Observation/ Get to Know You Log

Alternative way I got know my 2 students- Describe any ways you got to know your 2
students other than observations.

I got to know the two students who I will be observing throughout the course of the

semester in a few different ways. The very first way that I was able to gain some insight

about these two students, was through my mentor teacher. She is probably the person that

knows them best due to consistently being around them and her own observations and she

was able to give me a lot of useful notes about each child’s interests, home lives, and

behaviors in the class. I also did an introduction activity and interest inventory during my

first week in the placement that made it possible for me to get to know the two students I

planned to observe personalities. The first activity that was done included the whole class

participating in a “Would You Rather” game, where students were given a popsicle stick

with either a blue or pink circle on it. When going through the “Would You Rather”

slideshow, one option was presented in pink, and one was in blue. Once I was finished

reading the question out loud the students were told to either hold up pink or blue

depending on which they would rather do. This helped me to learn things about students

such as if they would rather read or watch a movie, do a math problem, or read a book, etc.

I was also able to learn some of the students interests outside of school by giving all

students an interest inventory for them to fill out and return back to me.
 Assess Learning P to 2 Classrooms Log

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Wednesday, LA-Phonics- focus is on r- Student one has an IEP for

January 31, 2024 controlled vowels (ir, er, ur). speech and has shown
Has a hard time pronouncing excitement about each content
words with “r” included in them. area besides LA. This is
because he is not comfortable
speaking out loud when using
words with “r” in them and most
routines in class are done
verbally.

Friday, February 2, Math- Money- Focusing on Student one is fluent in

2024 using coins to add, subtract, recognizing quarters, dimes,
and create mathematical nickels, and pennies and what
equations. they’re worth. Does not need to
Is very quick to recognize each refer back to the easel to see
coin and how much it is worth. which coin is equal to which
amount. Is usually one of the first
students to finish during math.

Student 2 Wednesday, Math- Money- Focusing on Gave him make up test over
January 31, 2024 using coins to add, subtract, money and he seemed to rush
and create mathematical through the entire thing. Usually
equations. needs to refer back to easel with
Just wrote down random answers listed coins and what they’re
to questions without actually worth before adding up amounts.
thinking about how to solve the During the test he didn’t look up
problem. to the easel once and just made-
up amounts for the coins.

Friday, February 2, LA- Phonics- focus is on r- When given the fluency and
2024 controlled vowels (ir, er, ur). accuracy verbal assessment
Is not able to fluently read high over r-controlled he scored a
frequency words with r-controlled 0/24. Which means that he
vowels (ir, er, ur). couldn’t correctly segment and
blend these words, after
consistently working on them.
 Day of the WEEK Content: Strengths and/or Additional Thoughts:
CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, February Math- Money- focus is on Student one tends to be able to
5, 2024 counting a collection of coins count collections of coins and
and dollars. dollars by mental math. When
He is always very fast to finish walking around to observe the
worksheets and activities on students work, I notice that he is
counting collections of coins. able to quickly and correctly
count up collections of coins and
dollars mentally, which many
other classmates are not able to
do.

Friday, February 9, LA- Phonics- focus is on words With student one being on an
2024 with r-controlled “or”. IEP for speech, these types of
With continuing words with r- mistakes are typically normal for
controlled vowels, he still him. On the other hand, when
continues to struggle verbally with doing the word work in their
pronunciation these words phonics workbook and sorting
correctly, but does a great job words on the electronic
working with the words on paper. whiteboard, he typically seems
to understand the rules of these
words.

Student 2 Monday, February LA- Phonics- focus is on words Student two seems to struggle a
5, 2024 with r-controlled “or”. lot with segmenting and blending
He seems to have a hard time words, which then makes
segmenting and blending words, participating in the verbal
which then causes a lot of routines for high frequency
frustration from him during this words very difficult for him and
part of the day. for the mentor teacher. He also
seems to struggle with sorting
words in his workbook based on
not identifying the rules that have
been practiced for these new
high frequency words.

