Jessica Hostetler

ELIS 4803

Dr. Duncko

CHILD Day of the Content: Strengths and/or Additional Thoughts:

WEEK with Weaknesses (i.e.: observed learning style,
DATE Name the content area and state S/E). You may now add some
(Choose 1 or 2 only what you observed (hear and personal interpretation here.
days per week see)
depending on
days in the field)
(i.e.) Child 1 Observation 1 ELA/Writing – The student sat This was the first observation,
(Marea - M – 1.31.22 quietly and worked on writing the so it is hard to say what her
pseudonym) letter z. I checked over her work learning style is yet, but the
and she had some difficulties teacher used visuals and videos
writing z, but completed the to talk about the letter z before
worksheet correctly. the students completed their
worksheet. That helped the
Math – The student sat quietly on student to understand how to
the carpet during instruction. She form the letter z.
was looking at the board and does
a good job at paying attention.
When she is called on to answer a
question, she answers so quiet
that I can barely hear her answer.
It seems like she lacks confidence
in her answers.
Observation 2 Math – The student’s seat was at The student did well with the
T – 2.1.22 the front on the carpet. She sat visuals on the smartboard and
quietly and listened to the the hands-on math activity. She
teacher and kept her eyes on the was able to use the pointer to
board. She participated by count and then write the
counting apples on the board and number on the board.
writing the number of apples that
she counted on the board. She
was accurate with her counting.

ELA/Writing – The student

listened to the teacher’s
instructions to what they would
be writing and what she wanted
the class to do. The student went
to her seat and got to work right
away. The class was practicing
writing the following letters: x, k,
 and z. The student did well with
forming her letters correctly and
staying on task.
Observation 3 ELA/Writing – The student sat at The student needs specific
M – 2.7.22 the front of the class on the rug instructions from the teacher
and listened to the teacher’s and does well with the visuals
instructions for what they need to on the board. That helps her to
do today for writing. The teacher stay on track with the lesson
told the students to go to their and to see how to form and
seat and practice writing a letter write the letter that the class is
in their book that they have not working on during writing.
worked on yet. The student went
to her seat and needed my help
to be able to find a page to work
on. She formed the letter s
correctly and completed half of
the page.

Math – The student sat quietly on

the floor and kept her eyes on the
board and on the teacher. The
teacher called on her to answer a
question and needed support
from the teacher to answer. The
teacher had the students work
with a partner and go to different
stations around the room and
count different numbers with
base ten manipulatives. The
student did well with staying on
task with her partner and
counting the different numbers.
She completed most of the
stations.
Observation 4 ELA/Phonics – The student was The teacher had the words
M – 2.14.22 sitting quietly on the rug in the projected on the smartboard
front row. She participated when which helped the student to
the teacher told all the students understand what word they
to say the letter and letter sound were working on and the
when she pointed to each letter letters to sound out with the
of the alphabet. The teacher had rest of the class. She seems to
students sound out and read need visuals to stay on track.
words on the board and the
student participated each time it
was her turn. She reads very
quiet, but I could see her mouth
moving. She does well with paying
attention and listening to the
 teacher.

Math – The teacher had the

students do a color by number
page for math today. The
numbers were all teen numbers
which is what they have been
working on. The student listened
to the instructions and went to
her seat and started coloring her
picture. It took her quite a bit of
time to figure it out, but she
carefully colored the correct
places. She did not finish her
coloring page before the time ran
out as she was putting all her
effort in her coloring.
Observation 5 ELA/Reading – The teacher did a The student needs a lot of
T - 2.15.22 read aloud. She started it out by support and redirection to
going over two vocabulary words participate in class. It only takes
and had the students think about one time for the teacher to talk
what the words could mean. The to her and then she listens. The
student was falling asleep, and visuals on the board help to
the teacher had to talk to her to keep her on track and focused.
wake her up. Once the teacher When the class does things
started reading the book, she with their personal
woke up and quietly listened to whiteboards or with papers,
the story. She kept her eyes on she cannot keep up with the
the teacher the whole time. The class.
teacher had the students do a
think pair share about a question
relating to the book and the
student did not want to pair up
with anyone. The teacher had to
help her to find a partner and to
talk. Even then, she did not talk a
lot and needed prompting from
the teacher.

