Child Observation/Get to Know You Log

Name: Jaime King

____________________________________________________

Observation/Get to Know You Log

Alternative Ways I Got to Know My 2 Students- Describe any ways you got to know your 2
Students other than observations.

- Some other ways that I got to know my Students was by doing an interested inventory at the
beginning of being in the classroom. I played a game with the Students called Sit or Stand if.
Students had to sit if whatever was stated applied to them or stand if whatever was stated did
not apply to them. For example, sit if you are in 1 st grade, stand if you are not in 1st grade.
- Another way that I was able to get to know my Students was through taking the time to spend
with them during intervention in break out rooms. During intervention, the teacher takes a few
Students into a breakout room in which he works one-on-one with them. During this time, I
would sit with the remaining Students in a breakout room. In the breakout room, I would talk
and play games with them to get to know them more.
- Another way in which I was able to get to know my Students is to talk with the parents and
teacher about the Students. The teacher told me all about the Students and gave me insight on
each one. After speaking with the teacher, I was able to observe Students during class and
lessons.
- I was also able to get to know the Students by reviewing their grades and class work. When
Students turn assignments or projects in, I had the opportunity of viewing them to see their
work style.
- I was also able to get to know them by meeting the Students in person and getting the
opportunity to work one-on-one with them. I learn about who they are, what they enjoy, the
time or person they are, and their homelife.
 II LOG
CHILD Day of the WEEK with Content: Strengths and/or Additional Thoughts: (observed
DATE Weaknesses learning style, S/E) You may now
(chose 1 or 2 days per Name the content area and add some personal interpretation
week depending on state only what you observed here.
days in the field) (hear and see)

Studen
t #1
Observation 1
J Monday: 1-25-21 Reading: J has a good grasp on authors
Authors Purpose and purpose and going back into the
completing questions in story and finding key details to
workbook. support his answer. However, J
struggled to stay on task and
The class completed come up with his own answer to
questions in their workbook write down. With the teachers
about author’s purpose. J help and guidance, J was able to
was able to answer one of come up with his own question
the questions, “What does about the story. 2:12 a4/p4
the cactus look like?”
correctly. The teacher asks J
to go back into the text and
using details from it. When
answering questions, J adds a
lot of details that do not deal
with the story. J struggled
with coming up with his own
question when asked to
write his own question that
he has about the story.
Teacher gives positive praise
to J when he answers
questions. J moved around a
lot and got off topic a lot
during the activity. The
teacher had to redirect him a
few different times.
J Tuesday: 1-26-21 Math: J is still struggling to understand
Vertices and sides of a shape what vertices are, therefore, J
could use some extra practice or
At the beginning of the reteaching this to him so that he
lesson, the class watched a fully understands. J could also be
video about a rhombus and getting off topic because he wants

Observation 2
J Tuesday: 2-2-21
its sides. During this time, J
was counting along with the
video on how many sides of a
rhombus there are. During
the lesson the students were
shown pictures of shapes.
Students had to identify how
many sides and vertices were
on the shapes. During the
lesson, J was getting off
topic, speaking out when he
shouldn’t, and not being able
to sit still. The teacher
redirects him to ensure he
does not do these things;
however, he still does. J is
able to identify how many
sides are on a certain shape,
he does so by counting out
loud. J fails to identify how
many vertices are on the
shape when it is shown on
the screen.
Math:
Using base 10 blocks to add
During this lesson, Students
were shown visuals for place
value with 10 blocks to show
how to add. The teacher uses
real life examples with fruits
to add up. During a video,
the teacher stops and asks
questions, J struggled to
answer questions and was
off topic during the lesson.
However, at the end of the
lesson the teacher allowed
for Students to write on the
screen to answer the
question, 3 tens + 4 tens =? J
was able to answer this
problem correctly. If J
answered a question wrong,
the teacher did not tell him
that he was wrong, but
instead showed them how to
to distract himself and others
from learning because he does not
understand. This could just be his
way finding another way to pass
the time. After J is redirected, he
is still doing the disruptive
behavior. At this time, I feel that it
is important to let him know that
if he does these things there may
be consequences. I also think it
would be important for the
teacher to have a discussion with
the Student or their parent about
why he may be doing this. There
may be an underlying meaning
behind the way he behaves.
J seems to not enjoy math as
much as other subjects. J seems to
get off topic during this time
because he fails to understand the
concepts and what is being
taught. J needs to constantly be
redirected when he has off task
behavior. When J has this
behavior, he needs to learn how
to be mindful of it in order for him
to work on changing the behavior.
Hands on manipulatives are the
most effective way to ensure that
J understands. This is hard to
accomplish while being online.
Materials can be sent home to
him to ensure that he can use
manipulatives to better
understand.

