Observations

Child/Number Day of the week Content: Strengths and/or weaknesses Additional

of observations with date Name the content area and state only Thoughts:
(Choose 1 or 2 what you observed (hear and see)
days per week
depending on days
in the field)

Student 1 January 26th Content Area(s): Math (Counting 1-

1 Wednesday 20)
Strengths: The student did well
identifying numbers when said to him.
The student’s best content area seems
to be math. His confidence helps him
determine answers and he finds
himself referring to his number line to
help him. The student seemed to
understand how to count objects and
come up with an answer.
Weakness: Since the student
struggles with counting numbers, it
takes a lot of time for him to even
count to 10. He missed the first have
of school due to his parents wanting
him to stay home amid the pandemic.

2 January 26th, Content Area(s): ELA (Ask and The student also
Wednesday answer questions about a text) answered questions
Strengths: The student was very through the teacher
engaged in the read aloud. When asking the same
asked questions he was able to question twice
correctly point and identify the sometimes.
answers throughout the book. He
understood what was being asked and
could refer back to the book to
identify his answers.
Weakness: Since the student missed
the first half of the year with the class,
his confidence is very low. He is
afraid to speak out.

3 January 31st, Content Area(s): Math (Identifying If there was a chart

Monday numbers that come before and after in front of the
a given number) student, maybe
 Strengths: The student was able to they would have
correctly point to numbers that would performed a tad
come before and after a given better.
number. He understood what the
words before and after meant and
which direction he was being asked to
go. The student correctly used his
number line to assist him in coming
up with an answer. He also used his
iPad to verbally say numbers.
Weakness: Without visuals the
student was not able to correctly
identify numbers that would come
before and after. He often looked over
at his neighbors paper, and got told on
by other students.

4 January 31st, Content Area(s): ELA (Identifying

Monday setting, plot and characters)
Strengths: The student was able to
correctly answer and identify these
things by pointing to them when he
was asked. He referred back to the
book to come up with his answers and
could correctly execute this.
Weakness: The student was not
actively engaged in this lesson so he
would either not pay attention to the
book or roll around on the carpet. This
caused some setbacks in him
answering questions and would ignore
the questions being asked to him and
also effected other students in the
class.

5 February 7th, Content Area(s): Math (Counting Additional practice

Monday by 10s) every day would
Strengths: The student easily was benefit this student.
able to point to the numbers on a
numbers chart that come in the
sequence of counting by 10s. When
asked which number came next, he
easily identified the number by
pointing at it.
 Weakness: The student could not
verbally count by 10s, so it is hard to
tell if he actually is aware of which
numbers he is pointing to in the
sequence. The student quickly rushed
through the counting to get it over
with since he was not interested or
engaged. Once they student got to 40,
he struggled a lot more.

6 February 7th, Content Area(s): ELA (Identify the

Monday author and illustrator of a text and
each role)
Strengths: When asked to point out
the author and illustrator on the front
cover the student could easily execute
this. The student was able to point out
the role of each person and what they
contributed to the book.
Weakness: The student could not
verbally discuss his understanding
which caused confusion and
miscommunication between him and
the teacher. This resulted in him
getting frustrated and giving up easily.

7 February 14th, Content Area(s): Math (Using a The student may

Monday number line) have become more
Strengths: The student is familiar consistently
with a number line and did very well engaged if he was
identifying numbers on a number line. given breaks.
The student seemed to be able to
understand the sequence the number
line was in and how the number line
worked. He uses the number line
almost every day, so his confidence
levels were high using this.
Weakness: The student was getting
easily distracted and frustrated when
he does not understand the content.
He often peaks over at his neighbors
paper for assistance instead of asking
the teacher for help.
 8 February 14th, Content Area(s): ELA (Connect
Monday upper-case letters to lower-case)
Strengths: The student very easily
was able to be given the upper-case
letter and choose the lower-case letter
it matched to. He was also able to do
it vice versa with the letters. He
communicated through his iPad and
correctly chose corresponding letters
on there as a way to communicate his
answers.
Weakness: The student was not
interested in this lesson and was
seeming to have an “off” day. He was
very impatient and rushed through it
since it was a concept, he was good
with. He earned 2 red points for the
day on the class’s Class Dojo.

