Child Observation Log

Name: Sydney Ossege (Ms. O)

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

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

Observation 1
Child 1 Monday Language Arts- the students took their This learner is on an IEP
10/5/20 spelling test/vocabulary test and a JOUST and receives additional
assessment time for assignments. They
The student raised their hand to have the do require more time on
teacher reread many of the questions for the most assignments and are
spelling and vocabulary test. The teacher was often caught just sitting at
reading the questions to the class, but the their class. This student
student was behind. seems to get off task by
staring around the
classroom. They benefit
from direct instruction.
Math- addition, subtraction of multidigit The student is very soft
numbers spoken and normally does
The student is often very quiet, but when not raise her hand, but
asked to answer a problem, they will work when she is called on, she
through it and provide an answer. will work through the
question and provide an
answer. The student just
requires some additional
time for thought.

Child 2 Monday Language Arts- the students took their So far, this student has
10/5/20 spelling test/vocabulary test and a JOUST engaged in the class
assessment discussion. However, he
The student stayed on task during their work. was often instructed to sit
The student had to be reminded to put back down as he begins to
headphones in when finished with his work, roam the classroom when
so he wasn’t a distraction to the students still he finishes before the other
completing their assessments. students.
Math- addition, subtraction of multidigit Again, the student was told
numbers to sit back down in his seat
Student was engaged during the discussion multiple times. When he
and raised his hand to answer many of the begins to roam, he goes to
 problems. The student rarely calls out the talk to other students, but
answer instead of raising his hand. mostly the teacher. If the
student is kept bust with
work or interactive learning
games, he will remain quiet
and in his seat.

Observation 2
Child 1 Thursday Language Arts- compare and contrast using The student is very quiet
10/22/20 a Venn Diagram and will only answer
The student was following along, filling out questions when called
their notes, but did not raise their hand to upon. The student needs to
participate in giving a similarity/difference. be given reminders to
refocus their attention back
to the task.

Math- Working on math packets for When working in

multiplication facts pairs/groups this student
She wanted to work in a pair with another works best with the help of
student, asking the teacher if she could do others and is engaged. The
this for help with the problems she was stuck student is a hands-on and
on. social learner as she is most
engaged when working
with others and actually
doing work (rather than
listening verbal).

Child 2 Thursday Language Arts- compare and contrast using This student displays an
10/22/20 a Venn Diagram array of learning styles as
Every time the teacher asked a question, the he engages in all of his
student raised their hand to answer. This learning whether it is
student was participating and engaged in the verbal, visual, logical, etc.
activity. One thing that has been
noticed is that the student
likes to talk to his peers and
help his friends, so he often
does not like to work
completely by himself
(solitary).
Math- Working on math packets for During this time the
multiplication facts student raised his hand to
The student worked in a group and was check his work to make
observed explaining the steps to his peers on sure that he was doing it
how to solve problems. The student was right before he continued
using the strategies that the teacher showed on. This student
on the white board during the lecture. demonstrates that they
 care about their work and
want to do the best that
they can in the classroom.

Observation 3
Child 1 Monday Language Arts- Introducing their vocabulary The student is seen as most
10/26/20 words and spelling words for the week engaged on these days
Following along with the teacher, the student when they are following
was using their laptop to go slide by slide and along the slides. They are
click on the words to hear them. able to be interactive with
their learning and stay on
task (never observed
getting on games).
Math- multiplication by two strategies This student continues to
(focusing on the box method) show that they are a
The student was seen to be looking at the visual/verbal learner by
board to follow step by step in the problems watching others and using
she was given to complete individually. what is written on the
board (pictures as well).

Child 2 Monday Language Arts- Introducing their vocabulary The student will raise his
10/26/20 words and spelling words for the week hand and ask the teacher
The student had to be told to stay on task to check his work. Often
and off of games during the lesson. The times things will be
student was raising their hand and answering “explained” to the student
questions. and that he is a verbal
learner.
Math- multiplication by two strategies The student enjoys doing
(focusing on the box method) work when it is correlated
The student worked by himself, finished to games as he is able to
earlier than the other students, and began to interact and see visuals.
work on his sections in IXL. The student had
to be prompted to sit back down and be
quiet.