J Thursday: 2-4-21
Observation 3
J Monday: 2-8-21
get to the right answer. J was
given positive feedback and
praise when he got the
answer correct.
Reading:
Reviewing vocabulary
During this lesson, the
teacher was reviewing
vocabulary before reading a
story. The teacher put up
visuals so Students can use
context clues and the picture
shown to understand what
the vocabulary word means.
When called on, J answered
what he thought the word
harvest meant by using some
context clues in the picture.
In the picture it showed a
garden, therefore, J said that
it means vegetables in a
garden. When J gave his
answer, the teacher did not
say that he was wrong.
instead, he said that he was
on the right track but there is
a bit more to it. While
reviewing vocabulary, J
began to get off topic and
talk out when he was not
called on.
Reading:
Creating sentences using key
details from a text during
Panorama in Students’
workbooks.
During this lesson, J was not
able to create a sentence in
his workbook during
Panorama. J was very off
topic, not paying attention,
and talking about things that
had nothing to do with the
lesson. Due to this, the
J did a good job at using some of
his context clues in order to
identify what the definition of the
vocabulary word means. It is
unclear if J does not like
vocabulary and identifying
definitions because it is not a
hands-on activity. J could be trying
to get off topic and talk out when
is not called on for many reasons.
This may stem from problems at
home where he does not get the
opportunity to talk or discuss
things that are on his mind,
therefore, he takes the time that
he is in class to do so.
Reading and using key details
from a text seems to be very
frustrated and difficult for J. This
could be because he ends up
acting out and not paying
attention. After observing a few
different times, it is apparent that
J has problems with staying on
task and paying attention. When
asked about, it has been
confirmed that J has ADHD and
has been on and off medicine for a
while. Being on and off ADHD
medication can cause even more

J Tuesday: 2-9-21
Observation 4
J Monday: 2-22-21
teacher decided to write the
sentence and had J copy it
down on his piece of paper.
Once J was done writing, the
teacher asked J to show him
his sentence he wrote. J
showed his teacher the
sentence and there were
only two words on the paper,
and it was not the sentence
the teacher wrote.
Math:
Part, Part, Whole
In a guided lesson, Students
participated in completing a
part, part, whole chart.
During the lesson, J was
answered the question, 7 are
yellow, there are 12
altogether, so how many are
blue? J said that the answer
was 9. When asked how he
got to that answer, J stated
that he did not know, and he
just guessed. After the
teacher explained to him
how to get to the correct
answer, he tried another
problem and got that one
wrong as well.
Math:
Adding Three Numbers
Together
During this lesson, Students
were prompted to use the
writing on the screen feature
on Zoom to answer
questions on adding three
numbers together. When
doing so, J was constantly
writing on the screen when
prompted and redirected
several times not to do so.
However, J did write/draw
the correct answer on the
problems in being able to pay
attention, staying awake, and
irritability. Even though J is dealing
with this at home, I feel that he
still tries his best to remain on
task and pay attention. I feel that
learning virtually is not helping the
situation and makes it so much
harder to pay attention and
understand.
I feel that J answers a lot of
questions out loud because he
wants to talk out and be able to
conversate with the teacher.
However, he fails to understand
the concepts that is being
discussed. I also feel that J spends
a lot more time talking rather than
listening and learning. This could
have a lot to deal with his ADHD
and trouble paying attention. I feel
that a lot of brain breaks would be
beneficial for J so that he can take
the time to relax his mind and
refocus.
J seemed to understand the math
concept that was being taught.
However, he struggled to follow
directions and focus on the middle
of the lesson. I feel that whenever
J gets down time, he needs to be
spending that doing something
else. Due to this, he spends it
doing things he should not be
doing. I would suggest that during
times that J has finished writing or
answering something, the teacher
can have him count to ten and
take deep breathes. I feel that
doing this will get his mind back in
order and to relax.