Science – The teacher asked all

the students to think about why
weather is important and to raise
their hand if they have an answer.
The student did not raise her
hand. I believe that she relies on
other students for answers during
instruction. Other students gave
answers, and she was not paying
 attention to them. She was
looking around the room and
moving around, but not listening
to her classmate’s answers.
Observation 6 ELA/Reading – The student is The student needs the
T-2.22.22 sitting in the front row and quietly teacher’s support to be able to
listening to the teacher’s participate and answer
instruction. The teacher asked the questions in class. She could
student to stretch and read the use additional practice with
word not. The student was not words and sounds during
able to read it without the intervention time to become
teacher’s assistance. She talked so more independent during
quiet; it was hard to hear her. The whole group instruction.
teacher went over the three new
heart/sight words for the week
and the student was looking at
the words, but was not reading
them with the rest of the class.
This seems to be one of the
reasons why she is behind. Due to
not participating with the class.
Next, the teacher had the
students write the first sound in
CVC words. The student did a
good job with keeping up with the
class with each word that they did
and writing the correct first letter.
She needed prompting at times.

Math – The teacher and students

were going over inch, foot, and
yard. The student was not
participating and was moving
around instead of paying
attention. She is having a hard
time focusing at this time of the
day. The students get frequent
brain breaks, but they do not
move around the room much and
stay on the carpet until lunchtime
so that makes it hard for them to
sit still for long periods of time. As
the teacher was teaching on the
board, she was looking all over
the room instead of at the board
and what the teacher was doing.
The teacher asked questions
about many different objects that
 are longer or shorter to prepare
them for their quiz. The student
was not looking at the board to
prepare. She was looking down
most of the time.
Observation 7 ELA/Reading – The student was The student seemed to
T – 3.1.22 looking at the teacher as she participate more today. She
wrote words and had the was awake and ready to learn. I
students stretch and sound them did not see her get distracted
out. She kept her eyes on the very often.
board as the words were written,
but it was hard to tell if she was
participating because she wears a
mask and talks so quiet. The
teacher has her pull her mask
down at times to see her mouth
move to make sure that she is
participating and saying the
sounds and words. The teacher
introduced new heart/sight words
and I was able to see the student
move her body and mouth as she
read the words with the teacher
and phrases.

Math – The teacher had the

students doing addition and
subtraction problems with
numbers 10 and under. The
student was writing the problems
slowly and listened to the
teacher’s instructions to draw
circles to represent the numbers.
She got most of the answers
correct as she took longer to
complete them. The subtraction
problems were tougher for her to
complete. She listened to the
teacher and corrected her
mistakes when it was needed.
Observation 8 ELA/Reading – The student was The worksheet that the student
M – 3.14.22 looking at the teacher and filled out for math had a lot of
listening to the instructions for visuals which helped the
what the students needed to do student to fill it out correctly.
with writing today. The student Using a lot of visuals helps the
went quietly to her seat and got student to learn and
started on the work. The students understand what to do.
had to underline the vowel and
 circle the picture that started with
the same sound. The student got
7 out of 10 questions correct. I
talked to her about her mistakes
and asked her about the sounds.
The student understood her
mistakes and changed them to
the right answers. The student
was the second to last student to
finish the assignment as she
seems to need additional time to
complete tasks. She takes her
time to think about the sounds.

Math – The student was quietly

sitting on her chair and listening
to the teacher talk about the
terms in front of and behind. She
kept her eyes on the teacher and
the board throughout instruction.
She normally sits on the rug and
has her head down a lot, but it
seems that sitting on a chair is
helping her to stay awake and
focused on the teacher. The
teacher had the students put their
fists above, below, in front of, and
behind certain parts of the
student’s bodies and the student
participated somewhat. She did
some of the movements but did
not do some of the movements
when she did not understand
what to do. Even though she did
not know what to do, she was
looking and listening to the
teacher explain the positional
terms. After instruction, the
teacher had the students sit at
their seats and complete a
worksheet. The student listened
well to the teacher’s instructions
and filled her paper out correctly
for the most part.

Child 2 (Jimmy – Observation 1 ELA/Writing – The student had This is the first observation, so I
pseudonym) M – 1.31.22 trouble sitting still and paying am not completely sure what
attention. The teacher had to the student’s learning style is
 move him from the back to the yet. He struggled with writing
front of the carpet when she was the letter z in his worksheet, so
showing pictures and a video to maybe he needed more visuals
show how to write the letter z. and practice before writing.
The student is quiet and did not
ask for help when he was doing
his worksheet and writing the
letter z, but he was struggling. He
could not figure out how to
properly form the letter z. I
helped him and told him how to
write it and even then, he did not
listen to my instructions, so he
continued to have trouble writing
the letter z.

