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Example.docxA. The Average Student I observed is Jerm 2st grade age 7
Jerm’s Development Across the Domains
1. Cognitive Development
Jerm’s average developmental age under cognitive development is_7___.
The criteria for this determination are the milestones for cognitive development.
I make this determination because most of the items were checked off in
the ___7___year old age category.
Category on the checklist: Wants to “do things right”, will erase and try again & again.
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Anecdotal Record # 1 |
Date:: 3/2/2017 Time: 10:15 |
Setting: : Direct Instruction Reading |
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Description: The teacher reads the correct answers of lesson 112 on the textbook. Jerem puts x next to his wrong answer. After the teacher finishes answering the questions. Jeremiah erases his 2 wrong answer and write the correct ones. His friend Angel has 4 wrong answers. Jerem looks at his friends answers and smiles.
Interpretation: Jerem was happy because he has less wrong answers.
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Anecdotal Record # 2 |
Date:: 3/10/2017 Time: 11:00 |
Setting: : English Language Arts |
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Description: Jerem writes a letter to his mother. The teacher comes to Jeremiah and asks him to fix the closer of his letter. Jerem erases his sentence and writes it again. He takes his paper to the teacher. The teacher said good sentence.
Interpretation: Jerem wanted to make sure that his closer is correct.
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Anecdotal Record # 3 |
Date:: 3/23/2017 Time:10:55 |
Setting: English Language Arts |
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Description: The class work on worksheet about clue words. The teacher asks what is the word clue to destroy? Jerem circles storm. The teacher says no. The Jerem answers building fall down. The teacher said yes. Jerem erased his answer and circled building fall down.
Interpretation: Jerem was eager to get the right answer.
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2.Social Development
Jerem’s average developmental age under social development is 7.
The criteria for this determination are the milestones for social development.
I make this determination because most of the items were checked off in
the _7___ year old age category.
Category on the checklist: Can collaborate with peers
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Anecdotal Record # 1 |
Date:: 3/2/2017 Time:11:00 |
Setting: Math Revision |
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Description: Jerem plays Bingo (tell time) with his friends. The leader says the time is 3:45. Coel puts 3:15. Jerem says to Coel, no it is 3:45 you put 3:15, you do not have 3:45.
Interpretation: Jerem likes to play with his friends in group. Also, he helped his friend to get the right answer.
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Anecdotal Record # 2 |
Date:: 3/16/2017 Time: 10:00 |
Setting: Direct Instruction Reading |
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Description: The teacher asks the students work independently and quietly because she will do check out for the other students. Jerem answers the questions about the text on his notebook. His friend Mike askes him to use his eraser. Jerem stopped writing and gave his pencil to his friend Mike. After Mikes finished from Jeremiah’s pencil, he gave it back to Jerem and said thank you. Jerem smiles to Mike and said you are welcome.
Interpretation: Jerem was happy to help his friend Mike.
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Anecdotal Record # 3 |
Date:: 3/24/2017 Time: 10:15 |
Setting: Direct Instruction Reading |
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Description: The teacher askes the students to point out Australia on the map in their books. Jerem puts his finger on the right spot. He looks to his friend. Jerem’s friend points out America. Jerem says to his friend you are wrong, this is Australia. Jerem pulls out his friend’s finger and puts it on the right country.
Interpretation: Jerem likes helping his friends.
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3 Affective/Emotional Development
Jerem’s average developmental age under affective/emotional development is __7___.
The criteria for this determination are the milestones for emotional development.
I make this determination because most of the items were checked off in the _7____year old age category.
Category on the checklist: Takes responsibility seriously.
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Anecdotal Record # 1 |
Date::3/2/2017 Time: 10:50 |
Setting: Direct Instruction Reading |
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Description: At the end of the class, the teacher said, class put your books on this table, hand in your workbooks to me, then line-up if you are not in my class. Jerem takes his textbook and puts it on the teachers table. He hands in his workbook to the teacher, then he sits on his chair directly because he is in the same classroom.
Interpretation: Jerem likes to follow the teacher’s rules and sits quietly on his desk.
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Anecdotal Record # 2 |
Date:: 3/16/2017 Time: 10:30 |
Setting: Direct Instruction Reading |
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Description: The teacher divided the students on two groups A and B. The teacher said one student of group A sits with one students of group B. Jerem is B but he does not have peer of group A. The teacher asks me to be Jeremiah’s peer. The teacher said group B start reading until the blue star then group A continue. Jerem started reading directly until the blue star then I continued reading the passage.
