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.
I worked with both students one on one during the phonics lesson. During that time I was
assisting them with completing their work book. I also had the chance to work with them during
their math centers. I sat by both of these students throughout the day and it allowed me to
receive information on both of the students.
I also had a discussion with my mentor teacher that gave me more in-depth information. I
learned that student 1 is a Rim reader, meaning that he has trouble with reading and writing.
The student also has difficulty staying focused and in one spot.
Student 2 is right where he needs to be. While he has trouble sometimes with reading, he is
usually on track.
Student 1 and Student 2 sit by each other and are partners during centers. I felt that it would be
effective to observe both students during the observations.

LOG Format
CHILD Day of the Content: Additional
Week 3 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) 1/26/22 English The student is a

Wednesday Language Arts - RIM reader,
For todays meaning that
lesson, the in the
students beginning of
completed their the year they
workbook struggled with
covering phonics reading and
and ELA. The writing.
students work as a
class to answer Student 1 seems
the questions but to know the
only after the content but
students struggles staying
attempted to work on track. The
by theirselves first. student has
The work included trouble staying in
practicing writing their seat and
the newly focused on the
introduced letters, work.
writing sentences,
and reading Student 1 takes
Math - Student 1
The classroom participates
was all on the when called
carpet sitting for on but has
numbers corner. trouble
During this time staying
the students will focused when
be picked to he is not
point out the called on.
date, the
number of The student
 school days they is sitting
are on, small closely to
math equations other
with pictures, students and
and counting by has trouble
10s. This lesson not talking to
goes well them during
because it is this time.
short and
intensive, most The student
of the students struggles
stay focused. staying in the
A weakness of desired
this lesson is only seating
certain students position and
get to take part often lays
each day. their legs out.
Student 1
does not
often raise
their hand to
participate.
Child 2 (C)  1/26/22
Wednesday
English Student 2 is
Language Arts - on track with
For todays the
lesson, the Kindergarten
students Standards and
completed their is in one of
workbook the higher
covering phonics readers in the
and ELA. The class.
students work as
a class to answer The student is
the questions a early finisher
but only after the and
students attempt sometimes
to work by rushes their
theirselves first. work.
The work
included
practicing writing
the newly
introduced letters,
writing sentences,
and reading
sentences. This
classroom strategy
is a way for
students to work
independently but
check their
answers along the
Math - Student 2 has
The classroom no trouble
was all on the participating
carpet sitting for in the short
numbers corner. math lesson.
During this time
the students will The student
be picked to stays seated in
point out the the correct
date, the position while
number of staying
school days they focused on
are on, small the speaker.
math equations
with pictures, The student
and counting by raises their
10s. This lesson hand
goes well throughout
because it is the lesson to
short and answer
intensive, most questions.
of the students
easily stay
focused.
 LOG Format
CHILD Day of the Content: Additional
week 4 WEEK with Thoughts: 
DATE

Child 1 (M) 2/1/22 English

Wednesday Language Arts – Student 1
The class is all seems to lose
sitting on their attention
dots in a circle during the
on the carpet. transition of
The students sets.
are
participating in During the
Heggerty. One different sets,
of the sets they the student
do is onset- participates in
rhyme. They the hand
use a hand movements
motion to and says the
blend the correct answer.
words together. Some of the
A strength of sets the
this lesson is student
the student get participates in
to use Kinetic and some the
learning which student does
helps him not participate
concentrate. A in.
weakness of
this lesson is
the transition
between sets,
sometimes it
takes a minute
for a student to
choose a new
person to
Math – Math Student 1
Corner- Student payed
1’s stick was attention to
picked so the the calendar
student got to and numbers
point to the for the
month. The majority of
student then time, he
said what month seems to have
it was and then trouble
pulled another staying
name on a stick. seated.
The student then
sat back down.
Depending on
what number
the date is, there
will be circles
that represent
the amount by
colors. The
students will
distinguish how
many red and
how many blue
circles there are.
They then will
make a number
sentence with
the colors. The
strength of this
lesson is it is
short and
intensive.
Child 2 (C)  2/1/22
Wednesday
English Student 2
Language Arts – participates in
The class is all the Heggerty
sitting on their lesson fully.
dots in a circle The student
on the carpet. volunteers to
The students model the
are lesson and
participating in demonstrates
Heggerty. One the correct
of the sets they motions.
do is onset-
rhyme. They
use a hand
motion to blend
the words
together.

