CHILD

Student 1

Day of the
WEEK with DATE
Thursday, 1-28

Student 2

Student 1

Thursday, 2-4

Student 2

Content: Strengths and/or

Weaknesses
Language Arts: Proofreading
and Opinion Writing:
Student was engaged in
instruction and volunteered
to answer often.
Social Studies: Trains &
Transportation in Ohio:
Student volunteered to read
and answered questions.
LA: Student volunteered to
answer questions but was
unsuccessful. Required
prompting and assistance
with opinion writing.
SS: Student passed on
reading today and answered
questions incorrectly.
Student was not paying
attention during instruction.
LA: Opinion Writing:
Student wrote a strong
opinion piece in response to
a topic.
SS: Trains & Transportation
in Ohio: Today the students
were tested on content.
Student received a 10 out of
10.
LA: Student struggled to
write an opinion piece
following the required
format. Student was very
frustrated and did not
complete activity.
SS: The student received a 2
out of 10 on the test.

Student 1

Thursday, 2-11

LA: Book Reports: Students

were broken down into
various reading groups.
Student is in high level
group, received brief
instruction on activity and
completed book report

Additional Thoughts
Student is a very high
level reader and loves
language arts.
Again, being a high level
reader contributes to
the students
participation.
Student does not pay
attention in class and
often answers questions
in a way that does not
make sense.
Student is a low level
reader that is taken out
of the room daily for
LLI.
Student is very good at
writing, spelling and
often writes at a grade
level higher.
The tests are open note
with the answers
highlighted in them, so
the student finished
very quickly.
Student struggles with
writing and does not
focus on work. She
often does not
complete work because
she is drawing or not
paying attention.
The student just clicked
random answers
because she did not
want to take the test.
Student brought books
from home to assist in
researching her topic.

Student 2

Student 1

Student 2

Thursday, 2-18

individually.
SS: Economics, The Penny:
The students read an article
about a world without the
penny and then were asked
to write an opinion piece on
why the penny should be
used or not be used. Once
again, the students was very
thoughtful, participated and
writing was exceptional.
LA: Book Reports: The
students did not want to
participate with their group
(low level) so a tutor took
the student to the resource
room for one on one
instruction.
SS: There was a sub today
and he moved the students
color. The student did not
participate in the activity
until prompted and even
then did not complete it.
LA: Animal Reports: Each
group was assigned an
animal and given a graphic
organizer to complete. The
students used computers to
obtain info for their reports.
Student completed activity
with little help from
teachers.
SS: Presidents: The class
read an article about famous
presidential pets and then
answered questions as a
group. Once again, the
student actively participated
and gladly volunteered to
read.
LA: The student is in the low
level group and completed
her research with her small
group and the special
education teacher. The
student seemed to volunteer
a little more and show some
interest in the topic.

Student asked deep

questions and actively
participated.

Student was on yellow

and was later moved to
red for misbehaving.

Student was angry

about color being
moved.

Student worked quietly

and efficiently with little
assistance from the
teacher.

The student always

volunteers and is eager
to read in class.

The student was a little

more eager to share
with the small group
than she normally does
with the whole class.

SS: The student volunteered

to read a small sentence in
the article but struggled and
did not want to continue.
Student 1

Thursday, 2-25

Student 2

Student 1

Thursday, 3-3

Student 2

Student 1

Thursday, 3-17

LA: Animal Reports: The

student continued the
research portion of her
report and began writing the
rough draft.
SS: Producer and Consumer:
The class read their weekly
newspaper and completed a
crossword puzzle with new
vocabulary. Student
volunteered to read and
answered questions.
LA: The students continued
to work on research with
small group.
SS: Student passed on
reading and required
teacher assistance to
complete crossword.
LA: Student completed
rough draft and began
typing final draft of report.
SS: Students tested on
Producers and Consumers
newspaper, student once
again received 10 out of 10.
LA: Students in low level
group were only required to
write final draft neatly.
Student began working on
this part of their project.
SS: Students score improved
to 5 out of 10. Student still
seems to struggle with
paying attention and
comprehension.
LA: Student completed typed
final draft of animal report
and went above and beyond
by creating a poster about
her animal.
SS: Wants and Needs:
Students participated in a

The student is easily

embarrassed and
refused to continue
reading, despite
encouragement from
the teacher.
The student worked
hard to write strong
paragraphs and follow
the graphic organizer.
Student volunteered
and answered questions
like she normally did.

Student again was more

willing to share with
small group.
Student refused to read
aloud to the class today.
Students writing was
excellent.
Again, student used
notes and was very
successful taking the
test.
Student worked quietly
at their desk.

Student referred to her

notes for some of the
answers.
Student completed a
beautiful report and
was very excited to
share with the class.
As usual, student was
an eager participant in

Student 2

class discussion about wants

and needs and completed a
graphic organizer about
them together. Student
volunteered and
participated.
LA: Student completed final
draft with teacher
assistance.
SS: The student was very
active in the class discussion
and completed the graphic
organizer with teacher
assistance.

class discussion and

instruction.

Students color was

moved because of good
behavior.
Student was excited
about color move and
was eager to
participate.