9 February 25nd, Content Area(s): Math (counting by

Friday 2s and 5s).
Strengths: The student does well The students
pointing to numbers that come in the struggled a lot
sequence of counting by 2s and 5s. more when
The student is confident in his ability counting by twos.
to use his number line to help and Counting by 5s is a
shows strengths in identifying lot more common
numbers. in the classroom.
Weakness: Since the student missed a
lot of time in the class, he is behind
when it comes to counting “how many
days they spent in kindergarten. Every
morning the class counts how many
days they have spent inside the class.
Sometimes this is counted by 2s and
5s where his struggles come from lack
of time spent in the class.

10 February 25nd, Content Area(s): ELA (Beginning If the student spent

Friday letter sounds). more time in the
Strengths: The student does well classroom, rather
identifying what letters, or two letters than at home at the
make beginning sounds. The student start of the year, his
performs well when the teacher blending would be
 verbally sounds out beginning letter a lot better.
sounds and he finds it easy to match
the letter sounds to words and which
words start with those letter sounds.
The student caught onto this concept
faster than sounding out sight words.
Weakness: The student gets
distracted easily when working on
word sounds and beginning letter
sounds due to him having to work at a
different time than the whole group.
Since he was not fully invested
starting off, which affects others
around him. He seemed to show no
interest in what he was doing which
affected some of his abilities to
identify beginning letter sounds due to
missing this early in the year.

11 March 2nd, Content Area(s): Math (addition)

Wednesday Strengths: Does really well with
addition and ordering numbers. Gains
confidence quickly and can work
independently. Gets excited about
showing his work. The student uses
his fingers to show math problems
and comes up with the correct answer
using this method.
Weakness: Due to lack of confidence
and practice, addition is a concept this
student cannot quite pick up on.

12 March 2nd , Content Area(s): ELA (sight words) The student gains
Wednesday Strengths: Able to identify sight confidence when
words by pointing to them. Is getting sight words
confident in ability when he knows right and seems to
the words. He listens to the beginning have better focus
sounds to help eliminate words that when getting
are incorrect. Hearing the teacher say positive feedback
them aloud also helps student or praise.
understand how words are being
formed. Frequent breaks
Weakness: Student has a hard time can benefit this
focusing on what he is doing. He will student.
 find himself looking around the room
or pointing to multiple words to guess
and not fully put forth effort to
identify sight words. Distractions are
the student’s biggest weakness in
ELA because his full focus is not put
forth towards the teacher.

13 March 9th , Content Area(s): Math (3-D shapes) The student may
Wednesday Strengths: The student does well have performed
identifying shapes when said to him. better if assessment
He does well remembering that 2-D was based on his
shapes are different from 3-D. The one-on-one hands
student did well connecting 3-D on experience
shapes to real life objects and rather than the
understanding that they are all around paper portion.
him. The student was very interested
in 3-D shapes and fully engaged.
Weakness: The student did not
perform well on the 3-D shapes paper
and had trouble connecting his
knowledge to the paper. He showed
frustration in not being able to
complete the worksheet without help
which impacted his motivation.

14 March 9th , Content Area(s): ELA (CVC words)

Wednesday Strengths: The student did well
viewing images and writing the CVC
word into the three separate boxes.
The student had the words verbally
sounded out to him and he was easily
able to connect these words to letters.
This was the fastest he has ever
caught onto letter sounds and didn’t
struggle to form words.
Weakness: The student was not able
to verbally sound out words which
limited how much practice he could
have. The student also could not grasp
that in the middle of these words you
must have a vowel so he would think
it was a different letter than what it
should be.
 15 March 16th , Content Area(s): Math The student did
Wednesday (Subtraction) better when
Strengths: The student did well someone verbally
identifying math symbols from a counted his fingers
subtraction equation when said to as he took them
him. He understood that his answer away.
must be smaller than the numbers
being used. He did well using his
fingers to take away and then
executing that to find his answer.
Weakness: The student (just like
addition) would lose track easily
counting since the counting was done
in his head. This also caused
frustration and him getting easily
distracted.

