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

LD WEEK with Weaknesses (i.e.: observed learning style,

DATE Name the content area and state only what S/E). You may now add some
you observed (hear and see) personal interpretation here.

A W-1/26 Math- Topic was 2-digit subtraction. Student Math- Student may need to
Week 3- struggled when working with the tens place refer back to using base ten
Observation 1 in regrouping. Student often wrote an models to understand
incorrect number in the tens place when regrouping. Implies possible
regrouping or added the numbers in the tens tactile or visual learner.
place instead of regrouping. Student was (Teacher said base ten blocks
confident to go in front of the class and have been used previously.)
complete a question on the board.
ELA- The teacher expressed
ELA- The student struggled with completing that this student often claims
the ABC order activity. She went to the to be sick and goes to the
teacher during the activity and said, “I miss clinic/nurse. The teacher
my sister” and hugged the teacher. The expressed the student may
student continued to hug the teacher and TC struggle with anxiety,
throughout the day. especially in times she
struggles academically. Implies
possible social/emotional
needs.

A M-1/31 Math-Topic was multistep word problems Math-The student needs

Week 4- including 2-digit addition and subtraction. additional prompting in
Observation 2 The student often confused whether it was breaking down the word
needed to add or subtract based on the problems to determine what
information from the story problem. When math calculations need done
the student was adding, answers were to solve. Again, the student
typically correct. When the student was may need to refer to base ten
subtracting, the student often regrouped blocks when solving
when not needed and/or often wrote an subtraction problems involving
incorrect number in the tens place when regrouping.
regrouping.
A M-2/7 Math- New topic/chapter started, 3-digit Math- The teacher again
Week 5- addition. A few minutes into instruction expressed to the TC that this is
Observation 3 starting, student raised hand and complained frequent for the student and
of a stomachache and claimed that could be an anxiety issue. The
she was going to be sick. The student was student was sent back to class
dismissed to the bathroom and then went to by the clinic/nurse after
the clinic/nurse. determining the student was
not going to be sick.

ELA- Student struggled to read the word ELA- Student relied on the
“contemplate” which was to be read aloud by teacher prompting to break
the student and identified as “long vowel”, down and sound out the word
“r-controlled vowel spelling”, or “are vowel parts. The student was able to
spelling”. Student then struggled to read the word when
determine which category the word belonged prompted.
in the sort.

A M-2/14 Math- The topic is 3-digit addition. The Math- The student was able to
Week 6- student completed problems confidently, at connect and build on her
Observation 4 the same pace of the class, with the correct strength of 2-digit addition to
process and answers. the new topic of 3-digit
addition.

ELA- The student struggled to identify ELA- It appears that if the

between adverb types of how, when, or student does not immediately
where when reading sentences with bolded see the answer, the student
adverbs. waits for the answer to be told
when it is gone over later in
class. The student needs
prompting in asking herself “Is
this answering how?”, “Is this
answering when?”, “Is this
answering where?” to
determine the answer.

A W-2/23 Math- New topic was started in the chapter, Math- The student seemed to
Week 7- 3-digit subtraction. The student struggled on try to relate the subtraction
Observation 5 problems when regrouping was needed. problems to addition, a
Instead of regrouping, the student would concept she is strong in. It was
switch the numbers. For example, in 814 – explained why this cannot be
263 the student subtracted 6 – 1 instead of done and then the student
regrouping to make 1 an 11 and subtract 11 – relied on prompting to solve.
6. The student knew the steps to
solve when prompted.
 ELA- On the comprehension test, the student ELA- The proper use of the
wrote in complete sentences using the written sentence started
sentence starter that was written on the implies visual learner and a
board. The test was read aloud by the reliance on prompting. The
teacher and the student waited before student waiting for test
moving to the next question until it was read questions to be read aloud
aloud (unlike many other students in the implies auditory learner.
class).

A
W- 3/9 Math- New unit was started including solving Math- The student relied on
YSU Spring Break problems with money. The student struggled the manipulative plastic coins
Week- to identify coins both by name and value, to determine the coin name
Observation 6 typically confusing the nickel and quarter by from the pictures given.
name and confusing the nickel and dime by Implies tactile/visual learner.
value. Then student often tried to reference The student relied on
the manipulative coins to match with the prompting to write down the
pictures on the worksheet. The student also addition problem to count the
struggled to count the value of a collection of coins rather than doing mental
varying coins. To count the value of the coins, math. Implies visual learner.
the student was using their fingers and
counting aloud. For example, to add two
nickels and a penny the student would start
from five and count on their fingers five more
to get ten. Then, start from ten and count up
one more with their fingers to get eleven.