Observation 4
Child 1 Tuesday Language Arts- Main idea of a story The student was copying
10/27/20 The student raised their hand to answer a the notes written on the
(lesson question based off of the read aloud and was board and was helpful to
plans) able to use the pictures and words in the text them as they were able to
to help find the answer. see the correct spelling.
The student seems to learn
verbally through spoken
and written text.
Math- multiplication by placing objects into The student would work
groups their way through a
The student would write down the problem when called on to
 information on the board to their worksheet. answer a question and
They also were seen to be looking out the solves the answer when
window when it was individual time to they are guided with
complete their work. additional questions.

Child 2 Tuesday Language Arts- Main idea of a story The student was asking to
10/27/20 This was the most engaged that I have go to certain pages to look
observed the student in the classroom. He at the visuals to answer
was answering questions and relating them questions and use what
back to the book. they saw to provide their
reasons. This leads me to
think the student learns
visually by looking at the
pictures and pulling
information from what is
drawn on the pages.
Math- multiplication by placing objects into The student really enjoys
groups talking and being engaged
The student was walking around the in his learning. This leads to
classroom to help his peers that seemed to the student wanting to help
be struggling. He was showing them the others in the classroom.
steps he took.

Observation 5
Child 1 Thursday Language Arts- Writing a compare and The student over the
10/29/20 contrast paragraph about pond animals semester has shown that
The student sat and stared at their paper they learn from direct
until the class went to go over their ideas and instruction of the teacher
the teacher to write information on the by listening to them and
board. what they write down on
the board.
Math- continued to work on their math The student requested to
packets for multiplication, addition, and work in a group again and
subtraction was talking to her partners
The student was alert and paying attention and asking how they solved
during the instructions. They were able to certain questions. This had
find where they placed their packet in their the student asking for
desk from the day before and began to look verbal feedback and
at their work. instructions.

Child 2 Thursday Language Arts- Writing a compare and This shows that the student
10/29/20 contrast paragraph about pond animals is organized in their work
The student wrote out bullet points before and that they think the
he wrote in complete sentences. This was a questions out fully before
way for him to collect his ideas and write his jumping in to answer. The
paragraph in order. school uses DWBs which
has the students break
 down the questions to
what it is asking them to do
(verb), the parts of the
question, and to bullet
point their response. The
student often uses this
technique when not even
prompted to.
Math- continued to work on their math The student quickly and
packets for multiplication, addition, and correctly finished his work
subtraction before the other students
The student immediately got out their packet in the classroom, so he was
and began to work. They were only allowed to get on his
distracted when other students came to his computer to do what he
desk or tried to talk to him (not about math). wanted. He chose to do the
math games that are
allowed and stayed on task.

Observation 6
Child 1 Monday Language Arts- summarizing a story The student had a confused
11/9/20 The student would engage in the discussion, look once they were asked
would raise her hand. The student was to do their DWB’s. The
following along with on their laptop with the student was prompted to
work the teacher was going through on the “explain” what she was
board. supposed to do, and he did
not know. Her focus was
then redirected to the
board and read aloud the
directions. The student
seemed off task today
during LA, often looking out
of the window or playing
with items on their desk.
Math- calculating multi-digit multiplication This student is often very
using a DWB quiet in the classroom and
The student was actively engaged, focusing has to be asked to speak up
on the teacher writing on the white board, when answering questions.
and raising his hand to answer every single The student may not be
question. (Student was pulled out to work confident in themselves
with resource teacher). since they do not raise
their hand and are hesitant
to answer questions when
asked.
Child 2 Monday Language Arts- summarizing a story This student is one of the
11/9/20 The student was paying attention when most engaged in the
others were talking, as well as sharing his classroom, often finishing
own personal examples. The student focused his work before the others.
 on their work and took their time. He raises his hand to call
the teacher over to make
sure that his work is on
track. This student can get
distracted once he is
finished and waiting on the
others.
Math- calculating multi-digit multiplication This student is never off
using a DWB task and can only be a
The student began to write down their work disruption to the classroom
from the board right away and did not when he finishes his work
require any additional instruction. During the and begins to roam around
discussion the student sat quietly in her seat the classroom. The student
and did not raise their hand to answer any often has to be directed
questions prompted from the teacher. back to his seat but will do
so immediately. This
student wants to be
involved in his learning and
shows interest in all
classes.