J Tuesday: 2-23-21
Observation 5
J Monday: 3-1-21
screen. During the lesson, J
continued to unmute himself
and speak out when he was
not supposed to.
Reading:
Read Searching for Sunfish
and taking it apart.
During this lesson Students
were reading the book,
Searching for Sunfish. While
reading, the teacher worked
in a whole group to discuss
and to take apart the story.
During this lesson, J was not
paying attention and was
unmuting himself when the
teacher was reading the
story. When asked questions
about the story and different
parts of it, J unmuted himself
and spoke about things
unrelated to the story and
the questions being asked.
The teacher explained to J
that he must stay muted and
focus on what is being asked.
However, J continued to
unmute and talk about other
things.
Math:
Subtracting using sticks
During this lesson the
teacher had the Students
watch a video on how to
subtract with sticks. The
Students then participated in
an activity where the teacher
used sticks on google slides
and manipulated them to
take away to get to an
answer to a subtraction
problem. After this was
completed, Students were
shown a subtraction problem
and they had to circle the
J continues to struggle with
following directions, staying
muted, and staying on task. J is in
the process of changing ADHD
medications and is getting used to
it. I feel that this could be a big
factor in his behavior and inability
to focus. I feel that it is so
important to continue down the
path of having a set routine for J.
Having a set routine will increase
J’s ability to focus and understand
what is expected of him during
the school day because he knows
the schedule and routine that is
going to occur.
J had a really good day during this
lesson and really showed his
perseverance, ability to focus and
to be able to what is expected of
him. This could be due to a
number of reasons. J could have
gotten a good night’s rest, or he
could be finally be getting used to
his medication. Learning online is
so hard for a child with ADHD
especially being on the computer
all day long is not healthy.
Children who have ADHD have
negative side effects when
exposed to too much screen time.
I think it is important to encourage
in between lessons to walk away

J Tuesday: 3-2-21
Observation 6
J Monday: 3-8-21
correct answer on the
screen. J was very attentive
during this lesson and was
focused. When asked to
circle the correct answer, he
was one of the first ones to
circle. However, when he
circled, he circled the wrong
answer. Shortly after he said,
“I am sorry, I meant to circle
the other one!” he then
erased it and circled the
other answer. J was
answering questions, raising
his hand, and only unmuting
himself when asked to during
this lesson.
Reading:
Blast off reading program
(alphabet linking chart)
The teacher had the Students
use the program Blast Off to
do an alphabet linking chart.
During this lesson, the
Students were supposed to
say the sounds of the letters
and then and link it to a
word. For example, “short a
like in apple” During this
lesson, J was able to link a lot
of the letter sounds to words
that he is familiar with.
During this lesson, J spoke
out a lot during times he was
not supposed to and got off
topic about certain words. J
started telling stories about
some of the words.
Reading:
Read aloud of Farm to Table
and answering questions
about key details about the
book in their workbooks.
During this lesson Students
from the computer and put his
mind somewhere else. In between
each lesson for about 10 minutes,
he can do some sort of exercise or
movement to get him away from
the computer.
J seemed to really understand the
letter sounds and linking them to
words that he is familiar with. J
seemed excited and willing to
learn during this lesson. However,
towards the end, he began to get
off topic. I feel that it is important
to ensure that J is not spending a
lot of time on one thing. If he does
this, he gets off of topic and does
not pay attention Smaller and
shorter activities are the most
appropriate for J. This is because,
he is more willing to participate in
smaller and shorter activities
because they do not take long and
require a lot of his attention. He is
constantly changing the activity
rather than getting bored with just
one activity.
J seems to thrive and do best
when he is given positive praise
and feedback. I think this is so
important to ensure that the
teacher is doing for the Student,
especially J. When J is told he is
doing something good and is on
 were prompted to answer
questions about key details
from the book in their
workbooks. J was speaking
out a lot during this lesson.
However, when asked to
answer questions about the
book, J was able to provide
key details about the text
which resulted in getting the
answer correct. J would
announce that he had
finished answering the
question. The teacher
ensured that he gave positive
praise to J. J said, “Thank
you!” to the teacher.
J Tuesday: 3-9-21 Math:
Halves and fourths activities
The Students’ practiced
cutting halves and fourths.
The teacher had the Students
use the drawing on the
screen feature on Zoom so
that the Students can put a
line on the screen that cuts
something into halves. While
doing this activity, J was
drawing things he shouldn’t
have been. J also did not get
the answer correct when he
had to draw on the screen to
cut a shape into halves or
fourths. J kept turning his
camera off, unmuting
himself, and kept asking to
go to the bathroom. Towards
the end of the lesson, the
teacher was verbally asking
questions to the Students
rather than having them
write on the screen. At this
time, J got onto task and was
beginning to raise his hand
and answer questions even if
they were not the correct
answers.
the right track, he feels confident.
If J is confident, he is more willing
to do the work given to him and
succeed in it. J seemed to really
understand today’s concept and
was very engaged in it. J seems to
have good days and seems to
have off days which is normal for a
Student especially one with ADHD.
I also have noticed that the days
that J has good days are the one
where he gets a lot of sleep the
night before and he is with his
aunt. His aunt ensures that he is
doing what he needs to be doing
and is prepared for class.
J did not understand what was
expected of him during the math
lesson. He struggled to
understand how to cut something
into halves and fourths. The
concept is tricky to understand if a
lot of time is not spent on it. I feel
that J would benefit from a
reteaching or further assistance
during intervention. I feel that J
was getting frustrated because he
did not understand the math
concept, therefore was not doing
what he was supposed to be.
Instead, he was trying to avoid
doing the work. I feel that J was
distracted during the time of
writing on the screen, that is why
he was not concentrating and on
task. Once the teacher stopped
allowing the Students to write on
the screen, J was focusing. I feel
that J would benefit from having
all distractions away from him in
order for him to concentrate. I
also think it is important for him
to only focus on one task at a
time. for example, instead of
having him write on the screen to
be distracted, he can verbally tell
the teacher the answer.
Observation 7
J Monday: 3-15-21
J Tuesday: 3-16-21
Math:
3D Shapes and their
attributes
For this lesson, Students
were identifying 3D shapes
and their attributes. The
teacher was comparing some
3D shapes to Student’s
everyday life. J was unmuting
himself, off task, and not
paying attention. When
called on, J did not know the
answer and made something
up. J simply said, “I do not
know.” J ended up turning
his camera off. J ended up
getting upset and crying. The
teacher had the Students
identify and compare 3D
shapes to things in. After this
occurred, the teacher talked
with J and let him know that
it was okay and to calm his
body. Once J was calm, he
got back onto task and was
able to answer at least one
question comparing a 3D
shape to something in his
household or everyday life.
Reading:
Heggerty (identifying
compound words, changing
ending of a word, putting
words together, counting
how many words are in a
sentence with compound
words).
During this lesson Student
must follow along with the
teacher on the screen with
the different Heggerty
activities to practice
phonemes, letter sounds,
I feel that J struggles a lot with
math and understanding what is
being taught. I feel that he needs
extra practice and intervention
time to work on the math
concepts being taught. I also feel
that being patient with J and
letting him know that it is okay
makes him feel a lot better and
that he is on the right track. No
one likes to be told that they are
doing something wrong especially
if they are already frustrated with
it. I think it was important that the
teacher took the time to talk with
him and calm him down.
J seemed to struggle with the
lesson and understanding what
compound words are. I think it
would be beneficial for J to
practice more at home and during
intervention time. I feel that J
does not get a lot of time to
practice this, therefore, he gets
confused. I also think it would be
beneficial for J to see the sentence
so that he can read it and
understand which word is a
compound word. Manipulatives
and visuals are extremely
beneficial for J because it helps

