Student  Date  Content Observed  Additional Thoughts 
MS

9/7/17

Language Arts Today was the second day of school. I have decided to begin observing my two students today so I could track some progress over the next eight or ten weeks. Today, I have decided to observe this student during the first language arts lesson. All that we did today was a book talk. My resourse teacher read a story aloud to the class. She just asked questions about the story. What is the story about? Who is in the story? Where does the story take place and so on. She used this lesson as a preassessment to see what the students already know. Some students volunteered to answer questions and some did not. This student that I was observing did not volunteer. She called on him one time to see if he could tell about something that happened in the story and his response was, "I can't read". She informed him that he does not need to be able to read in order to answer this question. He then just shrugged his shoulders and did not answer the question. He just sat there for the remainder of the lesson.
Math Today in math we began counting, reading and writing the numbers 0 to 5. The students had to identify "how many" and be able to corretly circle a group of objects representing a certain number. Student 1 was able to correctly match, by circling, a numberal to a certain number of objects to show how many. The student was also able to complete the number sort correctly. The students were given two numbers, 2 and 5. The students were also given a sheet of paper that had objects grouped. The student was able to correctly sort the group of objects into the correct number category. 
I do not know if the child just said he could not read because he could not read or if her really thought he needed to be able to read in order to correctly answer the question. He looked at the teacher with hesitation while she was reading and teaching the story. 
JJ

9/7/17

Language Arts Today I observed this student during the language arts extension activity. After the read aloud, the student individual had to complete an exit ticket. The exit ticket required them to circle one picture that represented something that happened in the story. They were to first write their name on the top of the paper, then they were to complete the exit ticket. This student was able to write them name great for the second day of school. After writing her name on the top of the paper, the student just began circling all four pictures that were on the paper. The student was unable to correctly identify the one thing, or the one picture, that took place in the story. The student then turned their paper in.
Math Today in math we began counting, reading and writing the numbers 0 to 5. The students had to identify "how many" and be able to corretly circle a group of objects representing a certain number. Student 1 was able to correctly match, by circling, a numberal to a certain number of objects to show how many. The student was also able to complete the number sort correctly. The students were given two numbers, 2 and 5. The students were also given a sheet of paper that had objects grouped. The student was able to correctly sort the group of objects into the correct number category. 
The student did not follow directions when she was told what to do on the exit, there fore she circle all the circles instead of just circling one. 
MS  9/12/17 
Language Arts Today we began working on retelling familiar stories. Together, we read The Three Little Pigs. The students were told to pay close attention because today we would be retelling the story. The teacher read the story aloud to the calss and they made a story map together after reading. After reading and completing the story map, my resource teacher split the students into pairs. The students were to be working together to put the pictures in order to retell the story The Three Little Pigs. The students were to sequence the pictures from the beginning of the story to the end. During their partner work, this student began to cry and say that he wanted his mom. He refused to work with his partner then walked into the bathroom for about seven minutes (the entire time the students were working with their partners). When he came out of the bathroom, he told my resource teacher that he could not do the activity because he could not read. Again, my teacher tried to make it very clear they he did not have to be able to read to complete this activtiy. She said that none of the other friends in our class could read either and it was okay.
Math 
This student went into the bathroom at various other points throughout the day to avoid other important instruction. 
JJ  9/12/17 
Language Arts Also durnig language arts today, some students had time to practice retelling a story about themselves. The teacher warned the students that not everyone would get a turn to tell their stories today. This student was one that did not get to tell a story today. This was one of those things that jsut sets her off. She was "checked out" for the remainder of the day. The student would just get up and leave the carpet area when other students were telling their stories. The student had to be asked multiple times to return to the carpet. The student woul return and began to wander off a short time late typically when the students who were telling stories switched.
Today we began using the math program on the Smart Board. Each and everyday our math lessons are complete by using technology. The students all get turns going up to the Smart Board to answe questions. Today, this student refused to get off the carpet when they were called upon. She began stomping around the classroom and disrupting others. We continued on with the math lesson and eventually she rejoined the group. She walked over and sat toward the front of the carpet, closest to the board. When other students were trying to complete work on the Smart Board she would also touch and it mess up what they were trying to do. She was then removed from the carpet. Todays math lesson required the students to show how many by dragging objects beside a written numeral. 
This student is very smart however, her actions and behavior oftentimes interfer with her learning. She gets mad about little things that she has no control over. She has trouble controlling her emotions. 
MS

