Child Observa.
on Log
Name: Rachel Vince
Observa(on 1
CHILD Day of the WEEK with Content: Strengths and/or
DATE Weaknesses
(choose 1 or 2 days per Name the content area and
week depending on days state only what you
in the field) observed (hear and see)
Child 1 T-9/22 LA - Phonics - Short Vowel
Sounds
The student was ?red and
only engaged with the
lesson when the teacher
encouraged them to
par?cipate. The student
modeled hand mo?ons that
matched the teachers,
which represented short
vowel sounds. The student
wrote in the chat box when
determining the short
vowel sound within a word.
M - Add and Subtract-
Doubles and Zeros
The student danced and
watched videos about how
doubles and zeros work
within math problems. The
student volunteered to
answer a zeros ques?on.
Child 2 T-9/22 LA - Phonics - Short Vowel
Sounds
The student was ready to
work and was selected to
be unmuted when
prac?cing short vowel
sounds. The student
con?nuously modeled aLer
the teacher to prac?ce
vowel sounds. They
par?cipated in the chat box
to determine vowel sounds
in words.
Addi(onal Thoughts:
(observed learning style, S/E)
You may now add some
personal interpreta>on here.
The student is not
par?cipa?ng most likely
because they are ?red and
just woke up. The students
seems to understand the
content of short vowels, but
is not showing much
engagement. The model may
be contribu?ng to the
students understanding.
The student was comfortable
solving these equa?ons. The
informa?on provided by the
teacher may have helped the
student’s understanding.
Student is engaged and
benefits from videos and
music. The young learner
enjoys kinesthe?c learning.
The student enjoys modeling
aLer the teacher and
par?cipa?ng in any way
possible. The student likes to
share thoughts and ideas
when they are called upon.
Discussions and kinesthe?c
learning may fostering
learning development.
M - Add and Subtract- It has been observed that the
Doubles and Zeros student enjoys watching and
The student sat and dancing to videos, but only
watched video quietly. The during brain breaks. The
student par?cipated to student will focus intently on
answer ques?ons educa?onal videos. Visual are
frequently. The student is beneficial to the student’s
seen wri?ng and solving learning, as they intrigue the
equa?ons in front of the student.
camera.
Observa(on 2
CHILD Day of the WEEK with Content: Strengths and/or
DATE Weaknesses
(choose 1 or 2 days per Name the content area and
week depending on days state only what you
in the field) observed (hear and see)
Child 1 T-9/29 LA - Phonics - Short Vowel
Sounds
The student did not have
their head down, but was
listening aOen?vely to the
teacher. They modeled the
hand signals for short vowel
sounds and provided a
short e word example.
M - Word Problems -
Adding and Subtrac.ng in
One-step
The student was distracted
and would gaze somewhere
else. The student answered
in the chat box a few ?mes.
Child 2 T-9/29 LA - Phonics - Short Vowel
Sounds
The student was alert and
ready to learn about
vowels. They modeled aLer
the teacher and answered
consistently in the chat box
about iden?fying short
vowel words.
M - Word Problems -
Adding and Subtrac.ng in
One-step
The student par?cipated
by reading word problems
and answering ques?ons.
They answered in chat box
when solving equa?ons.
Addi(onal Thoughts:
(observed learning style, S/E)
You may now add some
personal interpreta>on here.
The student understands
vowel sounds through
mo?ons. Student may be a
kinesthe?c and visual learner.
The class has not received
books from the school. The
student has a hard ?me
listening to the teacher about
solving problems. The
student may not like reading
on a screen. Students are
wai?ng to receive counters
from school, which will this
student solve math
equa?ons.
The student enjoys using the
chat box. The student may
benefit from kinesthe?c
learning for typing ideas and
modeling aLer teacher.
The student enjoys reading
and solving difficult math
problems. Presen?ng student
with challenges may mo?vate
their work ethic.
Observa(on 3

CHILD Day of the WEEK with Content: Strengths and/or Addi(onal Thoughts:
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and You may now add some
week depending on days state only what you personal interpreta>on here.
in the field) observed (hear and see)
Child 1 T-10/6 LA - Phonics - Blends and
Digraphs
The student par?cipated in
chat box when the teacher
had them vote if the word
had a blend or digraph. The
student par?cipated in
review of short vowel
sounds with mo?ons.
M - Word Problems - The student did not
Adding in One-step par?cipate or ask ques?ons.
The student did not The student is a struggling
par?cipate to read reader and may be afraid to
ques?ons or answer. The ask ques?ons. More interest
student sat quietly, while in toys than learning because
being distrac?ng with toys. of many distrac?ons. It is
They turned off their screen important to keep students
a few ?mes. mo?vated throughout the
lesson.