Observation 8
J Monday: 3-22-21
compound words, and
changing out the ending of
words. During this time, J
was not following along with
the teacher at the beginning.
However, towards the end J
was participating. J was not
able to correctly identify if
you put book and bag
together that it makes
bookbag, instead he said,
“bagbook”. When he had to
count how many words are
in sentence, he counted the
compound word as two
different words resulting in
him getting this wrong.
However, J was given
positive praise for
participating even if he got
the answer wrong.
Reading:
Read: What Are You Doing.
Answered questions about
the main idea of the text
about markets, buying,
goods, and services using key
details from the text during
Panorama.
Students had to recall the
main idea and write their
answers on their sheet of
paper. During this time, J was
not paying attention,
unmuting himself, talking
aloud, and off task. The
teacher asked J to hold up his
paper and he had only one
word written down
whenever the class was on
the second question being
asked. The teacher asked J
what the main idea of the
book was about, and J
responded by saying, “I am
not too sure,” and then
him see and understand what he
is learning. When he is provided
with these two things, he is more
likely to learn and understand
what he is learning.
I have noticed that whenever J
gets in trouble or redirected
whenever he does something he
should not be doing, he shuts
down and cries. I feel that he does
this because it typically happens
at home and no child likes to be
told that they are doing
something wrong. J needs to be
given other ways to ensure he is
able to stay on task and feel
motivated to learn. J will be going
back into the classroom tomorrow
which I feel is going to be perfect
for him. Online, it is hard to retain
Student’s attention and
understanding. However, in
person it is a lot easier to ensure
that you can incorporate activities
which are hands on and
manipulatives for Students to be
engaged in the lesson. I feel that
this is exactly what J needs in
order for him to understand and
be successful. I also feel that being
able to work one-on-one with his
 carried on talking about teach will be important and
something else. J was told beneficial for him to be able to
that he needs to remain on discuss and work on what he
task, or he is being put into struggles with.
the waiting room where he
cannot learn. Due to this, J
started crying and begun to
get onto task and doing what
he needed to. He then
caught up writing his
answers on paper.
J Tuesday: 3-23-21 Math: This was Js first day back in the
Adding three digits together classroom and therefore I feel that
in order to get a sum. this had a lot to do with his
disruptive behavior. Speaking with
During this activity, Students J’s teacher, he is not redirected by
did an activity on their sheet family members when this type of
of paper to see who could behavior occurs. Due to this, when
get to the answer the fastest he is redirected and reprimanded
with the question on the for this type of behavior he acts
board. The teacher would out and gets upset. I feel that this
put a question on the board type of behavior should be
(for example, 3 + 2 + 2 =?) redirected so he understands
Students would rush to get what is expected of him at all
to the answer to see who times. J also loves talking to other
could get it right first. The people which could be a big
teacher then had the reason as to why he wanted to
Students share how they got talk out frequently. I also feel that
to their answers (for hands on manipulative’s are
example, the Student knew extremely beneficial for J for him
that 2 + 2 = 4, therefore they to use his fine motor skills and
just had to add 4 + 3 which really understand what is being
gives you 7). When doing this taught.
activity J kept getting out of
his seat, was off task, not
paying attention, and was
not able to answer the
question. Once a few
Students answered, the
teacher wrote the correct
answer on the board. The
teacher asked J how he
thinks he could get to that
answer, J struggled and got
out of his seat. When this
occurred, the teacher gave
him a strike on the board and
let him know if he cannot
 stay on task he will have to
go back to online. Once this
was told to him, he got back
onto task. He then began
answering questions and
raising his hand.
Studen
t #2
Observation 1
S Monday: 1-25-21 Reading:
Authors Purpose
The class completed
questions in their workbook
about author’s purpose. S
struggled with going back
into the text to find the
answer to the question,
“What does the cactus look
like?” S was getting
distracted a lot by family
members, the TV, and was
falling asleep. S did not seem
to be engaged in the lesson
and struggled to understand.
S did not come up with his
own question that he had for
the story, instead he used
other classmates question
they formed.
S Tuesday: 1-26-21 Math:
Vertices and sides of a shape
The lesson started off with
watching a video about how
many sides were on a
rhombus. During this time, S
was not paying attention and
did not sing along with the
song. In the lesson, the
Students were shown
pictures of shapes. Students
had to identify how many
sides and vertices were on
the shapes. S struggled to
identify how many vertices
S seems to get overwhelmed and
frustrated with doing activities like
these. S is an English Language
Learner student which could play
a big part in this. I feel that it
would be best for S to receive
assignments in his native
language, so he understands and
feels a bit more motivated during
activities like these. Family
members distracting him is
beyond the control of the teacher,
however, I feel that he should be
redirected to go into a quieter
area, so he is not getting
distracted.
I feel that vertices are a hard
concept for children to
understand because they cannot
grasp what exactly vertices are. S
has a hard time in math and
paying attention because he
seems to have many distractions
at home. I also feel that S may not
have sung along with the song
because he is still taking the time
to learn English and still struggles
with words here and there.

