OBSERVATION LOGS

1st Grade/ Language Arts & Mathematics

Marissa Pecchia

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

with DATE Weaknesses

1 January 28th: LA; Read-Aloud on Carpet The student seems to struggle

Monday with focusing when on the
The student was disengaged
carpet, as they are given a
during the entire read-aloud, as he
choice of where to sit (no
was redirected several times by
assigned seating). He often
the classroom teacher to pay
chooses to sit with friends and is
attention.
not engaged with the lesson
being taught as a result.

Math; Fact Fluency (Rocket As a result, the student did not

Math) complete the timed math
activity in time, as students are
During this timed math activity,
supposed to answer at least
the student took his time
fifteen problems correctly in
answering each addition fact by
order to move on to the next
using the number line and assuring
level. The student was told to
that his answer was correct.
review the fact cards already
(Students are only given limited
given to him at home before the
time to answer as many problems
next fact fluency test.
as they can).

2 January 28th:
Monday
LA; Read-Aloud on Carpet This shows that the student
remained engaged throughout
The student was raising her hand
the reading because she was
to answer each comprehension
willing to answer each question
question that was asked by the
that was asked during the read-
classroom teacher during the
aloud.
read-aloud.

Math; Fact Fluency (Rocket As a result, the student

Math) correctly answered at least
fifteen problems in order to
During this timed math activity,
move on to the next level. The
the student was able to answer
student was given fact cards to
almost every addition problem on
take home and practice before
the sheet without using any
the next fact fluency test.
counting strategy such as a
 number line or fingers to
determine the answers.

1 February 4th: LA; Scholastic News Article Again, the student continues to
Monday shows signs of struggling to
The student was moved away from
focus on the carpet. When he
another student on the carpet due
was asked to move, the student
to causing disruptions as the
became upset and was not
teacher read and asked questions
paying attention to any of the
pertaining to the article.
content being taught.

Math; Single-Digit Add/Subtract When the student is unable to

complete independent math
The student was unable to
work, he begins to show signs of
complete the math work
frustration and immediately
independently. He was given extra
shuts down. However, when
assistance and used manipulatives
given extra assistance and
to answer the problems.
manipulatives to work with, he
is able to successfully complete
the assignment.

2 February 4th: LA; Scholastic News Article Based on assessments

Monday completed in the classroom, the
The student participated
student is advanced in reading.
throughout the reading and was
She often makes real-life
actively engaged with the content,
connections when reading (if
as she was able to make real-life
possible) which helps her to
connections based on the article.
better understand the content.

Math; Single-Digit Add/Subtract The student seems confident in

her ability to solve problems in
The student was able to complete
her head without using
the work independently and
manipulatives. She still goes
solved the problems in her head
back to check her work to
(without using manipulatives).
ensure that no mistakes were
made by using a number line.

1 February 11th: LA; Read-Aloud on Carpet It seems like the student

Monday struggles with sitting in one
The student was seen messing
place for a long period of time
with his shirt throughout a
(ex. carpet during read-aloud).
majority of the read-aloud and
was redirected by the classroom
 teacher several times to pay
attention.

Math; Go Math Workbook (Ch 6) The student is able to work

independently during math
The student was able to utilize the
when illustrations or
illustrations provided under each
manipulatives are provided. He
problem in order to find the
remains engaged and works
answer. When asked to answer
hard as a result.
one of the word problems, the
student was able to provide the
correct answer by counting the
illustrations.

2 February 11th: LA; Read-Aloud on Carpet During the lesson, the student
Monday remained attentive and raised
The student was able to make
her hand rather than shouting
predictions regarding the read-
out the answer like her fellow
aloud by using the illustrations
peers.
from the text as the basis for her
answer.

Math; Go Math Workbook (Ch 6) This shows that the student

correctly understands the
The student was able to
academic vocabulary for this
differentiate between addition
math lesson.
and subtraction. For example:
“How many more?” (means to
subtract). “Find the total” (means
to add).

1 February 21st: LA; Read-Aloud on Carpet The student was moved in front
Thursday of the teacher for the
The student was redirected by the
remainder of the read-aloud
classroom teacher and asked
because he struggles with
questions related to the story in
paying attention during read-
order to show whether he was
alouds on the carpet.
paying attention or not.

