Child Observation Logs - Assessment Portfolio
Child Observation Logs - Assessment Portfolio
CHILD Day of the WEEK with Content: Strengths and/or Additional Thoughts:
DATE Weaknesses (observed learning style, S/E)
(choose 1 or 2 days per Name the content area and state only what You may now add some
week depending on you observed (hear and see) personal interpretation here.
days in the field)
Child 1 Tuesday-02/04 ELA- Reading a passage- answering The student enjoys working in
questions groups because while he is
reading or while his peers are
The student was reading a passage with reading, they assist each other
classmates. He was instructed to read the with vocabulary words that are
second paragraph of the passage. While the unknown or ones they cannot
first paragraph was being read, he followed pronounce. Even though the
along with his finger. When they got to student did not raise his hand
paragraph two the student began to read and to answer questions he was
was reading at a slow pace and stumbled on paying attention because when
some words. His peers were there to help he was called on, he knew the
him out. Once the students finished reading answer.
the passage, they went back to the carpet to
answer questions. The student did not raise
their hand when the teacher asked a
question. The teacher called out on the
student once and the student gave the
teacher the correct answer to her question.
Child 1 Thursday-02/06 Math- Using manipulatives to solve The student has a good grasp
multiplication and division problems of using multiplication
strategies but needs to work on
The student worked with the pre-clinical how to use them to find the
teacher in a small group. The teacher used answer. Not only to show the
counting bears as the manipulative. The equation. The student does get
teacher first began by showing the students upset and at times shuts down
how they will be using the counting bears to when being corrected or when
do arrays and grouping. The student let the he realizes he got a problem
teacher know that they already know how to incorrect.
solve multiplication strategies using arrays
and groups. The teacher gave each student
an equation and the students had to show it
in an array and a group. The student did a
good job showing a multiplication equation in
groups and arrays. He did have an issue with
making the array neatly and in straight
columns and rows. He also had trouble
solving the equation. The teacher assisted
him by showing him that when making
groups and arrays the answer would be the
number of counting bears in total.
Child 2 Thurday-02/06 Math- Using manipulatives to solve The student continues to get
multiplication and division problems easily distracted with
everything. When she was
The student was in the same group as handed the whiteboard and
student 1 (lesson started the same way as it marker, she kept spinning the
is written in student 1). This student when board or playing with the
given an equation to solve she was playing marker. She also got distracted
with the counting bears. The teacher had to with the counting bears. The
constantly redirect her attention to the task. student also gets upset when
When focused the student did a good job she does not get something
making arrays. Although she did want the right and goes at another
rows and columns to be color coordinated student.
and that caused her to take longer than the
rest of the students. The student did struggle
with making groups. For a problem such as
3x4 she did not grasp the concept that it
would be 3 counting bears in each of the 4
groups.
Child 2 Monday-02/10 Science The students lack of focus is
hurting her learning. I noticed
The students were to read two pages from that she likes to connect her
their panorama books on space. The teacher life with stories. Finding out a
partnered up the students into groups of way to use the text to self-
three. Then gave each student a paragraph to technique in the readings might
read. Student 2 was given the third help her focus more.
paragraph to read. The students began to
read and student 2 had her head down on
the desk. The other students kept calling her
name to redirect her attention to the
passage. It would work for some time, but
she would again begin to lose focus. When it
came to her part to read, she read her part
efficiently. When the students were retelling
what happened the student did not say
anything.
Child 2 Tuesday-02/11 ELA- Vocab & HD Word The student was not losing
focus which lets me know that
Students were working on their new hands-on activities grasp her
vocabulary words of the week on their HD- attention. This activity also
Word kits. The key of the vocabulary words is allows her to practice her
the suffixes -ing, -ed and -s. When asked to spelling and the use of suffixes.
add suffixes to certain words the student
struggled to do so on her own. The student
then was making the words using the
vocabulary tiles in their kit. The goal was for
them to realize that they can use the tiles
that contain the suffixes instead of putting
each individual letter. At the beginning the
student put each individual letter until the
teacher gave her a hint.
Child 2 Tuesday-02/18 ELA- Phonics (Heggerty) The student is constantly losing
focus. She was not participating
Students were on the carpet and had to do a with the rest of the students
number of phonics exercises. These exercises causing the teacher to stop to
included combining phonemes to make a bring her attention back.
word, breaking up phonemes in a word and
adding and taking out beginning, middle or
ending phonemes from words. The student
did well in a lot of areas of phonics. She did
well on ending sounds, combining phonemes,
breaking phonemes and changing the
beginning phoneme of a word to a different
phoneme. The student struggled at adding
ending phonemes to a word.
Child 2 Thursday-02/20 CERCA Writing Student was engaged
throughout the lesson which
The student’s assignment was to read a caused an improvement on her
passage, answer a few questions and then work and her interaction with
write a few sentences retelling the passage. the class. She is strong in her
The teacher read the passage with the writing which will help with the
students. After the passage was read the writing portion of the AIR test.
students were to answer the questions on
their own. The student was engaged and
focus throughout the reading. Did not raise
hand and volunteered to read. When
answering the questions, the student
answered one and waited to go over them
with the whole group. For the writing portion
some strengths student 2 has is the ability to
find the claim and evidence which are the key
details. She does struggle to give supporting
details to her claim.
Child 2 Tuesday-03/03 Math: Fractions as a whole, equivalent The student is more engaged
fractions, quiz when working in a small group.
It seems like she enjoys math
Students were put into two small groups and because she loves to show me
each group worked with a teacher. The how fast she can answer the
student was placed in the group with the question because she knows it.
preclinical teacher and with student 1. All The student also works well
students had a white board and they had to with peers during math, helps
either write the numeral fraction that the out others any time she can.
teacher showed drawn or the other way
around. The teacher also showed 4 fractions
and had the students pick the equivalent
fractions. The student’s strengths include
defining numerator and denominator finding
the equal fractions and showing which
fractions are equivalent to one. A weakness
that needs improvement is to make her
fractions equal when drawing shapes.