Child 2 T-10/6 LA - Phonics - Blends and The student may understand

Digraphs
The student was very
engaged when using the
chat box and answers were
always right when
iden?fying blends and
digraphs.
M - Word Problems -
Adding in One-step
The student par?cipated by
reading ques?ons and
answering problems. The
student was engaged and
con?nuously raised their
hand.
the content through constant
visuals of blends and
digraphs.
The student volunteers
throughout lessons. They like
to be involved whether it is to
read or answer. The student
enjoys math and being
challenged in this subject.
Observa(on 4

CHILD Day of the WEEK with Content: Strengths and/or Addi(onal Thoughts:
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and You may now add some
week depending on days state only what you personal interpreta>on here.
in the field) observed (hear and see)
Child 1 T-10/13 LA - Phonics - Blends
Student slept the en?re
language arts class.
M - Fact Families- Add and The student par?cipated, but
Subtract struggled to answer
The student par?cipated ques?ons. The student may
when they were called on. have math anxiety and afraid
They had difficulty ask for help.
answering the ques?on
about the missing quan?ty.
The worked diligently from
desk at home.

Child 2 T-10/13 LA - Phonics - Blends The student loves to be

The student par?cipated by ac?vely engaged with the
reading words and lessons. This student may do
dissec?ng sounds to well with auditory skills.
discover the type of blends. Allow student to talk about
The student also answered ideas.
in chat box.
M - Fact Families- Add and
Subtract
The student raised their
hand mul?ple ?mes to
answer ques?ons about
fact families. Was able to
provide correct answer
aLer many students could
not.
Observa(on 5

CHILD Day of the WEEK with Content: Strengths and/or
DATE Weaknesses
(choose 1 or 2 days per Name the content area and
week depending on days state only what you
in the field) observed (hear and see)
Child 1 T-10/20 LA - Wri.ng - Opinion
Statements
The student worked quietly.
The student was observed
wri?ng and following
direc?ons of the teacher.
The student par?cipated
and provided an example of
an opinion statement.
M - Fact Families- Add and
Subtract
The student worked on
problems in the math book
along with the teacher.
However, the student did
par?cipate to read
ques?ons or answer.
Addi(onal Thoughts:
(observed learning style, S/E)
You may now add some
personal interpreta>on here.
The student is able to express
ideas verbally, but has
difficulty wri?ng down their
ideas. Student may benefit
from sentence frames.
The student was able to pay
aOen?on during math lesson.
The student may benefit from
hard copy materials.
Manipula?ves were also
helpful to the student.

Child 2 T-10/20 LA - Wri.ng - Opinion

Statements
The student was quiet and
did not par?cipate much
today. They were seen
wri?ng at their desk and
following along with the
teacher.
M - Fact Families- Add and The student likes to be
Subtract challenged with more difficult
The student was engaged problems. Using larger
with today’s lesson as the mo?vates the student more.
problems were within
twenty, instead of ten. The
student par?cipated by
reading ques?ons and
answering.
Observa(on 6

CHILD Day of the WEEK with Content: Strengths and/or Addi(onal Thoughts:
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and You may now add some
week depending on days state only what you personal interpreta>on here.
in the field) observed (hear and see)
Child 1 T-10/27 LA - Reading - Details The student is a struggling
The student did not reader. The student may
volunteer to read during benefit by the teacher le\ng
this ?me. However, the them know that they will
student answered help them sound out the
ques?ons about the coral words. Student enjoys
reef and the animals that sharing their thoughts and
they saw in the ocean. ideas. Ac?vi?es for discussion
would be beneficial to this
student.
M - Coun.ng- Coun.ng by The student is supported
2’s, 3’s, 5’s, and 10’s through videos and music.
Student par?cipated in The student learns best
video where they counted through visuals and
by various numbers. The kinesthe?c ac?vi?es.
student posted in the chat
box the number paOerns
that they observed
throughout mul?ple
ques?ons.