Math; Two-Digit Place Value The teacher found an easier

way for the student to identify
The student was able to determine
tens and ones: By writing the
how many was in the tens and
letters “t” under the tens and
ones place by using drawings to
“o” under the ones, as well as a
solve the problems.
line down the middle to
separate the digits.
2 February 21st: LA; Read-Aloud on Carpet This shows that the student was
Thursday actively listening and paying
The student was able to state the
close attention as the story was
overall theme of friendship that
being read aloud.
was present in the read-aloud.

Math; Two-Digit Place Value It seems that the student has a

solid understanding of the two-
The student was able to determine
digit place value concept
how many tens and ones were in
because she completed the
each problem first before drawing
problems independently while
the picture to show her answer.
the class reviewed them
together.

1 February 25th: LA; Heggerty (Phonics Lesson) The student struggles with
Monday segmenting words and is always
The student was called out by the
encouraged to use the hand
classroom teacher to participate
motions that correspond to the
during the phonics lesson several
lesson, where students sound
times. The teacher told the
out each individual phoneme.
student that he would need to
come in during recess to complete
the lesson independently.

Math; Model, Read, and Write Based on the observations

Numbers from 100 to 110 (Inside completed up to this point, the
Go Math Workbooks) student needs redirection often
in order to keep up with grade-
The student needed redirected by
level peers. As soon as the
the teacher for using a broken
student loses interest, he
pencil in order to complete the
decides to do something else
individual math practice for the
which ultimately gets him into
lesson.
trouble.

2 February 25th: LA; Heggerty (Phonics Lesson) The student is an active

Monday participant during Heggerty and
The student mastered the concept
has been recognized by the
of long and short vowels
classroom teacher for her
throughout the lesson, as students
efforts in the classroom.
are shown an illustration and they
state the vowel phoneme and
determine whether its long or
short.
 Math; Model, Read, and Write The student works best in math
Numbers from 100 to 110 (Inside when she is given hands-on
Go Math Workbooks) manipulatives to access during
the lesson. When hands-on
The student remained attentive
manipulatives are not used for a
throughout the lesson as she used
certain lesson, the student
the ten blocks illustrations in order
creates her own illustrations to
to solve the problem.
solve a problem.

1 March 4th: LA; Blast Phonics He was given several warnings

Monday before moving his behavior clip,
The student was seen with his
and then he began to
head down during Blast, playing
participate with the lesson.
with items in his desk and was
asked several times to participate
by the classroom teacher.

Math; Model, Read, and Write When the student is redirected

Numbers from 100 to 110 (Inside by the classroom teacher, he
Go Math Workbooks) attempts the work but easily
gets distracted by other
The student was playing with his
students or items in/on his
eraser throughout most of the
desk.
lesson and seemed to struggle
when the classroom teacher
assigned independent practice
problems.

2 March 4th: LA; Blast Phonics Even when the student

Monday mispronounced a word or
The student was actively
stated the incorrect sound, she
participating during Blast and was
immediately fixed her mistake
using the “look, think, say”
and kept going along with the
method with the appropriate hand
lesson.
motions to further her
understanding.

Math; Model, Read, and Write By utilizing this strategy, the

Numbers from 100 to 110 (Inside student was able to successfully
Go Math Workbooks) determine the number from
100 to 110. Other students in
When completing problems, the
the classroom had difficulty
student began by completing the
reading the number if their
quick draw (model) of the given
quick draw was completed first.
number so that she could count
 the tens/ones in order to
read/write the problem.

1 March 14th: LA; Read-Aloud on Carpet
Thursday
The student was actively engaged
with the read-aloud. His eyes were
on the teacher as she was reading
and even commented on the
various illustrations in the story.
The teacher read the story
called Surprising Sharks which
interested the student as it
discussed the different types of
sharks. This was something that
caught his attention as he did
exceptionally well when on the
carpet.

Math; Ten More, Ten Less However, the student still

(Workbook Practice)
When using the visual of the
hundreds chart, the student is able
to determine ten more and less of
a number.
needs redirection to write the
answer in his math workbook.
During whole group instruction,
the student would utilize the
hundreds chart to solve the
problem, but would not transfer
the answer into his math book.
The teacher would stop in the
middle of the lesson to tell the
student to write the answer
down.