16 March 16th , Content Area(s): ELA (Forming The student was

Wednesday sentences). still unable to form
Strengths: The student was fully a sentence even
engaged and enjoyed doing the cut when read aloud to
and paste activity. He was able to him. He may
understand quickly that the end of the benefit from having
sentence must end in a period and that each individual
the beginning of the sentence starts word sounded out
with an uppercase letter. to him then have
Weakness: The student didn’t him form the
understand that the sentence he kept sentence.
forming didn’t make sense. The
student was more focused on cutting
and gluing rather than forming a
sentence. The student gets more
frustrated forming sentences than
other content in ELA. The student
also struggles writing and will skip
words from the sentence he formed.

Student 2 January 27th, Content Area(s): Math (Counting 1- When practicing

1 Thursday 20) with me, she does
Strengths: The student does well extremely well.
counting. She can confidently count When working with
from one to twenty without needing the teacher, she
assistance or skipping any numbers. seems to get in her
The student doesn’t need to visually head.
 see the numbers to count them and
has them memorized which also
helps.
Weakness: The student cannot seem
to identify numbers even though she
can count confidently. When given a
number visually she just says a
random number and cannot identify
the number being shown. She often
mixes up the numbers. Ex: She would
read 12 as 21. This impacted her
confidence in counting.

2 January 27th, Content Area(s): ELA (ask and The student may
Thursday answer questions about a text) have done better if
Strengths: The student is verbally the book was read
sound. She speaks very well and again.
knows what she is talking about most
of the time. She always restates the
questions and answers in complete
sentences.
Weakness: The student struggled to
answer deeper questions and was not
able to refer back to the book to find
the answers. The student caused a lot
of distractions throughout the read
aloud which would have affected this.

3 January 31st, Content Area(s): Math (Identifying This content area

Monday numbers that come before and after lesson was the
a given number) math lesson the
Strengths: The student was very student seemed to
excited to learn this and seems to struggle with most.
enjoy math. She was very interested
in what she was learning and came
ready to participate. The teacher
called her out for her good behavior.
Weakness: The student did not
understand the meaning of the words
before and after and would often get
them mixed up. She also couldn’t
grasp that the numbers around the
given number would be her answer
and would just yell out numbers for
 an answer.

4 January 31st, Content Area(s): ELA (Identifying

Monday setting, plot and characters)
Strengths: The student enjoyed the
read aloud and was very excited to
answer questions about it. She was
engaged and very easily referred back
to the book to find answers. She easily
was able to identify the characters and
setting at a basic level.
Weakness: The student caused many
distractions, and this resulted in her
being unable to answer questions
regarding the setting and plot. The
student also didn’t understand the
vocabulary of plot and setting and
what those would be referring to. She
struggled to try to find her answers by
referring back to the book.

5 February 8th, Content Area(s): Math (Counting

Tuesday by 10s)
Strengths: The student participated in
a whole group by counting by 10s,
The student was able to count by
easily verbally 10s without skipping
any numbers and was very confident
in her ability. She mastered counting
by 10s very quickly and grasped the
concept very well.
Weakness: When the student was
given a number and asked which
number would come next in the
sequence is when she would just yell
out random numbers. Even though she
can count by 10s, she must start from
10 and not just any number.

6 February 8th, Content Area(s): ELA (Identify the

Tuesday author and illustrator of a text and
each role)
Strengths: The student understood
the role of the author and illustrator.
 She could easily describe the role of
each while also being able to easily
point out which part of the book each
did. She could also describe how they
each contributed to the book.
Weakness: The student understood
the role of each but would often get
them mixed up (would think the
author drew pictures and so on). This
resulted in her getting confused a lot
and constantly second guessing her
answers and confidence.

7 February 14th, Content Area(s): Math (Using a

Monday number line)
Strengths: The student enjoyed using
a visual tool to count and understand
the sequence in which a number line
uses. She was very engaged and
involved with using a number line and
could correctly identify numbers on
the number line when asked of her.
She understood where numbers were
and how to find them.
Weakness: The student couldn’t
grasp the concept that the numbers
would get bigger as the number line
went on. She took longer than usual to
try to find a number on the number
line (When asked to look for the
number 20 she would start looking
around the number 1).

8 February 14th, Content Area(s): ELA (Connect

Monday upper-case letters to lower-case)
Strengths: The student was easily
able to identify lower-case letters and
state what they were. When given
upper-case letters she was able to say
the sound and get some letters correct.
Weakness: The student was unable to
connect any upper-case letters to
lower-case letters. She would yell out
random letters since she was unsure
 and didn’t take the time to think about
what she was saying.