Child 2 T-10/27 LA - Reading - Details

The student volunteered to
read about coral reefs.
However, the student did
not want to answer any
ques?ons about details
within the book.
M - Coun.ng- Coun.ng by The student par?cipated in
2’s, 3’s, 5’s, and 10’s an educa?onal video and not
The student par?cipated in just during a brain break.
a coun?ng video. The Depending on the student’s
student volunteered to mood, they will interact with
answer ques?ons about videos and music. The more
solving paOerns. The movement that is
student par?cipated during encouraged within the video
the math lesson by intrigues the learner.
answering in the chat box.
Observa(on 7

CHILD Day of the WEEK with Content: Strengths and/or Addi(onal Thoughts:
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and You may now add some
week depending on days state only what you personal interpreta>on here.
in the field) observed (hear and see)
Child 1 T-11/3 LA - Handwri.ng - Capital The student benefits from
and Lowercase F and G various kinesthe?c and visual
The student par?cipated in ac?vi?es. These ac?vi?es
air wri?ng and modeled the increase student
teacher. The student engagement.
worked diligently in their
workbook as they traced
and wrote leOers and
words that featured F and
G.
M - Skip Coun.ng-
Coun.ng by 2’s, 5’s, and
10’s for Grouping
The student did not
par?cipate during this
lesson. Their camera was
off for the majority of the
lesson. When their camera
was on they were working
in their workbook with the
teacher, but then would get
distracted with their pencil.

Child 2 T-11/3 LA - Handwri.ng - Capital

and Lowercase F and G
The student par?cipated in
air wri?ng and modeled the
teacher. The student
worked diligently in their
workbook as they traced
and wrote leOers and
words that featured F and
G.
M - Skip Coun.ng-
Coun.ng by 2’s, 5’s, and
10’s for Grouping
The student was very ac?ve
during this lesson. The
student worked diligently in
their workbook and
volunteered to answer
ques?ons from the teacher.
Observa(on 8
CHILD Day of the WEEK with Content: Strengths and/or
DATE Weaknesses
(choose 1 or 2 days per Name the content area and
week depending on days state only what you
in the field) observed (hear and see)
Child 1 T-11/10 LA - Reading - Text and
Diagrams
The student did not
volunteer to read the story
during the lesson. However,
the student payed close
aOen?on to the material,
which prepared them to
answer ques?ons. The
student answered in the
chat box.
M - Arrays- Grouping and
Coun.ng
The student seemed
disinterested with the
lesson today. They barely
looked at the screen.
However, when the
students worked in their
workbooks, the child was
following along.
Child 2 T-11/10 LA - Reading - Text and
Diagrams
The student was very quiet
today. Although the student
did not par?cipate as much
as usual, they viewed the
screen intently, worked in
their workbook, and
answered in the group chat.
M - Arrays- Grouping and
Coun.ng
The student par?cipated
throughout the en?re
lesson. When they
answered ques?ons, they
were ready to explain the
reasoning behind their
answer.
Addi(onal Thoughts:
(observed learning style, S/E)
You may now add some
personal interpreta>on here.
The student enjoys
communica?on, whether that
is answering in the chat box
or discussing their thoughts.
Discussion groups may
facilitate the learning of this
student.
The student would benefit by
using concrete materials
during math and almost in
any other content area, as
they are a kinesthe?c learner.
The student would be
engaged with a cap?va?ng
lesson. The student has
difficulty following along a
power point.
The student may not be
mo?vated by powerpoint
lessons. The student’s
understanding may be
benefited from the use of
discussion groups, especially
with their peers.
The student enjoys being
challenged in math. It is
noted that the student is
mo?vated when the work is
just outside of his Zone of
Proximal Development.