Math – The student often puts his

head down or lays down during
instruction. The teacher had to
redirect him often during the
lesson. He was distracted easily by
his classmates and kept talking to
others. He was turning around
and looking at his other
classmates instead of paying
attention to what the teacher was
showing on the board. The
teacher called on him to answer a
question to get him to participate
in the lesson. The student did not
want to answer at first, but the
teacher told him that it is not an
option to not answer a question.
He finally gave a quiet answer as
he was not sure if he was right.
Observation 2 Math – The student was moved to I have still not learned what his
T- 2.1.22 the front of the carpet again to best learning style is as I have
help him to pay attention to the not seen him interact with the
lesson and to see the board lessons very much yet. The
better. He was more engaged teacher will call on him, but he
today than yesterday, but does needs a lot of support to
get distracted at times by his respond to questions or
classmates. He will turn around at complete his work.
his spot and look at his
classmates. He does not put his
hands on them, but he distracts
them by looking at them. He has a
hard time keeping his eyes on the
 board.

ELA/Writing – The student was

not paying attention to the
teacher’s instructions for writing
until he was called on to explain
what they were supposed to do.
He went to his seat and took a
long time to get settled and to the
correct page. He had to get help
to get to the correct pages. The
time ran out and he had not even
started his writing.
Observation 3 ELA/Writing – The student was I believe that the student is a
M – 2.7.22 moved again to the front of the visual learner and needs
class on the rug to help him to pay instructions multiple times to
attention and so the teacher be able to understand what is
could hear him when he answers going on and how to write a
a question because he whispers letter. It seems like he could
his answers. The student has benefit from additional time to
trouble keeping his eyes on the work on writing and requires
teacher and the board. He more assistance than the other
listened to the teacher’s students. He needs a lot of
instructions and went to his seat support to complete activities.
and found a page for writing. He
was working on writing the letter
v. He tried to write the letter v on
his own and he was so close, but
he needed additional support
from me to be able to learn how
to correctly form the letter. Even
with my help, he had trouble
writing the letter v. He only was
able to write the letter v correctly
two times before the time was up
for writing.

Math – The teacher was telling

the students to look at the board
to show them how to count
numbers using base ten blocks
and the student had his head in
his hands and was not watching
how he should count. The teacher
noticed that he was not paying
attention and had him count base
ten blocks on the board. This
helped him to get involved with
 the lesson again. The teacher had
the students work with a partner
and go to different stations
around the room and count
different numbers with base ten
manipulatives. The student only
completed three number stations
with his partner because they
were both struggling to stay on
task and to count. Those two
students should not have been
partners as they both have a hard
time staying on task.
Observation 4 ELA/Phonics – The student was The student needs the visuals
M – 2.14.22 sitting quietly on the carpet in the on the smartboard to be able
front row. He was having a hard to keep up with what the class
time keeping his eyes on the was doing as he gets distracted
teacher and the board. He will so often. The teacher had to
turn around and look at others redirect him to look up at the
often during instruction. He was board at least three times so
not paying attention to what the that he could participate with
teacher was talking about and got the class. Once he looked at
his named moved down on their the board, he was able to start
behavior chart as he was not sounding out and reading
listening to the teacher. The words with his classmates.
teacher asked him to tell her the
first sound in pig and he answered
/p/. The teacher had to tap his
feet three different times to
remind him to sit crisscross
applesauce during instruction.
The teacher had the students
sound out and read CVC words on
the board and the student was
distracted and looking at his
classmates instead of
participating. The teacher talked
to him two more times about
turning around and looking at
others or around the room.

Math – The teacher had the

students do a color by number
page for math today. The
numbers were all teen numbers
which is what they have been
working on. The student did not
listen well to the instructions, so
 when he got to his seat, he did
not know what to do. I had to
reexplain how to do the color by
number, and he slowly started
doing it. Once he understood how
to complete the task, he was
coloring like crazy and getting the
wrong colors in other boxes. He
did not seem to care about
staying in the lines and the right
boxes. He did not finish his
coloring page before the time ran
out.
Observation 5 ELA/Reading – The teacher did a The student seemed to need
T - 2.15.22 read aloud. She started it out by the special seat to be able to
going over two vocabulary words pay more attention to the
and had the students think about lesson. Hopefully it will
what the words could mean. The continue to help.
student did a good job with
paying attention to the teacher
during the read aloud. It is the
first time that I have observed
him sitting still and looking up at
the teacher the majority of the
time. The teacher has given him a
special seat to sit on and I believe
that it is helping him to pay better
attention. The teacher asked the
students a question and to put a
thumbs up or down for their
answer and he put a thumbs up
late, but still participated. I have
not seen him participate like that
often. Then the teacher had the
students do a think pair share and
the student did not want to talk
to another classmate, so the
teacher had to step in and help
him partner up and talk.