Observation 7
Child 1 Tuesday Language Arts- JOUST (weekly or biweekly This allows the student to
11/10/20 assessment) reading quiz, giving a speech have more time and even
The student was moved to the back of the though the teacher is not
classroom to sit where the teacher was (so allowed to provide
was the other student on an IEP). The direction/help, the student
student was running for treasury but did not is in a quieter environment
write her speech and did not want to talk to in the back. I noticed since
the class. the teacher started to do
this, the student would
finish the assessments
quicker and not be caught
looking out the window
where their original
assigned seat is.
Math- students started with a DWB on area Math is when this student
of a real-world situation (two-digit seems to be the most
multiplication) engaged in writing notes
The student was recording what the teacher and following along. Even
was writing on the board and following along though the student does
with the check for understanding. The not raise their hand much,
student was focusing on their paper, solving you can see the student is
the problems while the teacher was calling counting the numbers on
on students. their hand.

Child 2 Tuesday Language Arts- JOUST (weekly or biweekly The student always will ask
 11/10/20 assessment) quiz, giving a speech the teacher to double
During the assessment the student raised check his work on most
their hand to have help with the spelling of assignments (particularly
the word “laid”, he was prompted to sound his spelling when working
out the word. The student began to read his in Language Arts). This
speech for class secretary then became student really enjoys doing
nervous reading his own writing. work and always wants it to
be his best work. He is a
strong speaker and
volunteers often to read
aloud.
Math- students started with a DWB on area When talking to the
of a real-world situation (two-digit student, they are able to
multiplication) talk through their work and
The student was raising his hand to answer are confident in doing so.
the questions and was engaging in This student likes to show
conversation with the teacher in completing the teacher their work
this check for understanding. (proud in what they do).

Observation 8
Child 1 Thursday Language Arts- Spelling worksheet and The student participates in
11/12/20 vocabulary game class discussion once she is
The student began their work but then prompted by the teacher.
waited for the teacher to go over to finish Usually the question is
the worksheet. The student was on good asked, she is called upon,
behavior during the vocabulary game and and the question is
participated. restated/reworded with
Math- DWB on definitions learned the day The student often begins to
before (line, ray, point, line segment), class stare into space during
discussion on shapes individual work and most of
The student raised their hand for help and the time it is due to the
explanation, since the 3rd graders were given student not knowing what
silent individual work. The student would to do. When the student is
look at the teacher(s) until eye contact was “explained” what to do,
made to then ask for help. they often understand
what is being asked.

Child 2 Thursday Language Arts- Spelling worksheet and The student enjoys being in
11/12/20 vocabulary game conversation and share his
The student was engaged during the activity personal stories. By
and was even offering help to the students allowing this to happen,
around him. the student is talking
through the steps of his
thought process for
assignments and
connecting what he is
 learning to class to his
previous experiences.
Math- DWB on definitions learned the day The student really enjoys
before (line, ray, point, line segment), class doing their work on their
discussion on shapes computer. The interactive
The student had no questions and completed games and feedback are
their work without being disruptive to others what the student needs.
or getting off task. When he is shown a “Great
Job!” on his screen, he
becomes very happy and
continues to be engaged in
his work.

Observation 9
Child 1 Monday Language Arts- Mock exam for state testing The student requires verbal
11/16/20 (multiple choice questions, free response) directions and feedback
The student was moved to the back of the when completing work.
classroom. She laid her head on her desk in This aspect hurts the
the middle of the exam after reading the students when they are
excerpt. completing exams/
assessments where the
teacher is not allowed to
provide additional
directions or guide the
student.
Math- Polygons and their attributes The teacher had to move
The student had lost or did not write the the student to work with a
notes from the previous class. This left the partner so she could get
student confused when they were to fill out her work done, but this
worksheets. was beneficial for the
student as they were able
to ask their questions and
have a peer work through it
with them.

Child 2 Monday Language Arts- Mock exam for state testing The student is very
11/16/20 (multiple choice questions, free response) analytical in their work and
The student stayed on task and was going always asks someone
back and forth from the questions to the (mostly a teacher) to
reading to check his answers. double check their work.
The student wants to
master all of their work
before moving on to the
next task.
Math- Polygons and their attributes This is a great example of
The student was utilizing their notes when how the student learns and
filling out worksheets and checking his work. how they use their
resources to engage in
their learning. Before
calling on help, the student
was able to find their notes
and use it to their
advantage in completing
the questions that they did
not know the answers to.