Child Observation Log
CHILD Day of the WEEK Content: Strengths and/or
with DATE Weaknesses
(chose 1 or 2 days Name the content area and state
per week only what you observed (hear and
depending on see)
days in the field)
Child 1: Julian
Week of ELA: The students were
February 9th introduced to the CERCA method.
Day: This student sat with his head
down as the teacher taught about
what the CERCA method is. The
student as told to put his head up.
During whole class teaching, the
student did not write the
information that he was told to.
When asked to read aloud, he
read very well. The student was
told to complete his work during
recess time.
MATH: Students are being
introduced to fractions and
fraction models. The student
wrote the answers from the
board as the teacher wrote them.
The student asked many “why?”
questions when he did not
understand something. The
student frequently looked over at
another students work to write
information down.
Week of ELA: Students practiced the
February 16th CERCA method for the Air Test.
Day: Thursday, Feb. 20th This involves writing paragraphs
about a passage that they have
read. This student had trouble
staying focused while the teacher
was talking and made distracting
noises. During writing, the
student sat at the back of the
table with the teacher to work.
MATH: Students were working
Additional Thoughts:
(observed learning style, S/E)
You may now add some
personal interpretation here.
ELA: This student appears to be
at an appropriate reading level.
The student does not like to
obey the teacher in shows that
he has behavioral issues.
MATH: The student appears to
stay more focused during math
lessons. When asked to read
the next problem from the
board, he knew which problem
the class was on. This is
evidence that the student was
on task.
ELA: This student seems to
have trouble paying attention
when the teacher lectures. The
student asks many questions,
but does not answer questions
when the teacher asks.
MATH: This student seems to
fall behind when the class is
working as a whole. Numbers
seem to confuse him when
problems are more complex.
 on a worksheet in their math
book together as a class. The
student filled out his worksheet as
the class did. When asked to
participate, he did not raise his
hand.
Week of ELA: Students practiced the
February 23rd CERCA method for the Air Test. A
Day: Monday, Feb. 24th visitor came to co-teach the
lesson. The students are working
on an outline for their writing.
The student put his head down
and the teacher walked over and
made him put his head up. After
this, the student began to
highlight text in the passage. The
student shouted negatively and
did not participate in the class
discussion. Rather, he copied
what was on the board and
listened.
MATH: Students were taught
equivalent fractions with a page
from their math workbook.
During this lesson, the student
moved his seat to sit by the
teacher. The student came up to
the board when called on and
answered two questions. The
student sat quietly.
Week of March ELA: Students are working in
1st their HD Word book, which
Day: Tuesday, March 3rd includes a smartboard activity.
The student began to copy the
answers as the class answered
them on the board. The student
searched in his desk for a while,
then talked to other students.
When the next activity came, the
student shouted, “I don’t know
this!”.
MATH: Students are taking a
summative assessment to see
how well they understand
fractions. The student went to the
back table for this assessment to
The student completes work,
but does not understand why
he is putting each answer.
ELA: Sitting at a desk and
working seems to be difficult
for this student. He cannot
focus. The student tapped his
feet during some of the lesson
and searched through his desk.
He did not show an
understanding of the material.
Some evidence shows that he
may not be at a third-grade
level.
MATH: The student moved his
seat to sit closer to the teacher
because he needs more one-
on-one instruction in math.
This student has trouble
completing simple-step math
problems, but with further
explanation, can perform well.
The student had great
participation in the lesson.
ELA: It seems that the student
would rather copy students
work rather than trying to find
the answers himself. It is hard
to tell if the student
understands the content being
taught unless students
complete work individually.
MATH: The student seems to
be lacking grit. The student did
not put any effort into this
assessment. The only time that
he put forth effort was when
the teacher sat and guided him
through the problem until it
was complete.
 receive extra help from the
teacher. The student spoke with
the teacher about the information
on the assessment. The student
continued to complete his paper
until he was finished.
Week of March ELA: N/A ELA: N/A
15th
Day: MATH: N/A MATH: N/A
Week of March ELA: N/A ELA: N/A
22nd
Day: MATH: N/A MATH: N/A
Week of March ELA: N/A ELA: N/A
29th
Day: MATH: N/A MATH: N/A
th
Week of April 5 ELA: N/A ELA: N/A
Day:

