Child Observation Log
Name: Briana Cline
Child Day of the Week Content:
Strengths/Weaknesses
Week 1 Week 1 Week 1
Child 1 T – 9/4/18 Math: Worksheet on
pictographs and word
problems. Child did not follow
along, did not even get out her
workbook. When asked a
question, student gave correct
answer. Refused to do
worksheet, said that she
wanted to color instead.
ELA: Reading a fable, focusing
on moral at the end. Child is
concerned about her shoes,
instead of getting her book out
and following along. Doesn’t
participate in discussion.
Decides to clean out desk.
Decides at the very end to
participate, raises hand and
answers a question correctly.
Child 2 T – 9/4/18 Math: Worksheet on
pictographs and word
problems. Child followed along
with the teacher, writing
answers into her workbook.
Seemed to struggle with word
problems and multiplication.
ELA: Reading a fable, focusing
on moral at the end. Child
follows along and participates.
Has trouble reading. Poor
spelling when it comes time to
write a response to what she
read. Good comprehension,
also good at writing complete
sentences and restating the
question.
Week 2 Week 2 Week 2
Child 1 M – 9/10/18 Absent all days I was there this
week.
Child 2 M – 9/10/18 Math: Word problems with
addition. Child is attentive, and
participates. Student worked
on the wrong problem.
Additional Thoughts
Week 1
Math: Student was not
interested in participating.
Did minimal work when the
teacher threatened to call
her mom.
ELA: When child finally
decided to participate and
follow along, it was time for
math groups. Teacher asked
her to put her ELA away and
she refused.
Math: Word problem
struggle may be a language
barrier issue as child is ELL.
No work on her worksheet,
only answers.
ELA: Student seems
motivated to do well, and
finish her work. Struggles
reading English.
Week 2
Absent all days I was there
this week.
Math: Not sure if she did
not understand the
problem that she was
supposed to be working on,
or if she just didn’t want to
work on that problem.
Chose a different problem.
 ELA: Read informative text on
toucans and answer questions.
Struggles with reading, I had to
read the majority of the story
to her. Good with conventions
of writing, and
comprehension. Poor spelling.
Week 3 Week 3 Week 3
Child 1 M - 9/17/18 Math:
ELA:
Child 2 M – 9/17/18 Math:
ELA:
Child 1 T – 9/18/18 Child Absent
Child 2 T – 9/18/18 Math: Clocks, reading and
putting hands on the clock that
represents the correct time
written. Did very well, kept up
with the class.
ELA: Read story about a family
wanting to get a kitten, and
answer corresponding
questions. Child struggled with
reading. Worked in a small
group today, got distracted
easily. Lost place multiple
times when trying to write an
extended response.
Week 4 Week 4 Week 4
Child 1 M – 9/24/18 Math: Various activities
involving time and clocks.
During whole group
instruction, student followed
along, participated, and wrote
in workbook. Once she began
her independent work, child
acted like she had never seen
these types of problems
before. Instead of doing her
work, child decided to draw all
over the paper instead.
ELA: Read informational text
on whales, and answer
corresponding questions.
Student was pulled during the
first half of reading groups to
go to the counselling room.
For the second half, student
refused to do her work.
Child 2 M – 9/24/18 Math: Various activities
involving time and clocks.
During whole group
instruction, child followed
ELA: Student tried very hard
to read the toucan text, but
it was much too high for
her. She really wants to do
well. She spent more time
on the text than any other
student in the class.
Week 3
Math:
ELA:
Math:
ELA:
Child Absent
Math: No actual English
reading, which I think
helped her keep up. (No
written language barrier.)
ELA: Child seems to work
better independently.
Week 4
Math: When child was
participating and answer
questions, it was clear that
she understood what they
were working on. When she
got to her independent
work, she seems genuinely
confused and remarked
that she had never done
this before, even though it
was the exact same type of
problems.
ELA: Student is very
unmotivated. She did not
even try to do her work, did
not even pull it out of her
desk.
Math: Student did better
with one on one help, and
the use of visuals.
Classroom does not have
 along, participated, and visuals or manipulatives, so
worked in her workbook. For I had to draw them for her.
independent work, student
struggled with the word
problems on time, did better
with one on one help and
visuals.