Observation 2
S Tuesday: 2-2-21
S Thursday: 2-4-21
there were on the shapes
shown. S discussed with the
teacher that he did not
understand what vertices
were. S was able to correctly
identify how many sides
there were on a shape.
Math:
Using base 10 blocks to add
The Students were shown
visuals for place value with
10 blocks to show how to
add. The teacher uses real
life examples with fruits to
add up. During a video, the
teacher stops and asks
questions, S was out of
camera and distracted from
what the teacher was
showing and teaching. At the
end of the lesson when
asked to answer the
question, 3 tens + 4 tens =? S
did not state the right
answer. S stated that he did
not understand. The teacher
explained that if he was
paying attention, he would
have a better understanding
of what he is doing.
Reading:
Reviewing vocabulary
The teacher was reviewing
vocabulary before reading a
story for this lesson. The
teacher put up visuals so
Students can use context
clues and the picture shown
to understand what the
vocabulary word means.
During this time S was falling
asleep and not very
attentive. When called on, he
struggled to identify the
S appears to constantly have
distractions in his household
which holds him back from fully
understanding and being able to
learn. I feel that it is important for
S to take the time to go into
rooms where he is not distracted
by others. S typically has the TV on
while in class, which distracts him
from learning as well. When S is
not distracted, he is engaged in
the lesson and understands what
is being taught. However, when S
stated that he did not understand,
there could be more to the story
than what the teachers are seeing.
I feel that it would be important
for the teacher to take the time to
meet with S and discuss what’s
being going on.
S falls asleep frequently during
class. I think it is important to talk
with his parents and see if he is
getting enough sleep at night. S
also spends some of his time in his
bed while in class. I feel that when
he does this, he is more likely to
fall asleep and get comfortable. I
think it is important to discuss
with S that he needs to be sitting
up at a spot in the house he will
not be tempted to fall asleep at. S
may struggle with understanding
what goods mean because he is
still learning English and may be