9/19/17 
Language Arts Today I obseved student 1 in two content areas. Today we were talking about characters, setting and major events in a story. Student 1 was able to answer questions about the characters and the setting in the story when he was asked by the teacher. Typically this student would shrug his shoulders and say that he is unable to read. Instead, this student attempted to answer the questions and he was able to answer some correctly. When the student completed his "written" assessment about characters in the story, the student was able to draw a picture of a frog to respresent a character. Math Today, this student was also observed during math. During math. the students practice counting from 0 to 10. During the circle activty where each student stated one number, the student seemed to be very engaged. Everytime it was his turn to state a number, he did so with confidence. The student also participated in the the number sort we completed towards the end of class. He follow directions and worked independently and quietly. The student only was able to correctly sort a little more than half of the numbers, but this is already progress from the first day we practiced counting. 
Student 1 has great potential in both math and language arts. Right now he seems she and hesitant when he is called on to answer. Rather than answering the question he seems to make up excuses so he does not have to answer. It is our goal to help him be less nervous to answer questions in a whole group setting. 
JJ 
9/19/17 
Language Arts Today, student 2 participated during language arts. She was very engaged with the story read aloud and the content being taught. The teacher read Goldilocks and the Three Bears aloud to the students. The teacher made a web to represent that main characters, the setting and the main ideas. The teacher was looking for students who were listening and engaged in the learning to help her complete the webs. This student was very engaged and was called upon to go up to the easel to help the teacher draw a bear. At a later this, the student was also able to go up to the easel and write a simple word. Math Todays circle activtiy was not an avtivity that this student wanted to participate in. At first she was refusing to sit in the circle. After about 5 minutes of the teacher asking her to move from the middle of the circle and get into the circle she did. Once she was in the circle and the activity began, she did not want to participate. Everytime it was her turn to say a number, she would either sit in silence or intentionally say the wrong number. The students were getting frustrated we her actions. Everytime someone did not know a number, to a student said the wrong number, the group would have to start over. Eventually the teacher had to remove her from the group so that the other students could complete the activity. 
*L.A. this student is not always engaged in lesson. However, I assume that the student was interested because she liked the story the teacher was reading. When this student is given a choice, she is more likely to complete her work. 
MS  9/25/17 
Language Art Today in language arts we started working on spacing between words. Using meatballs as "meatball spaces", the studetns will get to come up to the poem written on chart paper and place a meatball space somewhere in a space between words. The students will each get a meatball and one at a time poem and correctly place their meatball. Student 1 was very engaged in this activity. He was able to correctly point to and place his meatball in a space between two words. After the whole group activity, the students had to use a red crayon to draw meatballs inbetween words. This was an formative assessment that would be used by the teacher to better understand the students knowledge about spacing. This student was able to complete some of the paper. He often forgot to add meatballs to the spaces around the words "I" and "A". Math Yesterday the student practiced using objects to tell how many and today they used a number to show how many. The students had to count manipulatives and draw pictures to represent a certain number. Student 1 was able to complete this assignment quietly and independently. The students was able to correctly draw the correct number of objects to represent a number. This student recieved praise from completing this assignmnet so well. Today student 1 was a great role model for the other students in the classroom.