ELA: Read informational text ELA: Does very well when

on whales, and answer read to, and also does
corresponding questions. better when she read aloud
Student had the beginning of versus in her head.
the story read to her. She did
very well with the questions
that pertained to the part of
the story that was read to her.
Child 1 R – 9/27/18 Math: Elapsed time word Math: Unmotivated to do
problems. Child refuses to get school work of any kind, not
work out of her desk. Child just math. Seems to be
finally gets the worksheet out thinking of other things.
of her desk, and just repeats “I
don’t know what to do, I don’t
want to do this.” Refuses help
and puts head down.

ELA: Read informational text ELA: Student is motivated

on Indians, and answer to finish work, whether
corresponding questions. Child done to the best of her
will not read with the group. ability or not, with the
Child was told that if the reward being computer
students finish their time.
independent work, they will
get computer time. Student
“reads” independently and
answers questions. It is
obvious that she did not
actually read as the answers
she gave did not relate to the
story.
Child 2 R – 9/27/18 Math: Elapsed time word Math: Seemed to do well
problems. Child asked me to with the elapsed time
read the word problems to problems when they were
her. She did the elapsed time read to her.
on her own without help. Did
very well.

ELA: Read informational text
on Indians, and answer
corresponding questions. Child
read to me, I supported her as
needed with reading. Story
was difficult and unfamiliar to
child, but she did well and
worked hard.
Week 5 Week 5 Week 5
Child 1 M – 10/1/18 Math: Number talk with
addition and subtraction. Child
participated in number talk,
ELA: Child was also told that
she would get computer
time when her work was
finished. This did not make
her hurry, she took her time
and made sure to finish all
of her work before getting a
computer.
Week 5
Math: It was great to see
the student actually
participate in math and
 and answered the question
correctly. Child answered the
first problem on the exit slip
correctly, but then put her
head down when working on
the second question. Child
then slept through all math
groups.
ELA: Child slept through whole
group reading instruction, and
all of reading groups. Child did
wake up for lunch, and
followed along during writing
after lunch.
Child 2 M – 10/1/18 Math: Number talk with
addition and subtraction. Child
slept through number talk
which is unusual for this child.
Child did wake up to complete
the exit slip, and did answer it
correctly.
ELA: Read informational text
on teepees and answer
corresponding questions. Child
complains when has to write
answers, child states she
wants to color instead. During
independent work, child reads
quickly and doesn’t answer
questions that need short
answers or extended response.
Child 1 R – 10/4/18 Math: Number talk with
addition and subtraction,
independent work on various
time problems. Child answers
number talk with incorrect
answer. Child complains when
asked to get out her
independent work. Child does
begin her work, but then
complains that she has the
entire week left to finish and
not enough time because she
is still working on Monday’s
work.
ELA: Read story about a family
packing to move to a new
house, answer following
questions that make
inferences based on the
reading. Child read the
passage aloud to me with very
answer the question
correctly, but then she slept
through most of the day.
She does this often.
ELA: Again, child sleeps
regularly throughout parts
of the day. The resource
teacher and myself try to
wake her many times
throughout the day and she
responds “But I’m tired, I
don’t want to do
schoolwork.”
Math: Child’s seat was
moved next to a student
with many behavior
problems, and I think she
put her head down to try to
ignore him and she fell
asleep.
ELA: Behavior is very unlike
this child’s normal behavior.
Unclear as to whether she is
playing off of her new
neighboring peer, or if
something else is going on.
Math: Child does not seem
to understand that the
reason she is still working
on Monday’s work is
because she has either
refused to work on it, or
slept through the lessons
each day. She complains
that it “isn’t fair” to have to
do all of this work.
ELA: Student actually tried
today. Had trouble with
inferences based off of the
reading. Read better than I
had thought that she could,
but did not comprehend as
well as she read.
 few mistakes. Had difficulty
answering the questions.
Some of the answers she made
up were completely unrelated
to the story. Some answers
were correct.
Child 2 R – 10/4/18 Math: Number talk with
addition and subtraction,
independent work on various
time problems. Child slept
through all of math groups,
very unlike this child. Child’s
neighboring peer tries to
distract her from her work
when she is awake.
Math: I think that either
something is going on at
home, or the child is trying
to ignore her peer so much
that she keeps falling
asleep. This child always
participates and never
sleeps, very out of character
for her.