Observation 3
S Monday: 2-8-21
S Tuesday: 2-9-21
word and its definition. S was
asked to define what goods
meant. S stated the wrong
definition and did not use
the visuals for help. S said
that it meant an animal. The
teacher redirected S and let
him know that he needs to
be sitting up and paying
attention so that he knows
what the story is going to be
about.
Reading:
Creating sentences using key
details from a text during
Panorama in Students’
workbooks.
During this lesson, the
Students were instructed to
create a sentence using key
details from their text in
their workbooks. S was not
able to create his owns
sentence and struggled a lot
with spelling things. When
the teacher asked to see S’s
work, there was a few words
on the page, but it did not
align with the story and
every word was spelled
incorrectly. S ended up
turning his screen off during
the lesson.
Math:
Part, Part, Whole
During this lesson where
Students had to complete a
part, part, whole chart with
the teacher, S was sleeping
almost the whole time.
When he was not sleeping,
he was watching TV and get
distracted by family
members around him. When
confused with the picture and
word. S may need more assistance
and practice with vocabulary
S seemed to be struggling to spell
a lot of things due to be an ELL. It
is important for the teacher to
provide support to S when writing
on his own. S can be promoted to
sound things out, work with a.
resource teacher, or working one-
on-one with the teacher. I feel
that S turned his screen off at the
end of the lesson because he got
overwhelmed and frustrated
because he knows that he can do
the work, but he struggles with
spelling because his native
language is Spanish.
S is constantly getting distracted
by the things that are in his house
which leads him to not
understand or learn to his full
potential. I also think it is
important and would be beneficial
to ensure that all lessons are
engaging enough for S to want to
learn and be engaged in the
lesson. There are so many
different fun technology things
that can keep the Students

Observation 4
S Monday: 2-22-21
S Tuesday: 2-23-21
S got called on, he answered
the question incorrectly.
However, at the end of the
lesson when Students were
prompted to answer the exit
slip question on the poll
feature on Zoom, S
participated. There were 4
options as answers on the
poll feature. S clicked the
wrong answer but ended up
stating to the teacher that he
actually meant to click
another answer which in turn
was the correct answer.
Math:
Adding Three Numbers
Together
For this lesson, Students
were asked to write the
correct answer on the screen
on the drawing on the
feature on Zoom when
promoted to answer the
question. S was very
respectful during this time
and did not draw/write on
the screen when he was not
supposed to. S was attentive
and paying attention during
this lesson. S drew/wrote the
right answer on the screen to
the problems that were
given.
Reading:
Read Searching for Sunfish
and taking it apart.
During this lesson Students
were reading the book,
Searching for Sunfish.
While reading, the teacher
worked in a whole group to
discuss and to take apart the
story. During this lesson, S
engaged in learning, such as
simply putting on a filter for the
Students. They will be engaged in
the lesson and want to learn. I feel
that it would also be beneficial to
reiterate the Zoom rules and
regulations to S. Doing this will
allow him to know what he should
be doing at all times while in class
on Zoom.
S seemed to have a better day
during this lesson. This could be
because he got enough sleep last
night. I also noticed that there was
no background noise whenever he
was unmuted. This could mean
that he was in an environment
that was quiet enough for him to
be engaged in the lesson. I also
think math is S’s stronger suit
because he does not have to
worry too much about spelling
errors. I feel that S feels defeated
when he cannot spell or
understanding something he
reads which causes him to shut
down and get frustrated. S also
benefits from hands-on activities
like this one where he got to
write/draw on the screen.
S was falling asleep and not paying
attention during most of the
lesson which could be due to lack
of sleep at home. However,
towards the end he was eager to
learn and answer questions. In my
eyes, it seems as though S just
needs a good night’s sleep in
order for him to be motivated to
work and learn. I also think it
would be beneficial to incorporate