ELA- The school uses the Really Great Reading ELA- On the Really Great
Curriculum. The student read aloud the mid- Reading beginning of year text
year progress monitoring text. The student the student read 32 WPM with
read 73 WPM with 98.6% accuracy. 80% accuracy. The student
clearly is making progress in
fluency and decoding, implying
that the curriculum works for
this student. Note: This
progress monitoring does not
evaluate the student’s
comprehension of the text.

W-3/16 Math- The student struggled during the mid- Math- The student had been
Week 9- assessment test of the money unit. (Also used relying on the manipulative
Observation 7 as the preassessment for the TC math lesson plastic coins to determine the
of unit week). The student correctly identified coin name from the pictures
the coins and their values on the matching given, so it was difficult for the
part of the assessment. However, when the student to make the
coins were shown in a collection the student connection on the assessment
struggled to identify the coins and their without the manipulatives.
 values and attempted to count their values Implies tactile/visual learner.
using their fingers. All other students had The student relied on
finished the assessment and the student was prompting to write down the
taken to another classroom with the TC who addition problem to count the
gave the student prompting while finishing coins rather than doing mental
the assessment. math. Implies visual learner.

ELA- Spelling test was given on /oo/, /ew/, ELA- The student referenced
/u/, and /u consonant e/ words that the class the alphabet in the classroom
has been working on with Really Great to complete the ABC order of
Reading. The student struggled to spell the the spelling words. Implies
words, using the /oo/ spelling for all of the visual learner.
words. The student also struggled to read the
test and asked for help reading some words
in the diction sentences. The student
correctly completed the ABC order section,
although the student had to reference the
alphabet in the classroom. The student
correctly identified the breakdown of the
words into syllables.

W-3/23 Math- New topic of the money unit was Math- The student had been
Week 10- started, solving story problems with money. relying on the manipulative
Observation 8 The student struggled to identify coins, count plastic coins to determine the
the value of the coins, and understand how coin name from the pictures
to solve the story problem. given, so it was difficult for the
student to make the
connection on this worksheet
ELA- The student has begun the IAT process, now without the
which includes interventions and progress manipulatives. Implies
monitoring to determine whether the IEP tactile/visual learner. The
process should be started for the student. student relied on prompting to
Based on assessments, the student’s first understand how to solve the
intervention is using flip cards to read aloud story problem.
nonsense and real words containing vowel
teams. During today’s intervention, the ELA- This is a tier 2
student correctly read all the words except intervention according to the
occasionally mispronouncing the vowel team RTI model.
oa as short o and vowel team ai as short a.

H W-1/26 ELA- During the ABC order activity, the ELA- Student speaking the
Week 3- student quietly spoke the alphabet aloud to alphabet aloud during the
Observation 1 complete the activity. activity implies possible
auditory learner.
 The student has been in the IAT process,
which includes interventions and progress The intervention is a tier 2
monitoring to determine whether the IEP intervention according to the
process should be started for the student. RTI model.
Based on assessments, the student’s
intervention is using flip cards to read aloud
nonsense and real words in the CVC pattern.
During today’s intervention of CVC words, the
student was able to sound out a majority of
the letters to correctly say the word. The
student often confused the phoneme “a” for
the phoneme “e”. The student often
confused the phonemes “n” and “m” for each
other. The student struggled to identify the
phoneme “y”. Math- The student often not
showing work implies that he
Math- Math topic is 2-digit subtraction. The was using the counting
student often does not show their work when up/counting back mental math
regrouping, however, has correct answers. strategy.

H W-2/2 ELA- During today’s intervention of CVC ELA- The student made
Week 4- words the student was able to sound out a progress by correctly
Observation 2 majority of the letters to correctly say the identifying the phoneme “y”.
word. The student still often confused the
phoneme “a” for the phoneme “e”. The
student still often confused the phonemes
“n” and “m” for each other. The student
correctly identified the previously difficult
phoneme “y”.