Friday, February 9, Math- Expanded form- focus is When writing numbers in

2024 on reading and writing numbers expanded form on a white board
using expanded form. during a practice time he
When writing numbers in seemed to mess up the place
expanded form, he does not seem value aspect of expanded form.
to understand place value and For example, he wasn’t
what these expanded forms consistent in always putting the
 mean. write numbers in the correct
place value, it seemed as though
he would guess each time on
which number goes where in the
number sentence.

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, February LA- Phonics- focus is on words Student one is on a speech IEP
12, 2024 with r-controlled “ar.” that causes him to struggle
Overall, does a really great job verbally with phonics. He does
with phonics and the spelling. He however excel at the written
has a hard time using these words exercises in the corresponding
aloud during class exercises. phonics workbooks. Walking
around and observing him, I can
definitely see that he
understands the content, just
struggles verbally due to
pronunciation errors.

Friday, February 16, Math- Geometry- focus is on Student one is able to fluently
2024 creating a composite shape by recognize when a specific 2-D
composing 2-D shapes. shape is needed to fill an empty
Recognizes what 2-D shape can space, accurately. He knows the
fit into specific open spaces names of all required shapes
quickly and accurately. without referring back to the
anchor chart that includes all of
the names and corresponding
attributes.

Student 2 Wednesday, LA-Phonics- focus is on words Student two is on an IEP for

February 14, 2024 with r-controlled “ar.” dyslexia. This means that due to
When doing phonics exercises in his inability to segment and
the corresponding workbook, he blend it makes it very difficult for
tends to wait to fill it out until the him to participate in the verbal
class reviews the answers aloud. exercises. When he doesn’t
participate, it makes the written
work even more difficult because
of the lack of practice.
 Friday, February 16, Math-Geometry- focus is on Student two is able to recognize
2024 creating a composite shape by when a shape is accurate by
composing 2-D shapes. manipulating it until he finds the
Is able to manipulate 2-D shapes correct one. He may take a few
to figure out which one is tries to find the correct shape,
specifically needed in the but it is very obvious when he
designated empty space. sees the correct shape, it clicks
for him.

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, February LA- Phonics- I can read words Student one seems to try very
19, 2024 with R-controlled vowel hard during the read, spell, write
syllables. routine, even though he is on a
Can very quickly sort R- controlled speech IEP. This doesn’t even
vowel syllables in phonics stop him from trying his best
workbook. when trying to pronounce the
high frequency words. He always
excels at the written work in the
phonics workbooks.

Wednesday, Math- Geometry- I can Student one is able to fluently

February 21, 2024 recognize and draw shapes recognize and draw 2-D shapes.
having specified attributes. He does not need to refer back
Recognizes shapes very quickly to the previously made anchor
based on the shapes attributes. chart made to identify and list
shape attributes. He only needs
to refer back to the chart when
remembering which shapes are
categorized as quadrilaterals.

Student 2 Monday, February LA- Phonics- I can read words Student two participates in the
19, 2024 with R-controlled vowel read, spell, write routine as best
syllables. as he can. He tends to rush
Rushes through all required through all of the required written
written work, which only affects work in the workbook, which
him negatively. results in him not producing the
correct answers. This does not
benefit his learning and
sometimes affects it negatively
because he gets use to giving
the wrong answers. Sometimes
 scribing is done for student two
due to his IEP for dyslexia.

Wednesday, Math- Geometry- Math- Student two is low in all aspects

February 21, 2024 Geometry- I can recognize and of math. He does however,
draw shapes having specified shown strong signs of
attributes. understanding when it comes to
Seems to do better with shapes working with shapes. He seems
than other topics observed in the to be able to recognize shapes
content of math. quickly, strictly based on
physical appearance. He does
still need to refer back to the
anchor chart on 2-D shapes
sometimes, to see each shapes
attributes and which ones are
labeled as quadrilaterals.