Interpretation: Jerem was excited to start reading the passage.
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Anecdotal Record # 3 |
Date:: 3/23/2017 Time: 10:15 |
Setting: Direct Instruction Reading |
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Description: The teacher asks Jerem and his peer to take their textbooks and go reading in the hallway quietly. Jerem takes his textbook and his pencil. He walks to the hallway with his friend. Jeremiah said to his friend, there is a table with two chairs lets go sit there. Jerem listening to his friend while he was reading. Jerem’s friend finished his part. Jerem stated reading. One student from the other classroom comes and talks to Jeremiah. He said, what are you doing here? Jeremiah said Hush we are reading.
Interpretation: Jerem was angry when the other student tried to distract them.
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Jeremiah ’s Deve l op me n t Acr o ss t h e Co n te n t Ar e a s
A. Language arts
1. Reading
For the assessed items for the Ohio Language Arts Standards:
Jerem’s average grade level for this reading standard is on the 2nd grade level.
The criteria for this determination is the core curriculum for Language Arts.
Standard:2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I make this determination because through the three times that I observed the child, at each observation, Jerem consistently was able to ask and answer questions about a text.
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Anecdotal Record # 1 |
Date:: 3/2/2017 Time: 10:30 |
Setting: : Direct Instruction Reading |
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Description: The teacher reads a text called Football Game. While she was reading, she asked Jerem, what happened to the player during the game? Jerem said, he broke his ankle? The teacher said yes.
Interpretation: Jerem was not sure about his answer.
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Anecdotal Record # 2 |
Date:: 3/2/2017 Time: 11:00 |
Setting: Direct Instruction Reading |
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Description: The teacher continues reading the Football Game text. Jerem raised his hand. The teacher said yes Jerem. He said, why the audience were laughing? The teacher said because the player tricked the other team.
Interpretation: Jerem was curious about the audience’s behavior.
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Anecdotal Record # 3 |
Date:: 3/24/2017 Time: 9:50 |
Setting: Direct Instruction Reading |
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Description: The teacher reads a text about Australia. She asked the students, where is Australia? Jerem raised his hand. The teacher said Jerem. He said East in the southern part of the Pacific Ocean. The teacher said yes grate answer.
Interpretation: Jerem was proud of his answer.
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1. Composition Writing
For the assessed items for the Ohio Language Arts Standards:
Jerem’s average grade level for this composition writing standard is on the 2nd grade level.
The criteria for this determination is the Ohio Language Arts Standards.
Standard: 2.W.2: Write to inform a topic with facts and other details.
I make this determination because through the three times that I observed Jerem, he consistently could write the number of details that the teacher asks him to write.
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Anecdotal Record # 1 |
Date:: 3/10/2017 Time: 10: 45 |
Setting: English Language Arts |
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Description: The teacher asks the students to take out their writing papers that they done by yesterday. Jerem drew three circles that have in the middle the name of the person and the two other circles have two details about his mother. The teacher said raise your hand if you have two example sentences. Jeremiah raised his hand then he started writing the third example.
Interpretation: Jerem was happy to write about his mother.
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Anecdotal Record # 2 |
Date:: 3/10/2017 Time: 11: 40 |
Setting: English Language Arts |
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Description: At the end of the class, Jerem wrote a letter to his mother. The letter has topic sentence, three details, and closer. Jerem gave his paper to the teacher. The teacher said good job Jeremiah.
Interpretation: Jerem was able to write a topic with facts and other details.
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Anecdotal Record # 3 |
Date:: 3/16/2017 Time: 10:50 |
Setting: English Language Arts |
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Description: At the beginning of the class, the teacher said today you will do the writing with your own. She said you have to write 5 sentences, one topic sentence, three details, and closing sentence. The topic is the same we did previously about letter to special person. Jeremi writes 5 sentences that has 3 details about his mother.
Interpretation: Jerem likes to write about his mother.
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Lesson for Jerem:
What I will teach:
I will build upon Jerem’s strengths in order to set up an appropriate lesson plan for
him. In this case, I will teach him Reading Comprehension: Dragon Comprehends Ideas & Details.
Why I will teach it:
I observed Jerem during several direct reading instruction lessons. In each of them, Jerem appeared to answer and ask many questions whenever he failed to understand anything.