*L.A. The student was able to use another trick to figure out spaces between words. Rather than using meatballs, the student decided to use his fingers to create space between words. 
JJ  9/25/17 
Language Arts Student 2 was also observed during the large poem, whole group activity. This also seemed to be an activity that this student enjoyed. The student came right up the the chart paper when she was asked to do so and she was also able to correctly place the meatball in the correct space between two words. The individual assessment on the other hand did not seem to be work that she wanted to complete. The students refused to take a copy from the teacher. After minutes of trying to get the students to take the paper, the teacher just sent her to her chair without a paper. The student walked over to her seat and upset her chair, flipping it onto its side. At this point, the teacher had to call and have the students removed from the classroom because she was creating and unsafe enviroment for the other students. The student returned later in the did and never completed this activity. Math Student 2 attempted to complete this assignment. Rather than taking her time and doing to correctly, she rushed right through the assignment to be the first one done. She was unable to complete any of the five problems correctly. When she was asked why she rushed through this assignment, the students crossed her arms and stomped off right when the teacher was talking to her. The student was asked to come back over because she was being talked to. The student refused and tried to run out of the classroom door. She never completed this assignment. (Still upset from the incident during language arts this morning). 
The students has been removed from the classroom on multiple occasions. She has created an unsafe enviroment by upsetting chairs, to running in the classroom and placing her hands on other students. 
MS  10/2/17 
Language Arts Today the students worked on using pictures to help us understand the words in a book. The teacher completed a GRR cycle and modeled looking at the pictures and looking at the words. During this time all the students were on the reading carpet. This student that I was observing spent the entire time playing with his shirt and distracting the child sitting in front of him. When the story was over, the student was called on to answer a question that the teacher asked. He was unable to answer because he did not pay attention at all to what was being read. When he went back to his seat to complete the individual assessment, the student just sat there for the entire time and did nothing but write his name on the paper. Rather than asking what he shoud be doing, he turned it in blank and begin crying when the teacher asked why he did nothing. Math Today in math the students combined two of the skills they have been learning in math. They were going to be using pictures or objects to represent a number and a number to show how many pictures or objects. During this math lesson, this student participated more the usual. He was very engaged and attentive. The teacher was calling on students to go up to the board and write numbers or draw objects to show how many. Each time the teacher ask a question, the student raised his hand and wanted to participate. Each time he was called on he was able to go to the board and correctly write the answer or complete the question. 

JJ  10/2/17 
Language Arts Today during this same lesson as mentioned above, this student did not participate in the learning process. Rather this student thought it was a good time to tye both of her shoes together. She was not only no learning, but she was dirtracting others around her. She had to take her shoes off, and was removed from the carpet. Math This student did not seem to unserstand what we were learning today. She has not been engaged and missed a majority of the past few lessons. Therefore, she was unable to correctly answer and respond to questions in today letter. Also during math today she wandered off the carpet. Finally once the teacher realized she was off of the carpet, the teacher also caught her stealing from another students bookbag. 
*When the student does not have a choice or is not able to voice her opinion she is more likely to not be engaged with the learning. The students needs to understand that she is not the boss and that she does not always have a say or have control. 
MS  10/9/17 
Language Arts Today the students will be taught how pictures represent words. The teacher completed a GRR cycle based on this content. The teacher read a story aloud, modeling how she knows that the pictures represent words (characters facial expressions, bold words, large print, etc.). This student sat the entire lesson engaged in the learning process. By the middle of the story, the student was able to predict what he thought the words might say based on the pictures. Math Today the students practiced comparing two numbers (010). The students has to decide which number was bigger. The students were slip into two groups. (Both students that I have been observing were partnered up. Each group of students had number cards 0 to 10 and counting bears. The students flipped over two cards and then used counting bears to show how many (prior knowledge). The students then were able to represent how many and state which number was bigger. The students worked together for the most part. At times student 2 would get upset with student 1 because he was doing something that she wanted to do, such as shuffle the cards. The student would then approach the teacher and tattle on the other student. Student 1 reacted great to this situation as he did nothing wrong and had no reason to be upset. However, all though they disagree, both students were able to use counting bears to represent numbers and they were also able to state which numbers were bigger. 

JJ  10/9/17 
Language Arts This student was also very engaged in todays morning GRR cycle. The student was also able to predict what the words of the story might say based on the pictures. For example, the student was able to predict that the words might say something about being excited. (The birds face in the story was a surprised look and the author used and exclamation point). The student was able to identify specific details about the content. Math Today the students practiced comparing two numbers (010). The students has to decide which number was bigger. The students were slip into two groups. (Both students that I have been observing were partnered up. Each group of students had number cards 0 to 10 and counting bears. The students flipped over two cards and then used counting bears to show how many (prior knowledge). The students then were able to represent how many and state which number was bigger. The students worked together for the most part. At times student 2 would get upset with student 1 because he was doing something that she wanted to do, such as shuffle the cards. The student would then approach the teacher and tattle on the other student. Student 1 reacted great to this situation as he did nothing wrong and had no reason to be upset. However, all though they disagree, both students were able to use counting bears to represent numbers and they were also able to state which numbers were bigger. 