2 March 14th: LA; Read Aloud on Carpet This comment shows that she is
Thursday actively paying attention to the
The student made a comment
read aloud, particularly the
referring to the way the words
words in the story.
were written in the story. For
example, the author wrote
“Shaaaaaaaaarrrksss!” in order to
emphasize when sharks are
spotted in the ocean by humans.

Math; Ten More, Ten Less The student showed confidence

(Workbook Practice) in her ability to complete the
problems during whole group
The student was able to
instruction as she understood
successfully complete the
that when you are finding ten
problems during whole group
more of a given number, you
instruction and was directed by
add one to the tens place digit.
the classroom teacher to begin
When you are looking for ten
 working on independent practice less, you subtract one from the
problems. tens place digit.

Ex. 34, 54, 64

1 March 20th: LA; Heggerty After the lesson, my resource

Wednesday
The student was absent for most
of the lesson due to an emergency
bathroom situation.
teacher stated that the student
will purposely leave the during
heggerty lesson and has
admitted to the classroom
teacher that he just does not
like to participate.

Math; Ten More/Ten Less Activity As a result, the classroom

(Number Cards)
The teacher asked the class if they
believed they had the number card
that was ten less than 27 to bring
their card to the front of the room.
The student brought his card to
the front and had the number 76.
teacher redirected the student
by having him look at the
number 27 and take one away
from the tens place. Then, she
stated that the number in the
ones place will always stay the
same. He realized that his
number card was incorrect and
sat back down.

2 March 20th: LA; Heggerty The student is a strong leader to

Wednesday her fellow peers. She is
The student was an active
confident in her abilities to
participant during the heggerty
identify each section addressed
lesson and utilized the correct
during Heggerty through her
motions in order to identify the
vocal expression during the
total number of phonemes in a
lesson.
given word. She is also able to
identify the vowel phoneme in a
given word and state whether the
vowel is long or short.

Math; Ten More/Ten Less Activity When the teacher asked her to
(Number Cards) state how she knew that 58 was
ten more than 48, the student
The student was able to place her
replied with “Because it is ten
card under the correct category.
more.” However, the teacher
The teacher asked for the student
wanted the students to
who had ten more than 48 to place
understand that the ones
their card in the front of the room,
 and the student knew that her column remains the same, but
card (58) was indeed ten more the tens place increases by one.
than 48.
48  58

1 March 28th: LA; Read-Aloud on The classroom teacher called

Thursday Carpet/Comprehension the student to her kidney table
Questions in the front of the room in order
to help read the questions to
The student struggled with
the student. He became
answering the comprehension
frustrated because he did not
questions that corresponded to
know the answers, so the
the read-aloud. The teacher had
teacher went back into the text
five questions for students to
and read certain sections of the
answer at their desks in order to
story.
assess their comprehension of a
grade-level text.

Math; Math Centers (Greater Because the classroom teacher

Than/Less Than/ Equal To) showed students several
examples of how to complete
The student was able to complete
the center and state how one
the center that was run by myself
animal is greater than another,
which consisted of him to select
he was able to independently
two picture cards with different
work during this center and
weights and determine which one
check for understanding before
was greater than. The student was
moving on.
also able to state why one animal
on the picture card was greater
than by filling in the sentence that
was provided on their recording
sheet.

2 March 28th: LA; Read-Aloud on The classroom teacher stated

Thursday Carpet/Comprehension that this student is working
Questions above grade-level in terms of
comprehension. She is able to
The student was able to answer
read texts and answer
the comprehension questions that
questions without heavily
corresponded to the read-aloud.
relying on the text to search for
She was seen crossing off answers
the answer.
that she knew were not correct,
which is a great strategy for a first-
grade student.
Math; Math Centers (Greater After successfully completing
Than/Less Than/ Equal To) four different attempts with
this center, this student has a
The student was able to complete
solid understanding of the
an extra worksheet during the
greater than/less than/equal to
center that was run by myself
concept.
which had students selecting two
cards and determine which one
greater than. After completing the
two required attempts asked by
the teacher, she was able to try
further practice because she
finished early.