The standard I will use:
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
The materials I will use:
Reading Comprehension forms/handouts, The
children’s picture book – “Old MacDonald had a
Dragon”
How I will teach it:
First, I will read the picture book “Old MacDonald had a Dragon”
aloud. Then, I will discuss the problems that the farmer faced in the
story. (What Problem did he have at the beginning of the book? What
choices did he have? Did he remain happy with his choice? How did
the problem get worse? How did he finally resolve the problem?
Moreover, I will ask Jerem if he like how the farmer resolved
the problem and what he would have done in his situation. And, I will
ask him if he can think of examples of other stories they have
heard or read where this pattern happens.
Family Participation:
While at home, I will ask his family members to build upon his inquisitive nature to help him answer questions from whatever is read to him. The boy will be required to use the technique I taught him in class such that whenever he is asked a question related to text read to him, he goes back to the text and picks out the answer. As this habit grows, he will learn to recall text without having to re-read anything.
My Rationale for the lesson I am planning:
My lesson plan is DAP because the story questions were challenging for students in 2nd grade
My lesson plan provides for active learning because it helps Jerem to develop his problem solving skill.
My lesson plan builds on Jimmie’s interests and resources because Jerem likes reading in his free time, Also, he asks questions about details that he could not understand.
B. The High Functioning Student I observed is Anth 2st grade age 8
Anth’s Development Across the Domains
1. Cognitive Development
Juan’s average developmental age under cognitive development is_8___.
The criteria for this determination are the milestones for cognitive development.
I make this determination because most of the items were checked off in
the __8____year old age category.
Category on the checklist: Likes to read & work independently.
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Anecdotal Record # 1 |
Date:: 3/2/2017 Time: 9:20 |
Setting: Bell work |
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Description: The teacher passed worksheet for reading and math. The class started working on math with the teacher. Anth finished answering all the questions on math. The teacher and the students still working on math. Anth turns his worksheet and works on reading questions.
Interpretation: The math questions were easy for Anth.
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Anecdotal Record # 2 |
Date:: 3/16/2017 Time: 11:15 |
Setting: English Language Arts |
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Description: The teacher asks 3 students to come to her desk. She works with students who were absent the day before. Anth sits on his desk. He opened his desk and grabs a book from his book bag. He finished reading the first book. Anth put check on the reading log paper next to the book that he read. Anth started reading the next book.
Interpretation: Anth likes reading when he has free time.
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Anecdotal Record # 3 |
Date:: 3/23/2017 Time: 9:25 |
Setting: Bell work |
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Description: The teacher asks Anth to read the short passage on the worksheet. Anth reads the passage with two mistakes. Then the teacher reads question 3. Anth answered questions 1,2,3,4, and 5.
Interpretation: Based on this observation, Anth correctly answered all the reading questions. The reading questions were easy.
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2.Social Development
Anth’s average developmental age under social development is _8____.
The criteria for this determination are the milestones for social development.
I make this determination because most of the items were checked off in
the __8__ year old age category.
Category on the checklist: Influenced by peer pressure.
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Anecdotal Record # 1 |
Date:: 3/16/2017 Time: : 11:15 |
Setting: : English Language Arts |
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Description: Anth reads a book called Sea Stars. His friend Savvana asked him in quiet voice, we supposed to have a test on the computer. Anth said, I do not know. Savvana said, but why the teacher does not tell us. The teacher said in loud voice, class I hear noises, be quite. Anth and Savvana stopped talking for seconds. Then Savvana said to Anth, are we going to have the test on the computer? Anth said I do not know in quiet voice.
Interpretation: Anth was annoyed from his friend Savvana.
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Anecdotal Record # 2 |
Date:: 3/23/2017 Time: 11:30 |
Setting: English Language Arts |
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Description: The whole class working on clue words. The teacher asked Anth to answer number 6. The teacher said what is the clue to the word destroy. He said storm. The teacher said no. Samm said we should give him a chance, he can do it. The teacher said yes we will. Anth said ruining? The teacher said yes.
Interpretation: Anth was confused to answer question 6.
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Anecdotal Record # 3 |
Date:: 3/24/2017 Time: 9:10 |
Setting: Bell work |
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Description: Before the class started, the students were lining up outside the classroom. Anth took off his jacket. Anth told his friend Jemme look to my new shirt. Jemme said, guys see Anth has a new shirt. Jemme said Anth turn show them your name in the back. Anth turned and showed them his shirt from the back.
Interpretation: Anth was happy with his new shirt.