MATH: N/A MATH: N/A

Week of April ELA: N/A ELA:
19th
Day: MATH: N/A MATH:
Week of April ELA: N/A ELA: N/A
26th
Day: MATH: N/A MATH: N/A

Child 2: Anthony
(ELL)
Week of ELA: The students were
February 9th introduced to the CERCA method.
Day: The student asked many
questions as the teacher went
over what this method is. The a
student filled out his packet
during whole group teaching.
MATH: Students are being
introduced to fractions and
fraction models. The student
raised his hand frequently during
the lesson to answer questions
and read from the board.
Week of ELA: Students practiced the
February 16th CERCA method for the air test.
Day: Thursday, Feb. 20th This involves writing paragraphs
about a passage that they have
read. This student sat at his desk
ELA: The student is able to stay
on task when the teacher is
working with the entire class.
When the class was given
individual working time, the
student got off task.
MATH: The student grasps
fractions very well. The student
can answer problems on his
own and identify both the
numerator and denominator.
ELA: This student seemed to
talk to the student next to him
often when the teacher would
be working with another
student. The student told the
 and gave his undivided attention
as the teacher taught. When the
teacher asked for evidence from
the text, this student raised his
hand and gave a correct answer.
During writing, the student
worked on his paper.
MATH: Students were working
on a worksheet in their math
book together as a class. The
student filled out his worksheet as
the class did. The student
participated heavily when the
teacher asked the students
questions. The student worked
ahead of the class on the
worksheet.
Week of ELA: Students practiced the
February 23rd CERCA method for the Air Test. A
Day: Monday, Feb. 24th visitor came to co-teach the
lesson. The students are working
on an outline for their writing.
The student searched in the text
and highlighted important
information. The teacher worked
on the outline with the students
and this student participated
greatly in the class discussion
when questions were asked.
MATH: Students were taught
equivalent fractions with a page
from their math workbook. This
student wrote in his math book as
the teacher worked with the class.
The student turned and spoke to
the classmate next to him during
some parts of the lesson.
Week of March ELA: Students are working in
1st their HD Word book, which
Day: Tuesday, March 3rd includes a smartboard activity.
The student watched as students
walked up to the board to
complete the activity. The student
filled out his workbook as the
lesson was taught.
teacher that he wanted to work
on the paper after recess to
finish it because he enjoys the
writing.
MATH: This student tried to
understand every problem,
even if it was difficult. He asked
many “why?” questions that
allowed for further discussion.
ELA: This student performs
very well for an English
Language Learner. As the
teacher wrote the information
onto the board, the student
made sure to copy what was
written. He never fell behind
and displayed excitement and
interest. When he answered
incorrectly, he kept trying until
he gave the correct answer. He
appears to be on track for third
grade.
MATH: This student must be
reminded to raise his hand,
rather than shout the answer
to problems. The student
seems to enjoy fractions more
than other concepts in math
due to his eagerness to answer
questions.
ELA: When observing the
student, you can tell that he
understands what is being
taught. He raises his hand to
participate and did not talk to
other classmates. When the
students selected the correct
answer on the smartboard, he
 would support them by
MATH: Students are taking a clapping.
summative assessment to see
how well they understand MATH: The student asked for
fractions. The student sat and very little help on the
completed his assessment. He assessment, which would be
used his manipulatives to evidence that the student
complete the more difficult understands fractions, unless
problems. When finished, he he did not care to ask for help.
raised his hand to turn in the
paper.
Week of March ELA: N/A ELA: N/A
15th
Day: MATH: N/A MATH: N/A
Week of March ELA: N/A ELA: N/A
22nd
Day: MATH: N/A MATH: N/A
Week of March ELA: N/A ELA: N/A
29th
Day: MATH: N/A MATH: N/A
Week of April 5th ELA: N/A ELA: N/A
Day:

MATH: N/A MATH: N/A

Week of April ELA: N/A ELA: N/A
19th
Day: MATH: N/A MATH: N/A
Week of April ELA: N/A ELA: N/A
26th
Day: MATH: N/A MATH: N/A