ELA: Read story about a family ELA: Child read this story
packing to move to a new well and at first seemed to
house, answer following not have any problems with
questions that make the questions, but then had
inferences based on the trouble with almost all of
reading. Child answered the the inference questions.
comprehension questions
pretty easily, however, when
asked to make inferences the
child had some trouble. Child
also had trouble when asked
about the feelings of one of
the characters that was not
explicitly stated.
Week 6 Week 6 Week 6 Week 6
Child 1 T – 10/9/18 Math: Word problems Math: Child would not
involving time. Child argued accept help, and would not
with the teacher about the try to understand why her
answers to the problems. After answers were incorrect.
arguing about the answers, Defiant.
child refused to do any of her
math work.

ELA: Read informational text ELA: Child seems to have

on doughnuts and answer extreme mood swings.
corresponding questions.
When reading groups started,
the child insisted that she was
already done with her packet,
and refused to go to her small
group. Child growled at the
teacher. Child had to be
moved away from the other
students.
Child 2 T – 10/9/18 Math: Word problems Math: Written language
involving time. Followed along barrier seems to be the
during whole group biggest struggle for this
instruction, and participated. student.
Needed me to read the word
problems to her. Had trouble
with time questions when in
the form of a word problem.
 ELA: Read informational text
on doughnuts and answer
corresponding questions. Child
was in the nurse’s office for
the first part of reading
groups. When the child came
back, she read the story with
assistance. Needed extra
assistance when trying to read
the questions, but was able to
answer them on her own.
Week 7 Week 7 Week 7
Child 1 M – 10/15/18 Math: Multiplication and
division problems. Child
participated in the number
talk. Child tried to answer the
question with the wrong
answer, then argued with the
teacher about the answer.
High fived another student on
the way back to her seat. Fixed
the problem on her paper, and
turned in her math packet late.
Worked cooperatively with me
one on one with independent
math work. Argued and
screamed during minute math.
ELA: This was a difficult
story for many of the
students in this class, not
just this student. Many
students needed help with
reading it.
Week 7
Math: Student seemed to
try harder today to
participate, and try to
answer the questions on
her worksheet. Very
argumentative. I was happy
to see her high five another
student as she does not
ever seem to interact with
her peers in a positive
manner.

ELA: Reading a tall tale with ELA: Child seems to have a

the main character being an lot going on inside her
iguana. Child is refusing to head, and she seems to do
write with the rest of the class, her work based on what is
and instead she browses happening in her head
through the other stories in versus what we are reading
the textbook. Answers about.
questions regarding
comprehension incorrectly.
Makes statements that do not
relate to the story.
Child 2 M – 10/15/18 Math: Multiplication and Math: Child excels at math,
division problems. Child especially if there isn’t any
participated in number talk, reading involved.
and answered the question
correctly on the board.
Participated in minute math,
getting 18/60 correct. Worked
along on her math packet.