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Wednesday, LA- Phonics- I can read words Student one has shown that his
February 28, 2024 with consonant + le syllables. struggles with pronunciation due
Exceled with the phonics lessons to his speech IEP, only affect
this week. Did not seem to certain sound patterns. While he
struggle with pronunciation of this seems to always do well with the
particular phonics pattern. written work in phonics lessons,
his verbal abilities with this skill
were noticeably better. Student
one seemed to be much more
confident this week with the
exercises done aloud in class.

Friday, March 1, Math- Operations and Algebraic Student one was able to quickly
2024 Thinking- I can write an understand the concept of arrays
equation to represent the total and was quick to participate in
number of objects in an array class discussions. He was also
with up to 5 rows and 5 the first student to offer help to
columns as the sum of equal his classmates that were
addends. struggling with this new skill.
Showed a strong understanding of When completing his exit ticket
this skill, while offering help to his for the day, he completed it with
peers. 100% accuracy, which shows
that he has a strong
understanding.
Student 2 Monday, February LA- Phonics- I can read words Student two showed signs of
26, 2024 with consonant + le syllables. improvement when using
Showed improvement on his strategies for segmenting and
strategies for segmenting and blending, taught to him in
blending for this phonics skill. intervention. He would still
struggle to put together all of the
sounds to make the correct
words but was closer to getting
the final word than was observed
in previous phonics lessons. The
strategy that was being used
was tapping out each sound to
put together the final word.

Friday, March 1, Math- Operations and Algebraic Student two seemed to

2024 Thinking- I can write an understand that he had to add
equation to represent the total up each object in the array to get
number of objects in an array the sum. At first he struggled to
with up to 5 rows and 5 understand the concept, but with
columns as the sum of equal practice and explicit instruction
addends. he was able to make sense of it.
Understood how to add up each When it came to creating
object in the array to get the sum, equations based off of the array,
but could not make an equation to he did not understand the
represent it. significance of the addends or
where they came from.

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, March 11, LA-Phonics- I can read words Student one has showed major
2024 with diphthong /ou/. improvement in his participation
Was able to quickly identify the in the verbal weekly phonics
phonics pattern this week and is routines. After observing student
gaining confidence with oral one for weeks, it has become
routines. clear that his main struggle with
pronunciation is with words that
contain “r” spelling patterns.
Since the phonics patterns have
shifted away from R-controlled
vowels, he has visibly become
more confident and consistently
asks the MT or TC to listen to
 him read the high frequency
words for the week.

Wednesday, March Math- Measurement- I can Student one needed more

13, 2024 estimate and measure the guidance when it came to lining
length of an object using up the ruler with the object being
centimeters. measured. He didn’t understand
Struggled with the understanding that the object needed to be
of how to line up the ruler with the lined up with the end of the ruler,
object being measured, but with which represents the “0,” since
guidance was quickly able to find their rulers did not have one.
the correct measurement. Once the student had the object
lined up however, he was
successful in finding the correct
measurement of objects.

Student 2 Monday, March 11, LA-Phonics- I can read words Due to student two’s IEP for
2024 with diphthong /ou/. dyslexia, he is never expected to
Continues to use segmenting and fully segment and blend words
blending strategies to figure out correctly. The act of him showing
the high frequency words for the that he is trying however, is the
week with diphthong /ou/ phonics main improvement that the TC
pattern. and MT have been looking for.
He is segmenting the correct
sounds, but when blending they
seem to be lost.

Wednesday, March Math- Measurement- I can Like student one, student two
13, 2024 estimate and measure the also seems to struggle with the
length of an object using idea that the object being
centimeters. measured must be lined up with
Student needs guidance with the end of the ruler, which
lining up the ruler with the object represents “0.” After offering
being measured but is able to find guidance to this student, he is
the correct measurement without able to quickly and accurately
help. find the measurement of the
intended object. His ability to
quickly grasp the concept of
measurement is something that
was not expected, due to being
below grade level in math.
 Day of the WEEK Content: Strengths and/or Additional Thoughts:
CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, March 18, LA- Phonics- I can read words Student one is consistent with
2024 with diphthong /oi/. participation during phonics
Continues to build confidence with lessons now that his confidence
participation in verbal exercises is increasing. After learning that
and excels at the written work. his main struggle is with
pronunciation of words with R-
controlled vowels, he seems to
be doing extremely well with
other phonics patterns. After
walking around the room and
observing all students while
doing their independent
workbook practice, student one
is usually the first to finish with
the correct answers. He does
however, seem to rush to finish
now that he is building
confidence, so he needs to be
reminded that it is not a race to
see who finishes first.