Observation 5
S Monday: 3-1-21
was falling asleep and brain breaks for S to ensure that
eventually turned off his he gets breaks in between to relax
camera. The teacher told S to his mind and allow for him to get
pick his head up and to stay himself back on track.
awake, however, S continued
to stay asleep which resulted
in the teacher placing him
into a waiting room for about
20 minutes. When S was
brought back in, he was
awake now and watching TV.
S missed most of the lesson
and the teacher was now
discussing questions about
the story. During this time, S
was eager to answer
questions and speak out,
however, he did not know
the answers because he was
sleeping.
Math: S did a wonderful job during this
Subtracting using sticks lesson to participate and stay
awake. I noticed how hard he was
During this lesson the trying, and both the teacher and I
teacher had the Students ensured that we have him positive
watch a video on how to praise for working so hard. When
subtract with sticks. The we did this, S was very happy and
Students then participated in worked even harder during the
an activity where the teacher lesson. However, S may need a
used sticks on google slides little bit more practice on this
and manipulated them to math concept to fully understand
take away to get to an grasp it which I feel S would be
answer to a subtraction more than willing to do because
problem. After this was he was willing to ask the teacher
completed, Students were questions to elaborate on the
shown a subtraction problem answers. I believe that S was able
and they had to circle the to receive more sleep the night
correct answer on the before which caused him to be
screen. S was very awake more attentive during the lesson
today and staying in the and motivated to learn.
camera. S struggled with
identifying the correct
answer when asked to circle
the write answer. However, S
was participating and even
asking questions to the
teacher so that the teacher

S Tuesday: 3-2-21
Observation 6
S Monday: 3-8-21
can elaborate on what is
being taught.
Reading:
Blast off reading program
(alphabet linking chart)
The teacher had the Students
use the program Blast Off to
do an alphabet linking chart.
During this lesson, the
Students were supposed to
say the sounds of the letters
and then and link it to a
word. For example, “short a
like in apple” During this
lesson, S was not able to
identify some of the letter
sounds. S mixed up letter
sounds such as a, o, and e. S
was not able to link the letter
sounds with words. S was off
camera a lot and was not
paying attention during the
lesson.
Reading:
Read aloud of Farm to Table
and answering questions
about key details about the
book in their workbooks.
During this lesson Students
were prompted to answer
questions about key details
from the book in their
workbooks. S was paying
attention during the lesson. S
was able to provide correct
answers and use key details
from the text. S kept asking
when they were done writing
and asked when lunch was
several times.
S seems to be having a hard time
understanding letter sounds and
linking them with a word. I feel
that this is due to Spanish being
his first language. It is important
to ensure that S is able to receive
support from an ELL resource
teacher to help ensure that he is
understanding and able to
connect the letter sounds to
words. I feel that because S was
not able to identify the
appropriate letter sounds and
words, he was trying his best to
stay off camera and not listen
during the lesson. I feel he did this
because he felt defeated and
unmotivated to learn the rest of
the lesson.
S finally seemed confident about
today’s reading lesson and was
able to provide key details from
the story. I feel that he was able
to do this because someone else
read the story to him so therefore
he was just able to listen rather
than if he was reading it himself
and had to take the time to figure
out the words. S has really been
showing improvement recently
during class and has really been
taking the time to learn and
participate. I have seen a major
improvement in him and his work.
When S is told that he is doing a
good job, he gets a huge smile on
his face and works even harder.
This shows me that he feels good
that someone is noticing his hard
work and will continue to work
hard.
S Tuesday: 3-9-21
Observation 7
S Monday: 3-15-21
Math:
Halves and fourths activities
The Students’ practiced
cutting halves and fourths.
The teacher had the Students
use the drawing on the
screen feature on Zoom so
that the Students can put a
line on the screen that cuts
something into halves. S was
participating frequently in
this activity. S was cutting
shapes into halves and
fourths and understand what
he was doing. S was on task
and was raising his hand
when he wanted to answer.
The teacher was giving him
positive praise and letting
him know he was doing a
good job. Towards the end of
the lesson, S did ask when
school was over, and they
can have lunch.
Math:
3D Shapes and their
attributes
For this lesson, Students
were identifying 3D shapes
and their attributes. The
teacher was comparing some
3D shapes to Student’s
everyday life. Afterwards,
Students worked on a paper
and had to identify what was
a cylinder and what was a
cone. S identified and circled
what was a cylinder and
what was a cone on his piece
of paper. S correctly
identified how many vertices
that each of the shapes had.
S was also able to correctly
I believe that S works best when
he is able to learn hands-on and
actively participating in something
rather than being taught at. In this
lesson, S was able to draw on the
screen and physically cutting the
shapes into halves which allowed
for him to understand more. S did
a wonderful job in today’s lesson
by raising his hand and staying on
task. This could have been due to
having enough sleep the night
before and having no distractions
at home. S was smiling when the
teacher gave him positive praise
which I feel encouraged him to
work harder.
This was the first day that S was
back in the classroom. S learns
best when he is physically in the
building rather than online
because he has so many
distractions. I feel as though S was
talking a lot because it was the
first day back in the classroom and
he was so excited to see everyone
in person. I also believe that the
classroom rules should be
reinforced due to it being the first
day back, but they were not. If the
classroom rules and expectations
were discussed, I feel that S would
have raised his hand more rather
than speaking out.

