Child Observation Log Kindergarten

Name: Lindsey Dugan

CHILD

Child 1

Day of the
WEEK with
DATE

T 9/6

Content: Strengths
and/or
Weaknesses
Name the content area and
state only what you
observed (hear and see)
(i.e.) LA- WritingIllustrating from the
story
The student was engaged
in the reading of the story.
She picked a specific letter
to draw from the story, and
could explain her drawing
verbally.

Child 1

T 9/13

Child 1

T 9/20

Child 1

T 9/27

LA- Reading- Letters

and letter recognition.
The teacher talks about
what names begin with
each letters of the
alphabet. Student listens
diligently and raises her
hand to say that names
beginning with r should
be grouped together.
LA- Reading- Syllables
The teacher reads the
name list, and student says
each persons name along
with the class. As the
names are said, the class
claps along to the syllables.

LA- Writing- Where Do

Additional Thoughts:
observed learning style,
S/E) You may now add
some

Student was able to

interject at appropriate
times during the reading.
She was able to follow
directions during the
activity and verbally
explain her drawing. By
speaking in class and
sharing her work aloud,
this student may be
identified as a verbal
learner
Student was able to
recognize how the
teacher was grouping
names, to correctly give
her input. The student
was struggling to sit still
during the lesson, so the
teacher had the whole
class stand up to shake
their sillies out.
The student is able to
recognize her name and
the other R name in
the class as the teacher
gets to them. The
student became excited
when her name was said.
She was able to correctly
clap each name.
The student was actively

Child 1

T 10/4

Child 1

T 10/11

Child 1

T 10/18

Child 1

T 10/25

You Start a Letter?

The student moves along
to the video pointing to the
top of the room when
asked where to start a
letter. The student was
making a smiley face on
the top of her paper in the
starting corner as
instructed and drew it on
the right one instead of the
left.
LA- Reading- Story
Elements
The student sat fidgeting
on the carpet, ready to
share her input on the
story. The student begins
trying to talk over the
teacher to share her
responses.
LA- Reading- Comparing
Stories With the Same
Author
The student is able to
appropriately identify the
roles of an author and
illustrator. The student
notices some similarities
between two stories by the
same author. The student
interjects responses during
the reading.
LA- Writing- Student of
the Day
The student is picked as
The Student of the Day.
She answers questions
presented by the class
about herself. She writes
her name well and then
walks around the class to
help other students in the
class appropriately form
the letter r.
LA- Reading- Key Details
The student was able to

engaged during the

movement portion of the
lesson. She referred back
to the song and pointed
at the top when it was
time to draw in the
starting corner. This
could be a sign that this
student is a kinesthetic
learner.

The student wants to

share during the reading
even when it is not an
appropriate time to do
so. This students want to
talk could indicate that
she is a verbal learner.

The student was able to

identify each animal in
the story. She was eager
to shout them out during
the rereading. This could
indicate that she is
verbal learner.

The student does a great

job forming a capital R,
along with showing the
other students how to
form the letter. She
reminds the students to
start their letters at the
top of they are not
doing so. She is showing
signs of being an
advanced learner.
The student raised her
hand each time a

Child 2

T 9/6

Child 2

T 9/13

Child 2

T 9/20

Child 2

T 9/27

identify each item

discussed in the story. She
appropriately identified
what a fear was, and
shared one of her own.

question was asked

throughout the story and
could not wait to share
what she had to say. This
student became
discouraged when she
could not answer every
question. Her want to
verbally respond means
that she could be a
verbal learner.

Math- Patterns
The student sits on the
carpet eager to answer
questions. The teacher
introduces the patterns on
the calendar and the
student begins to talk to
the child next to him. When
the teacher asks what
shape should come next in
the pattern, the student
guesses wrong.
Math- Counting
The students are told to
show 0-6 on their hands.
The student is sometimes
unable to close his fist to
show the numbers.

The student seemed lost

during the explanation,
so that could be why he
tried to begin chatting on
the side. When the
teacher went through the
pattern with the student
a second time, the
student still struggled.

Math-Patterns
The student sits at the
carpet making clicking
noises with his mouth while
the teacher is talking. The
student guesses the
pattern on the calendar will
be 1, 2, circle when it is
really circle triangle,
square.
Math- Attributes
The student says his shoes
have laces on them when
the teacher asks him about

The student has a

difficult time clenching
his fist and becomes
visually disappointed in
himself. The inability to
use his fingers to show
numbers on his hand
could hint at an issue
with fine motor skills.
The student struggles to
pay attention during the
lesson, causing a
distraction to the other
learners. The student
guesses the pattern
wrong and seems to
become embarrassed.
This could cause math
anxiety for the student.
The student was excited
that he could correctly
answer a question. He
seemed more focused

Child 2

T 10/4

Child 2

T 10/11

Child 2

T 10/18

Child 2

T 10/25

certain attributes on shoes

of the class. The teacher
praises him for his answer.
The student sits attentively
for the remainder of the
lesson.
Math- Patterns
The student shares that the
pictures on the calendar
have changed from the
shapes to the leaves. The
student says there is one
leaf on each of the days so
far. The student guesses
there will be 6 leaves for
the next day.
Math- Counting
The student is asked show
8 on his hands. He shows
10, showing 5 fingers on
each hand.

Math-Counting
The students are counting
whole group to the number
30. The student counts to
19 with the rest of the class
and then mumbles and
looks around throughout
the rest of the counting.
Math- Numbers and
Numerals
The student is working with
a number rack. When
asked to slide 3 beads, the
student slides 4 beads over
on the number rack. The
teacher walks over to help
him.

and active in his learning

after he received praise
from the teacher.

The student guesses that

there will be 6 leaves
following 1 leaf. This
shows that the student
does not appropriately
understand patterns. If
there is 1 leaf on the
previous 4 days, there
will probably be 1 leaf on
the next day.
The student struggles to
fold his fingers to show 3
fingers on one hand. He
tries to hold his 2 fingers
down with one hand and
hold up 3. This could
indicate an issue with
fine motor skills.
The student began
looking around during
the whole group counting
as a way to try to find
out how to get back on
track. He needs practice
with his number
sequencing skills.
The student argues with
the teacher saying I did
move 3! when she says
he moved 4. He
recounted the beads and
then said oh and
sighed. The student
seemed to be in a rush to
get done so this could be
why he was incorrect.