Heggerty
During the por3on of Heggerty where
the students had to say whether or
not two words rhyme, he was able to
answer all of the ques3ons correctly
by giving a thumbs-up or thumbs-
down on the camera. He struggled to
Tuesday separate the words into their onsets
10-27-2020 and rimes when called on to share
Child 2 aloud.
(Absent
Monday) M- Part-Part-Whole
He did not get his snap cubes out
when asked, but he could be seen
wri3ng in his workbook during the
math lesson. He ended up using his
fingers as his manipula3ve, but this
meant that he could not work on the
work mat.
This student has strong letter-name
and sound recognition skills, as
evidenced by this observation and
previous ones during Heggerty.
Since this segment always comes
first he is always participating
during this part. However, he tends
to leave the room once the class
moves on to other segments of
Heggerty so his performance on
other phonemic awareness skills are
not as opaque.
This student was absent all week
last week, so he missed a lot of
important math instruction leading
up to this lesson. It is likely that he
was not prepared for the content,
causing him to be disengaged from
the lesson. He left multiple times
and participated very little.
He has a hard 3me iden3fying
which sounds go with the onset
and which sounds go with the rime.
This was a skill that was worked on
heavily on Monday since so many
students were struggling, but this
student was not here for that extra
prac3ce, which could be a part of
why he struggled with this.
Since he missed the lesson
yesterday where we began working
in the mats, that may be why he
did not have his snap cubes nearby.
He has this material at home
because all of the students were
given them, but he was not
prepared for the lesson today.
Name: Jordan Blake Observa3on Logs
LA- Really Great Reading
During Really Great Reading, he was
asked to read four sets of three
different letters. He was able to read all
of the letters correctly with fluency.
When he was not called on to
participate, he did not move his mouth
along with the rest of the class and did
not appear to be participating
otherwise.
Monday
Child 1
11-02-2020
M- Addi;on Fact Fluency
He was able to write correctly on his
board that 6+4=10, but he only wrote
one line for the equal sign, which was
corrected by teacher and he fixed. He
did not hold up his work for any other
problems aYer but he stayed in his
chair and was looking at the screen.
8 be paired with praise.
LA- Really Great Reading
During Really Great Reading, he was
called on to read the heart words this,
with, and his. He read all three of the
words correctly and fluently. During
the whole-class heart word reading
rows, he could be seen moving his
mouth along with the rest of the class.
Monday M- Addi;on Fact Fluency
Child 2 He answered the first problem
11-02-2020
incorrectly at first using a picture
model by answering that 6+4=10.
Without prompting for the next
question, he made his white board into
a part-part-whole mat and was able to
answer 3+2=5 correctly. The teachers
spotlighted his video to show his
strategy, and he was smiling the entire
time he was sharing.
This student typically only
participates when he is specifically
called on. He was able to name the
letters correctly, but he may not be
learning the new heart words
completely since he does not
practice saying them and does not
look at them when they are on the
screen. His heart word knowledge
should be monitored moving
forward to see if he is learning
them.
It is possible that after receiving
corrective feedback without praise,
this student became discouraged
and did not want to share any more
of his work. He typically shares his
work every time if he is present in
front of his computer. Perhaps it
would be beneficial for critiques to
This student was fully participating
during Really great Reading today.
He was the first student called on to
practice reading the new heart
words for the week, so it is likely he
was paying close attention to the
introductory video where the sight
words were introduced.
This student struggled with the first
question, but he was able to change
his addition strategy and was able
to solve it correctly. This student
has been paying attention in math
class and is able to independently
change his thinking strategies to
solve problems. He enjoys
receiving praise like this and
seemed to be proud of his work in
math class today.