Focused Field Journal #2

Nicholas Anderson
College of Education, Baker College
EDU 3310: The Exceptional Learner
Professor Heide James
October 13, 2021
 Focused Field Journal #2
Topic: Select two students at your observation site. Compare their levels of academic

performance. How do you see their needs being met? What evidence do you have to support

your response?

With my first two weeks being introductory, my cooperating teacher and I sat down and

discussed what is next for my observation. While helping in the classroom during instruction and

independent work time, I am also in charge of reading with the students. Our classroom is

comprised of K-4th graders coming in and out based on the scheduled times they are required to

be in the special education classroom. On an academic level each of the students I am working

with for reading has his/her own level of reading.

Under the pseudonym Alice, my first student has the social-emotional disorder that

demonstrates a temper to being upset and needing a mind exercise. When she’s overly excited

about something she has done that breaks the barrier of anger over talking the problem out she is

very vocal about her story about how she did well. I see that her needs are being challenged and

that she works hard towards being able to do the right thing. When it comes to reading, she

seems to be at a 2nd grade reading level, and I believe she is a 4th grader. We work with easier

books that are her level, she sounds her words out and reads carefully. This is good because she

is working on reading. Our setup is usually if she reads a book, I will read one to her afterwards.

My evidence is based on my field notes and the books she reads. She reads a scholastic book

called: Can You Do This? Which has a cat on the cover. I enjoy these books for her because she

can go back and find objects that are tasked at the end of the book to go and find. It also gives

the opportunity for her to discuss her pets with me, and how much she likes cats.
 Under the pseudonym Dave, my second student is a second grader. He has a speech issue

which makes it hard to understand him sometimes. His reading level is impressive because he

likes to read, I like colors, and Can You Do This? Book that has horses in it. He reads fast, and at

times I had to point out some of the sight words that he makes mistakes on such as This and

Look. One of the titles he was reading has the word “look” in it as the first word in the sentence.

He often says “this” instead of “look” but when it is pointed out he does not make that error

anymore. My evidence is field notes taking during reading sessions with the kiddo.

The CT in this observation is extremely overburdened and there is a lack of help in the

classroom so having been assigned to reading with the kiddos is a treat because they enjoy

reading time with Mr. Nick. I also step in and help out when she’s stretched thin and has nobody

to direct the students who often get distracted. One observation about the CT is reading

instruction is hard for her to make time for. Starting this week, I am trying out an SEL Kit that

Learning A-Z had sent out to subscribers. With the permission from my CT, who looked over it,

she thinks this activity will be good for the kids. Between Alice and Dave, they are at different

reading levels, and I am hoping in the next coming weeks I can make an impact on helping them

improve. Mostly geared towards Alice, who is the reason I chose my research topic on bipolar

disorder. Which is the proper term for the disorder that Alice has.