Math – Student Student 2

2’s stick was seemed
pulled next. The distracted
student pointed when they sat
to the year on back down on
the calendar and their seat.
said what year it When he was
was, the student called on he
pulled another answered
name and sat correctly.
back down.
Depending on
what number
the date is, there
will be circles
that represent
the amount by
colors. The
students will
distinguish how
many red and
how many blue
circles there are.
 They then will
make a number
sentence with
the colors. The
strength of this
lesson is it is
short and
intensive.

LOG Format
CHILD Day of the Content: Additional
week 5 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) 2/9/22 English

Wednesday Language Arts – The teacher
Last sound or demonstrates
Initial sound of scaffolding with
given word, The this activity.
students are all First the
sitting on their teacher does
dots on the an example,
carpet. The then the class
teacher is does it
taking turns together, and
going around then each
and giving each student does it
student a word. individually.
The student is
given the word The students
“light”, he is have been
asked what the working on this
last sound he activity
hears is, he throughout the
responds with year.
the sound “t”.
A strength of The students
this mini who are
activity is the advanced
teacher gets to receive harder
observe every words than the
student. A students who
weakness of this struggle. If the
lesson is some of student answers
the students get incorrectly, the
distracted when teacher will
it is not their come back to the
turn. student.

The student
Math – The The teacher
students are demonstrated
placed in their the game on
math centers. the board and
Student 1 is then had the
playing a game students
with a partner. practice
The game is playing also.
called flip and
compare. This game
Student one flips allows for
two cards and students to
adds them work with a
together, the partner.
other student
does the same Student 1 did
thing. They then a good job
compare the adding the
cards to see who two cards
has the bigger together but
sum. The player would start
with the bigger from 1 to add
sum keeps the both cards
cards. A strength instead of
of this game is starting at one
the students get card and using
to practice using the counting
 manipulative to on strategy.
add and
compare Student 1
quantities. A seemed to get
weakness of this upset when
game is the he was
students seem to playing the
get upset if they game and
do not win and even had to
some of the take a break
students put the to calm down.
numbers
together instead I think that
of adding them. this math
center is a
great game to
play with a
partner as
long as it is
play correctly.
Child 2 (C)  2/9/22
Wednesday
English The teacher
Language Arts - demonstrates
The students scaffolding with
are all sitting on this activity.
their dots on
the carpet. The First the
teacher is teacher does
taking turns an example,
going around then the class
and giving each does it
student a word. together, and
The student is then each
given the word student does it
“quilt”, he is individually.
asked what the
last sound he The students
hears is, he have been
responds with working on this
the sound “t”. A activity
strength of this throughout the
mini activity is year.
the teacher
gets to observe The students
every student. A who are
weakness of this advanced receive
lesson is some of harder words
the students get than the
distracted when students who
it is not their struggle.
turn.
If the student
answers
incorrectly, the
teacher will
Math – Student Student 2
two is playing a played the
similar game as game with his
student 1 but partner for
instead of using about half of
cards he is using the time.
dice. The student
rolls both dice The student
together and the then seemed
compares the to be bored
sum to his and started
partners. A talking.
strength of this
lesson is it can be A way that
flexible. A this can be
weakness of this avoided is
lesson is the matching him
students are up with a
confined to partner of
adding numbers similar skill
 1-6. and add more
dice into the
game.

Student 2
does not use
his fingers to
count the dots
on the die, he
does the
counting in
the head and
sometimes
works to fast
and makes
mistakes.

LOG Format
CHILD Day of the Content: Additional
week 6 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) 2/16/22 English

Wednesday Language Arts - The teacher
The students uses I do, We
are at their do, and You do
dots on the while working
carpet. The on this skill.
teacher is The teacher
introducing uses scaffolding
long a and in her lesson.
silent e. The She does this
teacher has the by reading the
students put a sentence first
thumbs up or then having the
down if they whole class do
hear long a, it together and
when she says then having the
the word orally. students doing
The students it their self.
then go to the
table and work in Student 1 started
their work book the lesson out
where the strong on the
sentences carpet. The
include words student was
with both long a having some
and silent e. A difficulty with
strength of this the middle vowel
lesson is the sound when
students get to sounds some of
work on the the words out.
orthographic Once the
processor and student was in
phonological the workbook,
processor. A he had difficulty
weakness of this writing his letters
lesson is the in the correct
students have to spot. Often times
be very attentive he had the letter
to get the most under the line or
Math – The This center is
students are in great for
their daily math student 1
centers. Student because he
1 is on their iPad gets to make
 on the choices for
application, I- when it comes
Ready. I-Ready is to learning
a learning tool math.
that allows for
students to The app also
make choices allows for
when it comes to student 1 to
their learning. explore and
Student 1 logs in interact
and goes into closely with
the math math skill.
section. The
student then has
a ton of different Student 1
games to play took a while
during this time. to log into the
A strength of this game but
lesson is the worked hard
student has the when he got
chance to make on.
their own
choices. A
weakness of this
lesson is some
students take
longer than
others to log on.