S Tuesday: 3-16-21
Observation 8
S Monday: 3-22-21
identify what two shapes
make up a cylinder (two
circles). S was talking a lot
and did not raise his hand. S
was told to raise his hand if
he had a question or
response. After being told
this, S was given positive
praise when he raised his
hand without speaking out.
Reading: It is very hard to do Heggerty
Heggerty (identifying online with a Student who is an
compound words, changing ELL. Now that S is back in the
ending of a word, putting classroom, he is so much more
words together, counting attentive, awake, and motivated
how many words are in a to learn. It is so amazing to see
sentence with compound how far he has come and how
words). hard he has worked. I can see a
major difference in S in the
During this lesson Student classroom compared to online. I
must follow along with the feel that being in the classroom
teacher on the screen with allows for S to not get distracted
the different Heggerty easily and he can work hands-on
activities to practice and see visuals to help him truly
phonemes, letter sounds, understand. S was so happy when
compound words, and the teacher gave him positive
changing out the ending of praise during the lesson, he
words. During this time, S continued to work and
was very attentive. S was understand what he was doing.
precipitating and
understanding the directions
of what he had to do. S did
all the activities that were
assigned throughout
Heggerty and did not stop. S
understood and correctly
identified putting two words
together to make a
compound word. S was given
positive praise for saying the
answers correctly and
following along with the
teacher.
Reading: I feel that S could have been
Read: What Are You Doing. behind because his native
Then created and answered language is ELL which caused him
 questions about markets, to not be able to properly identify
buying, goods, and services certain letters that were being
using key details from the written down. I feel that if this
text during Panorama. occurs, that S should have an ELL
resource teacher in the classroom
Students had to recall the to assist him during these times.
main idea and write their Another option could be giving S
answers on their sheet of the paper in his native language
paper. During this time, S and he can write down his
was on task and understood responses in a way that is more
what was being asked of him comfortable to him to be able to
because he was trying to be at the same pace as his
write on his paper. However, classmates.
S only had a few words
written down and was a bit
behind the rest of the class. S
even asked the teacher if he
could slow down so he can
finish writing. S was able to
recall the main idea and
characters of the story that
they read correctly. When S
had to ask a question, he
would raise his hand. Toward
the end of the lesson, S
began to ask when lunch
was. The teacher reassured
him that it is soon and that
he is proud of S for working
so hard.

S Tuesday: 3-23-21 Math: S works best when he is in the

Adding three digits together
in order to get a sum.
During this activity, Students
did an activity on their sheet
of paper to see who could
get to the answer the fastest
with the question on the
board. The teacher would
put a question on the board
(for example, 3 + 2 + 2 =?)
Students would rush to get
to the answer to see who
could get it right first. The
teacher then had the
Students share how they got
classroom rather than on Zoom.
When S is on Zoom, he is
distracted by the TV, family
members, and constantly falling
asleep. In class S is able to learn
visually, kinesthetic, and verbally
which is the best for him. When S
is participating this shows that he
understands and is engaged in the
lesson. I also feel that S was able
to receive a good night’s rest
which resulted in his attentive
behavior.
to their answers (for
example, the Student knew
that 2 + 2 = 4, therefore they
just had to add 4 + 3 which
gives you 7). S was very
attentive during this activity
and was able to answer the
questions correctly. S gave
his responses and
justification as to how he got
to certain answers. S raised
his hand frequently and was
engaged in the lesson. S was
given positive praise for his
hard work.