Child: 
Day/Date: 
Content: Strengths and/or Weaknesses

Additional Thoughts: 
Child 1 
Tuesday 9517 
LA: participated in answering questions during the read aloud on carpet, but had trouble focusing most of the time
Math: he does well with using his base ten blocks and circles to work with place value and add the single digits together. 
Student one does well when he listens to the story and focuses. When he participates he has great answers to the questions about what he thinks is happening in the story, or about the characters. The only trouble he has is focusing and disturbing the students around him. 
Child 2 
Tuesday 9517 
LA: participated in read aloud on the carpet, and once we got back to our seats he struggled to stay on task for the poetry book assignment
Math: his numbers can be very hard to read at times and his base ten lines can be messy, so he needs redirection to keep it neat 
Student two has a tendency to misbehave a lot when he wants. There a certain things that trigger him and one of them is read aloud. Dojo points can get him back on track, and this is through positive reinforcement. It is a constant battle to keep him on task 
Child 1 
Tuesday 91217 
LA: the student was working on a KWL chart through the prompts on the screen about a read aloud that they would eventually get to. While writing he tends to get very frustrated when he feels he is getting left behind
Math: The students are working at number corner to practice with place value. The student was able to participate in reading the tens place on the hundreds chart. 

Child 2 
Tuesday 91217 
LA: the student was working on a KWL chart through the prompts on the screen about a read aloud that they would eventually get to. His A’s in the middle of his words are all in capital letters
Math: Number corner was not a good time for student 2; he was walking around the room not participating, and off task. 

Child 1 
Thursday 92117 
La: Great carpet behavior and participated in the lesson. Respecting others, and was able to share a story about a text to text connection
Math: had a great afternoon of controlling his fix, and participating in the math lesson. He was able to finish his math exit slip as well. This was comparing numbers greater than, less than, or equal to.


Child 2 
Thursday 92117 
LA: carpet time for read aloud was very good, on task behavior and there was differentiating seating to chair instead of carpet to help with behavioral problem to stay focused during the story. He brought up his own text to text connection and text to self connection
Math: Now that we have been working with place value the student will now state the under lined number in the double digits place value of either ones or tens. Ex: 13. If 3 was underlined then it would be in the ones position. 
Student one has been on task and really doing well focusing on what he needs to do. One on one task is reinforced 
Child 1 
Monday 92517 
LA: it took student one a long time to come over to carpet because of a bad morning, needed more assistance. Finally came over and did a nice job controlling fizz (anger) and participating and comprehending the story
Math: did his exit slip as well about understanding patterns. Read his questions one on one 

Child 2 
Monday 92517 
LA: had a hard time focusing, and was complaining during the read aloud. His exit slip was incomplete and needed guidance on completing his BME (beginning, middle, and end) lesson plan.
Math: The day did not seem to get better, but he filled in his whole group work, and managed to do his exit slip as well about understanding patterns 

Child 1 
Monday 10217 
LA: was attentive during story, but then the student asleep during the KWL chart learning writing portion on the carpet
Math: showed great effort during math lesson in working in his doubles facts. He used his number line at his desk to help him with his problems like 5+5 or 4+4 

Child 2 
Tuesday 10317 
LA: during the graphic organizer of Johnny Appleseed the student showed great participation and mentioned the 5 W’s to the class. While writing he was still not very neat
Math: the student does well with doubles and had a good day with participation, using his number line, and less of disturbing others 
My recommendation and future knowledge for my lessons are to given the student a sheet of paper that has given lines on them already to help him with his writing with neatness 
Child 1 
Monday 10917 
LA: he contributed by connecting another texttotext connection during the read aloud. He is working on sounding out his words while writing.
Math: had trouble controlling his fizz (anger) and needed more guidance during the lesson than usual. He got overwhelmed at all the worksheets that his teacher gave him, so I spoke the problems out loud to him so he could work through them one by one 

Child 2 
Thursday 101217 
LA: would not listen during the read aloud, and making noises that would disturb others and take him away from his learning.
Math: the students are working on doubles plus and he was using his strategies to help him gather his thoughts while working. He asked for help to read the problems out loud 

Child 1 
Tuesday 101717 
LA: working on long ‘a’ letters and gave a word, ‘tape’ for the class. He was very under control and following directions
Math: the student had a good day, and was participating in the math lesson. Sharing his thoughts and raising his hands. Counting on strategy for the doubles plus one lesson 

Child 2 
Tuesday 101717 
LA: disturbing others, not getting his work done at all from the read aloud. Needed redirected multiple times while working with peers to finish the last graphic organizer box. Instead I worked one on one with him
Math: had a better math lesson than he did language arts. He was at his desk, participating, and using his counting on strategy for the doubles plus one lesson 

Child 1 
Monday 102317 
LA: yelling, disrespecting adults, this does not allow for him to have content knowledge growth at all. IEP specialist took him for one on one work
Math: this content area was much better for him after he went with his IEP specialist. When he gets one on one time he can digest his feelings and learn thoroughly for himself. His thoughts are processed easier. 

Child 2 
Monday 102317 
LA: needed assistance about what letters he needed to write. Was off task and not focusing, and shouting out.
Math: working through adding three numbers by using the carrot strategy. He would start with these two numbers first write that then add the last number left over with that sum. 