Child 2 (C)  2/16/22

Wednesday
English
Language Arts - Student 2
The students started the
are at their dots lesson out
on the carpet. good, he had
The teacher is no issue with
introducing putting his
long a and thumb up or
silent e. The down for the
teacher has the oral
students put a pronunciation
thumbs up or of long a,
down if they short e words.
hear long a,
when she says The student
the word orally. continued to
The students finish his work
then go to the book way
table and work in earlier than the
their work book rest of the
where the students. While
sentences I would be
include words trying really
with both long a hard to keep
and silent e. A student 1 on
strength of this task, student 2
lesson is the would be
students get to playing with
work on the crayons or
orthographic constantly
processor and distracting
phonological student 1
processor. A because he was
weakness of this bored.
lesson is the Student 2 is
Math - The This center is
 students are in great for
their daily math student 2
centers. Student because there
2 is also on their is so much to
iPad on the do and
application, I- explore on it.
Ready. I-Ready is
a learning tool Often times
that allows for student 2 gets
students to make bored and
choices when it distracted
comes to their when he
learning. Student finished early
2 logs in and but with this
goes into the center he has
math section. endless
The student then options.
has a ton of
different games The student
to play during also gets to
this time. A work on his
strength of this own individual
lesson is the level.
student has the
chance to make The
their own application is
choices. A different for
weakness of this everyone and
lesson is some individualized.
students take
longer than
others to log on.

LOG Format
CHILD Day of the Content: Additional
week 7 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) 2/23/22 English

Wednesday Language Arts – The student
The class struggled with
started out the starting off his
morning with a sentence. I
read aloud. The think it would
book was called help if on the
“Duck! board there
Rabbit!”, and was a sentence
can be prompt.
classified as a Student 1 was
persuasive required to
book. The story attempt to
has different write one
backgrounds on sentence and
each page but have
the same illustrations
picture with it.
portrayed in a
different way. The student
The students mixed up some
have to of his letters, so
decipher if it is we ensured
either a rabbit that he had a
or duck. letter key on
Student 1 is his table.
then going to
go back to his The student did
table and a good job
dictate whether attempting to
he felt it was a finger stretch
rabbit or duck the words he
by finger did not know.
stretching
words and
drawling The student
pictures. A does well when
strength of this he can use his
lesson is the letter key to
student gets to refer back to.
write about his
own choice. A
weakness of
this lesson is
the student
does not get
 any sentence
starter and had
to start from
Math – The Student 1 put
students are in a few puzzle
their daily math pieces
centers. Student together but
1 is at the math not as many
puzzle center. as the other
The student is students.
working with a
group to Student 1
complete a math seemed to
puzzle. The just be putting
students have to random
match the one pieces
piece with the together with
equation on it, to trial and error.
the sum. The Instead of
pieces all have actually
pictures on solving the
them. A strength equation.
of this lesson is
the students get
to work hands This activity
on and see the would be
objects on the better with
puzzle pieces. fewer
They are also students to
becoming do.
familiar with
seeing minus Student 1 is
and plus signs in beginning to
use. A weakness add and
of this center is subtract
some students smaller digits
complete all of so this is a
the puzzle and good center
do not share for him.
with the others.