Science – The teacher asked all

the students to think about why
weather is important and to raise
their hand if they have an answer.
The student was quietly sitting in
his spot, but did not raise his hand
to give an answer. I have never
seen him raise his hand to answer
 a question. The teacher has to call
on him to make him participate.
Another student was giving an
answer and he was looking and
listening to that friend.
Observation 6 ELA/Reading – The student did The student needs the visuals
T-2.22.22 not look ready to learn. He was on the board to be able to keep
looking everywhere but the up with what the class is doing.
board. He is having a hard time If the students have their own
focusing today. The teacher had whiteboards or manipulatives,
him read a word and he was able it is extremely hard for him to
to stretch and read it with a small keep up and know what is
amount of help from the teacher. going on.
After the student read his word,
he went back to messing around
by turning around and looking at
others and playing with his shoes.
The teacher went over the three
new heart/sight words for the
week and the student was not
looking at the board. The student
struggles with knowing his
heart/sight words and reading
because he has a hard time
paying attention and participating
with the class. The teacher had to
tap his shoe to get his attention to
look up and read with the class.
Next, the teacher had the
students write the first sound in
CVC words. The student kept up
with the class and participated
more than I have seen him
participate before. He only
struggled writing a few of the
letters. He needed the visuals on
the board to remember how to
associate a sound with a letter
and how to write it.

Math – The teacher and students

were going over inch, foot, and
yard. The student was looking at
the teacher, but not participating
in the activity. As the teacher
continued to teach, the student
had his eyes up and on the
teacher and the board. The visuals
 on the board kept him engaged.
After about five minutes, he
started to move around and get
distracted. Math is right before
lunch, so it seems like the
students are hungry and need a
break at this time because they all
struggle to stay on task. The
teacher asked questions about
many different objects that are
longer or shorter to prepare them
for their quiz. The student kept
his eyes on the board for most of
the time, but was easily distracted
by others around him.
Observation 7 ELA/Reading – The student was The student rarely participates
T - 3.1.22 looking at the teacher as she and needs so much redirection
wrote words and had the from the teacher to pay
students stretch and read the attention. He might benefit
words. He was watching the from sitting somewhere
teacher, but was not participating. different because nothing else
He was not saying the sounds and seems to be working. He does
reading the words as his mouth not care when the teacher talks
was not moving. I could tell to him about needing to pay
because he was not wearing a attention in order to learn.
mask. The teacher had to redirect
him multiple times throughout
the lesson to get him to refocus
on what she was doing. The
teacher introduced new
heart/sight words and the student
was not participating in reading
the words with the teacher. He
was sitting and playing with his
hair and looking down the whole
time. The teacher had the
students repeat sentences that
she gave them that contained the
new heart words and he did not
repeat any of the sentences.

Math – The teacher had the

students doing addition and
subtraction problems with
numbers 10 and under. The
student struggled with all the
problems especially subtraction.
He was trying to do them in his
 head instead of listening to the
teacher and drawing circles to
represent the numbers. After she
told him to write the circles for
the second time, he listened, but
then he was not counting the
circles and wrote too many or not
enough for the problems. He does
not check his work or try to
correct himself.
Observation 8 ELA/Reading – The student was The student struggles to listen
M – 3.14.22 distracted while the teaching was to the teacher’s instruction, but
showing the students what they when he got one on one help
need to do in their books on the from me, he was able to do it
smartboard. He was not looking correctly. The student could
at the teacher, but instead was benefit from more one on one
playing with his shoes and looking time with a teacher or tutor.
around the room. The student sat
to do his work at his seat and did
not know what to do as he was
not paying attention when the
teacher was giving the directions.
The student did not get many
questions right. It seems that
when it comes to seat work, he
guesses on the answers. I went
over the mistakes and had him
think and figure out the correct
answers. He listened to my
instructions and corrected his
work.

Math – The student was sitting in

the front row on the carpet. He
kept getting distracted by others
around him and by his shoes
during the lesson. The teacher
had the students put their fists
above, below, in front of, and
behind certain parts of the
student’s bodies and the student
participated the whole time. It
seems that movement gets him
actively engaged. After the
teacher was done teaching, she
had the students complete a
worksheet and the students had
to listen to her instructions to
complete each section. The
student was filling it out wrong
until I went over to him and
prompted him again for what to
do and then he did it correctly. I
feel like he does not listen to the
teacher and guesses on how to
complete activities.