Wednesday, March Math- Measurement- I can Student one was the first student
20, 2024 measure the length of an object in class to recognize that meters
in meters using a meter stick. are much larger than centimeters
Quickly able to understand that a after just learning about
meter is much larger than centimeters. He also was able to
centimeters and is now able to understand that objects being
line up meter stick with the measured must be lined up at
measured object. the end of the meter stick, just
like he practiced with
centimeters. He is also able to
accurately find the correct
measurements of identified
objects with little to no guidance.

Student 2 Monday, March 18, LA- Phonics- I can read words Student two is still continuing to
2024 with diphthong /oi/. use the tapping out the sounds
Continuing to use segmenting and method to segment and blend
blending strategies, but now is but is not producing the correct
showing signs of frustration when word. While he is not expected
 he cannot produce the correct to full segment and blend
word. correctly, he is beginning to
become frustrated knowing that
his classmates are able to do it
but not him. He is receiving
repeated positive feedback when
using his strategies to encourage
him to continue with this effort
and it will come.

Wednesday, March Math- Measurement- I can Student two still needs guidance
20, 2024 measure the length of an object when lining up the object being
in meters using a meter stick. measured with the end of the
Continues to struggle with lining meter stick. Once his meter stick
up the meter stick to the object is lined up with the object, he is
being measured, but with quickly able to recognize the
guidance is still able to find the measurement of the object. After
correct answer. lots of practice, he seems to be
able to line it up on his own, but
will need reminders when
moving on and coming back to
measurement.

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

CHILD with DATE Weaknesses (observed learning style, S/E) You
(choose 1 or 2 days Name the content area and state only may now add some personal
per week depending what you observed (hear and see) interpretation here.
on days in the field)

Student 1 Monday, March 25, LA- Phonics- I can read words Student one has become
2024 with complex vowel /ȏ/. confident enough to participate
Is beginning to excel during in all phonics routines and is
phonics lessons. While he still exceling with recent and current
struggles at times, he has build an phonics patterns. He still needs
amazing amount of confidence. to be reminded to slow down
when participating in verbal
routines or else his pronunciation
is not correct, but once he slows
down he begins to understand
the sounds of each pattern.

Monday, March 25, Math- Numbers and Operations- Student one understood the
2024 I can represent wholes, halves, beginnings of fractions well. This
thirds, and fourths with included drawing images of
drawings. wholes, halves, thirds, and
 Understood beginning of fractions fourths. He was able to
very well, did a great job at understand what it meant to split
creating images representing a whole into two halves, etc. He
each fraction. also drew good images for
himself to clearly see these
fractions represented.

Student 2 Monday, March 25, LA- Phonics- I can read words Student two’s confidence with
2024 with complex vowel /ȏ/. complex vowel /ȏ/ has shown me
Started to see a change in that he feels comfortable with
confidence with this weeks this weeks phonics pattern. He
phonics pattern. participated in written and verbal
routines more this week and
than any of the previous weeks.
He seems to be able to
pronounce these words fairly
well, while still using segmenting
and blending strategies.

Monday, March 25, Math- Numbers and Operations- Student two had a hard time
2024 I can represent wholes, halves, creating images to represent
thirds, and fourths with halves, thirds, and fourths. He
drawings. couldn’t understand that in each
Had a hard time creating drawings image, all parts had to be equal.
representing beginning fractions. He also struggled to grasp that
two halves, three thirds, and four
fourths would all be equivalent to
one whole based off of these
drawings and anchor charts.