9 February 22nd, Content Area(s): Math (Counting A number line may

Tuesday by 2s and 5s) have helped the
Strengths: The student seems to student grasp the
enjoy math and is fully engaged and concept of counting
excited to learn. The student needed by 2s and 5s.
some assistance to start counting but
can confidently do it to 20. She
understood that counting by 2s and 5s
is different from normal counting.
Weakness: Although the student
understood the difference in counting
by 2s and 5s, she was still found
skipping numbers or counting by 1s.
The student didn’t understand how to
count this way when referring to a
100s chart.

10 February 22nd, Content Area(s): ELA (Beginning The student was

Tuesday letter sounds) able to verbally say
Strengths: When the student was beginning letter
asked to repeat beginning letter sounds but couldn’t
sounds, she pronounced the sounds visually identify
very well and clearly. She was able to them.
take the beginning letter sounds to Distractions were
form a word including them. not caused by
Weakness: The student could not others but were
grasp the concept of identifying caused by her being
beginning letter sounds when said to confused and not
her. She found herself just pointing to wanting to talk
random letters due to confusion. This about it.
resulted in her causing distractions
and not putting her full attention
towards the lesson.

11 March 1st, Tuesday Content Area(s): Math (addition) The student

Strengths: The student grasps what seemed to do better
numbers are being used and does well working one on one
counting on fingers to figure out with the teacher
answers. She does well identifying candidate by
math symbols and understanding that reading aloud
the problem she is solving is addition. problems and
 The student is able to refer to the taking each
number line to see where numbers are addition equation
placed. step by step.
Weakness: The student will come up
with an answer to an addition problem
and then write down or say a random
number. She is having trouble
grasping that the number she lands on
is the answer she should give. She
also doesn’t grasp that in addition the
answer must be bigger and can’t be
less than the numbers in the equation.

12 March 1st, Tuesday Content Area(s): ELA (sight words) The student with
Strengths: The student does good more practice on
with words she can sound out. She sight words that
vocally can sound out letter sounds can’t be sounded
and match the letter sounds to the out would benefit
parts of a word. She gains confidence her. Connecting
easily when giving positive feedback them in sentences
and guidance. The student is easily always helped.
able to put the letter sounds together
to form a word.
Weakness: The student cannot
identify sight words that she can
sound out. These words the student
can sound out, but she doesn’t
understand that some words don’t
always sound how they should. Ex:
“Could” cannot be sounded out since
letter sounds are different.

13 March 14th, Content Area(s): Math (3-D shapes) Math is the

Monday Strengths: The student loved learning weakest content
about shapes and was actively area for the student.
engaged in the lesson. She enjoyed
finding real life objects that were 3-D
shapes and easily connected the two
together.
Weakness: The student would give
the answer to a shape as a 2-D shape
and could not understand the
difference between the two. She did
not know the names of the shapes.
14 March 14th, Content Area(s): ELA (CVC words) This is one of her
Monday Strengths: The student did well best strengths.
sounding out the images shown and
knowing which word was formed.
The student knew which letter sounds
were being made and verbally
sounded them out clearly.
Weakness: The student struggled the
most with connecting the letter sounds
to letters. She would write random
letters after sounding out the word and
could not grasp which letter sound she
was making.

15 March 22nd, Content Area(s): Math Using a number

Tuesday (Subtraction) line for each
Strengths: The student verbally was equation would’ve
able to read the subtraction equation helped her execute
using the math symbols. She did well her answer better.
taking away using her fingers and
counting aloud as she did it. The
student would come up with a correct
answer and used her number line
confidently to do so.
Weakness: Without pictures or
manipulatives to help her, it takes a
lot of extra time for this student. She
often spends extra time in the
afternoon missing her free time/lab
time.

16 March 22nd, Content Area(s): ELA (forming Having the student

Tuesday sentences) trace the words to
Strengths: The student is a very good form a sentence
speaker. She forms great sentences may have improved
and can talk till the next day. Her her writing.
speech if very good for her age.
Weakness: The student couldn’t
understand that a period must go at
the end of the sentence and couldn’t
grasp that the upper-case letter must
go at the beginning. The student
struggled to write the sentence once it
was formed, adding extra letters to
words.