ELA: Reading a tall tale with ELA: Written language

the main character being an barrier.
iguana. During the writing
portion of this lesson, the
student copies from the board
and follows along. Tries to
read independently and
answer questions, but answers
most questions incorrectly.
 When working with me, she
can answer the same
questions correctly.
Child 1 R – 10/18/18 Math: Multiplication and
division problems. Child wrote
a note to herself during math
groups. Refused to do anything
the teacher asked her to do.
Went to the counselling room
for the rest of math groups.
ELA: Read information text on
solar power. Child was defiant
and refusing to do her work.
Child put her head down, and
slept through reading groups.
Child 2 R – 10/18/18 Math: Multiplication and
division problems. Child
completed the independent
worksheet on her own without
assistance.
ELA: Read information text on
solar power. Child really
struggled to read this text. Had
a difficult time with reading
and answering the questions.
Text has a lot of unfamiliar
vocabulary.
Week 8 Week 8 Week 8
Child 1 M- 10/22/18 Math: Place value. Child was
absent for most of math
groups. Child worked
independently on her math
work. Child had a meltdown
when she found out the she
missed computer time.
ELA: Read a version of The Lion
and the Mouse, and answer
corresponding questions.
During reading groups, student
rushes through her reading
and answers, turning in a
paper with all incorrect
answers, in order to get
computer time.
Child 2 M – 10/22/18 Math: Place value. Child
worked independently on
worksheet, getting 100%
correct on the worksheet.
ELA: Read a version of The Lion
and the Mouse, and answer
corresponding questions.
Student made the connection
that they have had another
story similar to this story in
Math: Defiant. Child seeks
regular counselling, one of
the counsellors can get her
to come back and actually
work on her school work,
the other counsellors let
her do whatever she wants.
ELA: Student has many bad
days, especially defiant
today.
Math: No word problems
involved, student does well
in math when the written
language barrier is not
involved.
ELA: All students in the class
struggled with this text. This
text was a higher text than
they normally read.
Week 8
Math: Computer time
proves to be very important
to this child.
ELA: Grade do not motivate
this child, computer time
motivates this child to at
least turn her work in, even
if it is completed
incorrectly.
Math: Math seems to be a
strength of this student.
ELA: Even though this story
was slightly different,
having read the same story
with a different version
earlier this month really
seemed to help the child
 their packets. Child worked with this version of the
independently on the reading story. Child seems to like
and questions, and answered free time, but is more
all questions correctly. Child motivated by good grades.
earned herself computer free
time.
Child 1 R – 10/25/18 Math: General knowledge Math: Lazy and defiant.
math questions. (Days in a Nothing motivates this
year, days in a month, hours in student except computer
a day, minutes in an hour, etc.) time, but it does not
Child refused to get her math motivate her really give her
packet out of her desk. By the best on her work.
time I was able to find the
math packet for her, groups
were almost over. She sat at
my group but would not
participate or work on her
work.

ELA: Read story on a family ELA: Counselling did a good

fostering a kitten. Answer job of redirecting the child.
questions based on the Child was frustrated with
reading. Child had an outburst herself, but does not realize
when she saw that the that she gets behind
questions required her to because she refuses to do
write sentences. Child read the the work on the previous
passage, and answered the days.
questions as quickly as she
could, with as few words as
possible. Once she realized she
was two days behind, she
rushed through the answers
for the other two day’s stories,
but she would not read the
story. Child had a meltdown
when she found out that she
had to have a minimum of 50%
of her answers correct before
she could get a computer.
Counselling had to come in
and get her back on track.
Child 2 R – 10/25/18 Math: General knowledge Math: This worksheet of
math questions. (Days in a general knowledge seemed
year, days in a month, hours in to be very difficult for most
a day, minutes in an hour, etc.) of the students in this
Child insisted on doing her classroom.
work on her own, but
eventually needed help and
came to my small group. This
worksheet proved to be very
difficult for her.

ELA: Read story on a family ELA: This is very out of

fostering a kitten. Answer
questions based on the
reading. Child was using pen
on her work. Child was asked
not to use a pen on her work,
character for this child.
Usually, the child does not
do things that she is not
supposed to do.
so she decided to hide her
work in her desk and continue
to use her pen. Child was
offered a pencil, and child
refused. Child refused to go to
group, many of her questions
were incorrect as she refused
reading help.