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4 Affective/Emotional Development
Juan’s average developmental age under affective/emotional development is __9___.
The criteria for this determination are the milestones for emotional development.
I make this determination because most of the items were checked off in the _9____year old age category.
Category on the checklist: Feelings easily hurt.
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Anecdotal Record # 1 |
Date:: 3/10/2017 Time: 11:55 |
Setting: Gym Class |
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Description: At the end of the English Language Arts class, the teacher said class line up because now is gym class. Some students change their shoes and some of them change their shirts. Anth went to his locker and brought his shoes. Anth sits on the floor to tie his shoes. All the students lined up and went to the gym class. Anth still on the floor tie his shoes. I took the students to the gym class. I came back and Anth was outside the classroom sitting on the floor ties his shoes. I asked him do you need help. His face was red. He was silent. Then he said yes. I tied his shoes. Anth said thank you and run to the gym class.
Interpretation: Anth was upset because he could not follow his friends to the gym class.
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Anecdotal Record # 2 |
Date:: 3/23/2017 Time: 10:00 |
Setting: Direct Instruction Reading |
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Description: The teacher asks, who could answer number 6. A raised his hand then answered the question. The teacher said yes correct. One student answers question 9. Anth raised his hand and asked the teacher, how about number 8? The teacher said we are on number 9 sorry. Anth face turn red. He reads question 8 and answers it.
Interpretation: Anth was sad to miss question 8.
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Anecdotal Record # 3 |
Date: 3/23/2017 Time: : 11:30 |
Setting: English Language Arts |
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Description: The teacher asked Anth to answer number 6. The teacher said what is the clue to the word destroy. He said storm. The teacher said no. Samm said we should give him a chance, he can do it. The teacher said yes we will. Anth’s face turn red. He looks at the paper and looks again to the teacher.
Interpretation: Anth was upset to not get the right answer for number 6.
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Anth ’s Deve l op me n t Acr o ss t h e Co n te n t Ar e a s
A. Language arts
1. Reading
For the assessed items for the Ohio Language Arts Standards:
Anth’s average grade level for this reading standard is above 2nd grade level.
The criteria for this determination is the core curriculum for Language Arts.
Standard: 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
I make this determination because through the three times that I observed Anth, he could ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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Anecdotal Record # 1 |
Date::3/2/2017 Time: 9:30 |
Setting: Bell Work |
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Description: The teacher asks Anth to read a passage on the worksheet called “Farmer”. Anth reads the passage with loud voice. The teacher asks, how did the farmer take care of the plants? Anth raised his hand and says, he gives it water every day. The teacher said correct. The teacher asks question 2 about the same text. Anth was answering question 3. He finished answering question 2. He checks his answers and puts check mark next to the right answer.
Interpretation: It appeared that Anth could answer 3 questions about the text with no errors. Anth was proud to answer the questions without help from the teacher. |
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Anecdotal Record # 2 |
Date:: 3/23/2017 Time: 10:15 |
Setting: Direct Instruction Reading |
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Description: On the textbook, the teacher reads a passage called “states of matter”. The teacher asks, who could answer question number 6? Anth raised his hand. The teacher said yes Anth. Anth reads the question, “What states of matter is the water?”. Then, he said, the water is liquid. The teacher said yes correct. How can you tell that water is liquid? Anth said because it is fluid.
Interpretation: It appeared that Anth could answer 2 question that demonstrate understanding of key details in a text.
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Anecdotal Record # 3 |
Date:: 3/24/2017 Time: 11:20 |
Setting: : English Language Arts |
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Description: The teacher reads a book called “The Mysterious Bone”. In the middle of the reading, she asks who is in this picture? Anth raised his hand and said William Buckland. Then she asked, what did he discovered? The teacher called Elizabeth to answer this question. Anth said in quiet voice, he discovered a dinosaur.
Interpretation: Anth wanted to answer the question. He knew the correct answer.
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1. Composition Writing
For the assessed items for the Ohio Language Arts Standards:
Anth’s average grade level for this composition writing standard is above 2nd grade level.
The criteria for this determination is the Ohio Language Arts Standards.
Standard: 2.W.2: Write to inform a topic with facts and other details.
I make this determination because through the three times that I observed Anth, he could write more number of details that the teacher asks him to write.