Child 2 (C)  2/23/22

Wednesday
English Student 2 was
Language Arts - expected to
The class have three
started out the sentences
morning with a with
read aloud. The illustrations.
book was called
“Duck! The student
Rabbit!”, and took the time
can be classified to
as a persuasive phonetically
book. The story spell out the
has different words.
backgrounds on
each page but While some of
the same the words
picture may of not
portrayed in a been spelled
different way. right, they
The students were
have to phonetically
decipher if it is spelled right.
either a rabbit
or duck. The student
Student 2 is referred back
then going to to the heart
go back to his words wall for
table and a couple of
dictate whether words.
he felt it was a
rabbit or duck The students
by finger finished
stretching around the
words and same time,
drawling they were
pictures. A instructed to
strength of this finish their
lesson is the sentences first
student gets to and then
write about his illustrate.
own choice. A
weakness of
this lesson is
the student does
not get any
sentence starter
Math - The Student 2
students are in seemed to put
their daily math more puzzle
centers. Student pieces
2 is at the math together than
puzzle center the others.
with Student 1.
The student is The student is
working with a pretty quick
group to with small
complete a math math
puzzle. The equations.
students have to
match the one This activity is
piece with the a great way
equation on it, to for students
the sum. The to learn how
pieces all have to work
pictures on together.
them. A strength
of this lesson is The student
the students get also promotes
to work hands on being kind to
and see the one another
objects on the and sharing.
puzzle pieces.
They are also
becoming Student 2
familiar with helped lead
seeing minus and the group to
plus signs in use. finish the
A weakness of puzzle on
this center is time.
some students
complete all of
the puzzle and
do not share
with the others.
 LOG Format
CHILD Day of the Content: Additional
week 8 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) 3/2/22 English

Wednesday Language Arts – Student 1 first
The students all started with
have one attempting to
partner during finger stretch
ELA centers. some of the
Student 1 is words and find
working on the
matching picture corresponding
cards to the picture.
right word. The
words include The student
long a and silent had a couple of
e. Once the them mixed up
student has but when I had
matched the them finger
cards together, stretch it out
he then will lout they were
write each word able to fix the
down on a piece mistake.
of paper with
the The student
corresponding then started to
picture. A write his
strength of this answers down
lesson is it is but ran out of
hands-on and time.
allows the
students to work The student
orthographically. was able to
A weakness of stay at the
this lesson is the center and
students some finish but that
times struggle means he will
with getting have shortened
everything done time at the next
during the center center.
time.
The students
answers were
right but some of
the letters were
written
backwards.

The learning
style that is
practiced during
Math – The The teacher
students are uses examples
working in their to help
math books scaffold the
today. The learning.
teacher is
modeling This lesson
everything on the worked well
board before the with student 1
students do it on because he
their own. There liked that he
are five crayon had some
pictures on their choice in his
notebook page. learning.
The students have
to color them in Student 1
 using both blue seemed to get
and red. They can distracted
choose how many during the
red and how lesson and
many blue but started
they have to use coloring on
both and color all the sides of
five. After they the paper.
are done coloring
the crayons up The student
top, they are to accidentally
draw the same drew an extra
representation crayon on his
down below. A drawling.
strength of this
lesson is the Student 1 had
students were to be
able to use reminded to
pictures to stay on task.
demonstrate
math. A weakness
of this lesson is if
the students
messed up they
could not fix their
answer because it
was in crayon.

Child 2 (C)  3/2/22

Wednesday
English Language Student 2 is
Arts – The able to copy
students are the words
working in their onto the
centers. Student paper pretty
2 is working at quickly.
the writing
center. The Then he is
student is suppose to
suppose to write start writing
down the sentences.
vocabulary
words that are The student is
present in the able to use
writing center. some of the
This takes some words to write
students the 2 or 3
whole time. sentences.
Student 2 finishes
early and then is The student is
suppose to working
attempt to write independently
sentences with but also helping
the vocabulary his partner that
words. A strength struggles with
of this lesson is this center.
Math - The Student 2
students are finished the
working in their lesson very
math books early.
today. The
teacher is While the rest
modeling of the class
everything on the was finishing
board before the up the student
students do it on was doodling
their own. There and playing in
are five crayon his supply box.
pictures on their
notebook page. Student 2
The students have seemed to
to color them in distract others
using both blue during this
and red. They can lesson
choose how many because he
red and how finished it
 many blue but early.
they have to use
both and color all The students
five. After they are work was
done coloring the correct but it
crayons up top, seamed like
they are to draw he rushed it.
the same The crayons
representation were not
down below. A colored in
strength of this neatly.
lesson is the
students were
able to use
pictures to
demonstrate
math. A weakness
of this lesson is if
the students
messed up they
could not fix their
answer because it
was in crayon.