Math-Topic was two-digit addition and Math- The student waiting for
subtraction using pictorial and symbolic the test question to be read
models and solving multistep story problems aloud before proceeding to
also with two-digit addition and subtraction. solve implies possible auditory
All students were given a paper test for learner and/or the student
summative assessment. The test was read does not feel confident in his
aloud to all students as they progressed. This reading comprehension. The
student waited for the reading of the student often not showing
question before beginning to solve the work implies that he was using
question (unlike many other students which the counting up/counting back
moved ahead, reading silently to themselves). mental math strategy.
Student often did not show work. Student
often wrote numbers backwards.

H M-2/7 ELA-Student struggled during lesson to write ELA- The student made
 Week 5- down the words into syllables correctly. progress by confusing the
Observation 3 Student correctly identified the vowels/vowel phoneme “a” for the phoneme
spellings in the words. “e” less often than previously.
During today’s intervention of CVC words, the
student was able to sound out a majority of
the letters to correctly say the word. The
student confused the phoneme “a” for the
phoneme “e” less often. The student still
often confused the phonemes “n” and “m”
for each other. The student consistently
identified between “real” words and
“nonsense” words.

Math- New topic/chapter started, 3-digit Math- The student correctly

addition. Student correctly used the “quick using the “quick pictures”
picture” drawings required to solve. Student drawings to solve shows that
did not always show work (when drawing the student understands the
“quick pictures” was not required). concept at least pictorially.
The student often not showing
work implies that he was using
the counting up/counting back
mental math strategy.

H M-2/14 ELA- While reading sentences to identify ELA- The student reading the
Week 6- adverb types on a worksheet, the student words aloud implies auditory
Observation 4 spoke the words aloud quietly. The student learner. The student putting
began putting his face close to his desk and his face down and thickening
thickening his lines when writing. lines implies a possible visual
difficulty.
The student began receiving title services this
week and will continue throughout the
coming weeks. The teacher candidate will
likely be unable to see the students IAT
interventions due to the timing of title
services.

Math-The topic was 3-digit addition. The Math- The student speaking
student completed the problems confidently, aloud implies auditory learner.
however at a slower pace than the rest of the
class. The student had the correct answers
however at times started in the hundreds
place (incorrect process). The student was
counting on their fingers and speaking
numbers quietly aloud.

H W-2/23 ELA- On the comprehension test, the teacher ELA- The student waiting to
 Week 7- read aloud the test questions. The student hear the teacher read aloud
Observation 5 waited to hear the teacher read aloud each implies auditory learner.
question before moving to the next question
(unlike other students in the class).

Math- New topic of the chapter started, 3- Math- The student speaking
digit subtraction. The student completely the aloud implies auditory learner.
problems confidently, however at a slower
pace than the rest of the class. The student
had correct answers including when
regrouping was needed, correctly completing
the process. On a few occasions, the student
wrote numbers backwards. For example,
writing a 2 as S. The student was counting on
their fingers and speaking numbers aloud
quietly.

H W-3/9 ELA- The school uses the Really Great Reading ELA- On the Really Great
Spring Break Curriculum. The student read aloud the mid- Reading beginning of year text
Week- year progress monitoring text. The student the student read at about the
Observation 6 read 9 WPM with 66.7% accuracy. same level. The student is not
making progress in fluency and
Math- New unit started on money. The decoding, implying that the
student had automaticity in counting up the curriculum is not working for
values of the coins. this student. Note: This
progress monitoring does not
evaluate the student’s
comprehension of the text.

Math- The automaticity with

adding up coin values implies
the student has mastered the
mental math strategy.

H
W-3/16 ELA- Based on assessments in the IAT ELA- The improvement of
Week 9- process, the student has been moved to using producing individual
Observation 7 flip cards reading aloud words with blends. phonemes evidenced that the
The student was able to identify all student is making progress
phonemes including “n”, “m”, “a”, “e”, and and that this type of
“y” which the student previously struggled intervention is working for the
with. With this new intervention, the student student.
struggled with the S blends SP, SW, SL, SM,
SN.

Math- The math topic is continued with Math- The automaticity with
money. The student had automaticity in adding up coin values implies
 counting up the values of the coins. the student has mastered the
mental math strategy.

H
W-3/23 ELA- During today’s blends intervention, the
Week 10 student correctly identified the S blends SP,
Observation 8 SW, SL, SN that the student previously
struggled with. The student struggled today
to produce the blend TW when the phoneme
“e” followed.

Math- New math unit on telling time. The

student completed the worksheet at a faster
pace than the rest of the class and had
correct answers. The student began turning
their paper to have other students copy.