MS  10/16/17 
Today the students were focusing on charatcters and creating "chartacter webs". The students would eventually compare two characters. The teacher read a story aloud to the studets, about a frog. The teacher and the students created an anchor chart anout frogs. (Where they live, their tounge, their color, etc). The students then had to create a web on their own. The teacher gave them each a paper with a frog in the middle and three circles around the frog. The students had to draw three pictures of things that represent frogs. This student drew frog eggs, a pond, and a long sticky tounge. These are three things about a frog. Student one has been doing a great job in class. As of last Thursday, he has been participating, answering questions and answering them correctly. He has been working with great confidence in the classroom and has even been wanting to help and assist his classmates. This is a big change, and for the better from the beginning of the year. He was so shy and timid to even speak, let alone answering questions. Hes efforts have been noticed!
Math Today the students were practicing identifying numbers that were equal, or the same. The students were completing a cut and paste actvity during this observation. The students had two pieces of paper and one piece of construction paper. The students were to match the number, like "5", with the number of objects, like "5 cats". This was to show their understanding of numbers being equal. This student just cut out all of the pictures and matched two pictures of objects, then two numbers, and two pictures of objects, and two numbers, and so on. This student did follow directions and was unable to complete this activity correctly. 

JJ  10/16/17 
Language Arts The student appeared to be paying attention during the whole group instruction. The student was engaged in the whole group discussion and the chart making process. The student was even called upon to write a letter on the anchor chart. When the student was given a blank web to draw three details about a frog, the student was unable to. The student drew a frog in one circle, she drew her mom, and her sister. The student did not follow the directions or complete this assignment to the best of her ability. Math Unlike student 1, this student was able to correctly complete this math assignment. The student cut out all of ther pictures then all of the numbers. Prior to gluing them all down, the student laid out all of the pictures matching the number to the number of objects. Once she finally sorted them all out and thought she was right, she glued them all down. 
*Math the student used her resources around her to complete this assignement her name tag. Most students were shouting out that they could not remember the numbers, and without any prompting, she decided to use her nametag for help. 
MS  10/24/17 
Language Arts Today the kids were going to be complaring two characters (Frog and dog). Using a venn diagram, the students had to cut and paste pictures about the frog and dog, and how the were the same and different. This student neatly cut out all of their pictures and began to glue. The student glued all of the dog pictures to the dog side and the frog pictures to the frog side, however, the student did not glue down the few pictures that shows how the two characters were the same. Rather, the students just pretende to throw these pictures away with the scraps and act like he did not have them. The teacher made recorded what the student said and made him turn it in. Math Today the students will be practicing greater than, less than and equal. This math lesson was completed in a whole group setting. The students were all on the front carpet and the assignment was on the smart board. The students were called to the board to write the correct sign to make the numbers make sence. This student did not want to go to the board or participate. Each time the student was called on, he stated that he could not read. The teacher explained to the student that we were doing math and he did not need to be able to read and the student began to cry. The student was asked to leave the carpet. 

JJ  10/24/17 
Language Arts Today the kids were going to be complaring two characters (Frog and dog). Using a venn diagram, the students had to cut and paste pictures about the frog and dog, and how the were the same and different. This student neatly cut out all of their pictures and began to glue. The student glued all of the dog pictures to the dog side and the frog pictures to the frog side, however, the student did not glue down the few pictures that shows how the two characters were the same. Rather, the students just pretende to throw these pictures away with the scraps and act like he did not have them. The teacher made recorded what the student said and made him turn it in. Math Although this student did not always complete the problems correctly, the student was participating in the lesson. The student volunteered to go to the board and complete some of the problems. The student would go up to the board and just stand. The teacher would than have to verbally prompt the student. The student would them count the numbers on her fingers and attempt to write the sign. 
MS, Student 1: Will be tested for IEP or 504 plan.
JJ, Student 2: Behavior