Spring Break Week

LOG Format
CHILD Day of the Content: Additional
week 9 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) Wednesday English

3/16/22 Language Arts – The student is
The students working on his
are in their ELA own by going
centers. around the
Student 1 is room and
working on finding the
writing the words/pictures
room. The .
student has a clip
board, a pencil, The student tried
and a piece of to color the
paper with pictures first but
picture objects was told to write
on it. The the room and
student is going then can color
around the room the pictures.
to find the
picture object
and then writing The student
the word that is writes the words
under the that he sees but
picture. A struggles to keep
Math – Student This activity
1 is working on was a great
adding and hands-on
subtracting activity that
equations. The worked with
student is using addiction and
counters and a subtraction.
ten frame to
keep track of his The student
work. The did have some
student is taking trouble
his time going remembering
through each what sign
equation and meant to put
using the together and
 counters to solve what sign
the work. A meant to take
strength of this away.
lesson is the
student was able If the student
to use did this
manipulative to activity again I
solve the would supply
equation. A a key to help
weakness of this out.
lesson is the
student can get Most of the
confused with numbers were
the plus and facing the
negative sign. correct way.
Child 2 (C)   Wednesday
3/16/22
English Student 2 is
Language Arts - able to write
The students the room
are in their ELA quickly and
centers. effectively.
Student 2 is
working on The student
writing the stays neatly
room. The on the line.
student has a
clip board, a The student
pencil, and a gets bored
piece of paper and starts to
with picture distract others
objects on it. when he
The student is finishes
going around writing the
the room to room.
find the picture
object and then
writing the The student
word that is needs more
under the challenging
picture. A words or
strength of this additional
lesson is the steps in this
students get to center.
work on their
letter formation The student has
and writing skills. already
A weakness of mastered letter
this center is for formation.
certain students
Math – Student The student
2 is also working did not use
on adding and the counters
subtracting to display his
equations. The work and
student is because of
suppose to use this he missed
counters and a a couple of
ten frame to the questions.
keep track of his
work. The All of his
student is going numbers were
pretty fast facing the
solving the right way.
equations and is
not using the The student
counters to solve should use the
the work. A counters next
strength of this time to keep
lesson is the track of his
student was able equation.
to use
manipulative to
solve the
equation. A
weakness of this
lesson is the
student can get
confused with
the plus and
negative sign.
 LOG Format
CHILD Day of the Content: Additional
week 10 WEEK with Thoughts: 
DATE

(i.e.) Child 1 (M) Wednesday English

3/23/22 Language Arts – Student 1 is
The students able to listen to
are in their ELA the story and
centers. follow along in
Student 1 is at the book.
the radio
reading center. When a book
The student is does not have
to plug their the ding to
headphones change the
into the radio, page, he then
insert the cd loses track in
and then read the story.
along with the
book. The read The student is
aloud would able to
make a ding comprehend
sound when it the story and
was time to flip retell what
the page. A they listened
strength of this to.
lesson is the
students are Student 1 then
gaining print finishes the
awareness and story and puts
are able to another one in.
listen to a
story. A
weakness of
the center is
sometimes the
students can
not keep up.

Math – The class Student 1

is all on their showed the
dots in the circle. correct
They were given starting
 a handful of amount and
blocks. The then the
teacher reads correct ending
out loud a story amount.
problem. The (Subtraction)
problem includes
adding and The student
subtracting in used his
real life. The fingers to
students are keep track
suppose to show during the
their answer reading of the
with cubes. The story problem
starting amount when their
and then how eyes were
much were closed.
taken away.
When doing a
adding
problem with
the blocks,
the student
did not have
the right
answer.

Student 1
then did
another
taking away
problem
(subtraction),
9-5, and took
away too
much.

Child 2 (C)   Wednesday

3/23/22
English Student 2 is
Language Arts - able to read
The students along with the
are in their ELA story.
centers. Student
1 is at the radio
reading center. The student is
The student is to able to decode
plug their some of the
headphones into words on his
the radio, insert own.
the cd and then
read along with The student
the book. The was able to
read aloud would provide
make a ding commentary
sound when it after the story
was time to flip ended.
the page. A
Math - The class Student 2
is all on their dots grouped his
in the circle. They blocks
were given a together by
handful of color.
blocks. The
teacher reads The student
out loud a story had five
problem. The blocks to start
problem includes with and then
adding and added 3
subtracting in blocks of a
real life. The different color
students are to the tower.
suppose to show
their answer Student 2 had
with cubes. The the correct
starting amount answer with
and then how the adding
much were problem.
taken away.
Student 2
solved the
problem first
and then
showed it
with the
blocks.