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Anecdotal Record # 1 |
Date:: 3/10/2017 Time: 11:00 |
Setting: : English Language Arts |
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Description: At the beginning of the class, the teacher asks the students to take out their writing papers that the done the day before. Anth drew five circles. The teacher said if you have two details, add one more. You should have Three details or examples about the special person you write about. Anth has four details about his dad. Anth raised his hand and said, teacher I have more than two examples. The teacher said, Anth you can start writing your letter.
Interpretation: Anth was not sure about the numbers of details or examples that he supposed to write in his letter.
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Anecdotal Record # 2 |
Date:: 3/10/2017 Time: 11:45 |
Setting: : English Language Arts |
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Description: At the end of the class, Anth finished writing the letter to his dad. He takes his paper to the teacher. The teacher said, good job Anth, now I need you to fix the closer. Anth returns to his seat. He erased the closer sentence. He writes a new one.
Interpretation: Anth was able to write about his dad facts and details.
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Anecdotal Record # 3 |
Date:: 3/16/2017 Time:11:00 |
Setting: : English Language Arts |
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Description: At the beginning of the class, the teacher said today you will do the writing with your own. She said you have to write 5 sentences, one topic sentence, three details, and closing sentence. The topic is the same we did previously about letter to special person. Anth draws 6 circles. He writes in the middle circle, to my sister. He wrote 5 examples about his sister. Anth started writing his letter. Anth raised his hand and said, teacher I have more than 5 sentences. The teacher said, It is okay of you have more than 5 sentences. Anth gave his paper to the teacher.
Interpretation: Anth was able to write facts and details about new topic. He was proud to write more than 5 sentences.
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Lesson for Anth
What I will teach:
Based on Anth’s strengths in math, I will teach him Add It Up! counting money lesson. This lesson will be about how to solve story problems by counting money.
Why I will teach it:
One day, Anth was wearing a new shirt. His friends asked him how much did he buy it? Anth said fifteen dollars and some cents. This lesson will help Anth to be able to solve story problems by counting money.
The standard I will use:
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately
The materials I will use:
Real 5 pennies, 5 nickels, 5 dimes, and 4 quarters, Counting Money Word Problems worksheet.
How I will teach it:
First, I will explain to Anth that he will be reviewing how to count money to solve story problems in today's lesson. Then, I will pass out the money to Anth. We will review how many cents a penny, nickel, dime, and quarter represent. After that, I will hand out the Counting Money Word Problems document. We will work together on the first problem. Then Anth will work with a partner to solve the rest of them with my support. At the end, I will ask Anth to write a counting money word problem on his own on the back of the Word Problem worksheet by do shopping online on basketball shoes and cards.
Family Participation:
Anth’s parents can help in this lesson by providing him with some money. Also, they could let Anth count the money when they go to by something from the supermarket.
My Rationale for the lesson I am planning:
My lesson plan is DAP because this lesson is built on Anth interests in making sense of his world. Also, in this lesson I use various contexts such as large group and one to one.
My lesson plan provides for active learning because it helps Anth to develop his problem solving skills and interact with others.
My lesson plan builds on Anth’s interests and resources because he likes basketball and by mastering the standard, Anth will have chance to save money to buy basketball things.
What I learned
1. What I learned about th e p r o ce ss o f coll e cti ng d a ta a b ou t chil d re n ’s l e a rni n g :
I learned that data could be collected from both the person being investigated and
other people interacting with the subject in order to get better data about him/her.I learned that it is important to know the children’s background and interests to be aware of all aspect of the children while you collect about children’s learning.
2. What I learned about Kidwatching:
I learned that kidwatching is a tedious task and requires one to have patience all through.
3. What I learned about myself as a teacher:
As a teacher, I have to acknowledge that all students have different learning capabilities and I should learn to accommodate them all in my class
4. My perspectives on teaching, learning, and children:
I realized that each student might require different ways of instruction in order to achieve maximum results.
5. Reflections on my learning and perspectives to understand the potential for prejudice:
I should not discriminate students based on their abilities, religion, or culture but help them in any way I can to ensure they all reach their maximum potentials.
6. Connections to relevant research and theory:
In the primary grades, it is important to promote children’s social and emotional development (Copple & Bredkamp, 2009). During my observation, the students worked independently most of the time. Instead, the teacher could “creating cooperative and harmonious environments…..” (Copple & Bredkamp, 2009). Many activities can be done in reading by group work. Students can read the story and discuss it together.
Moreover, through children’s interactions with others they can learn culturally based knowledge and skills necessary for successful life (Kostelnik, Soderman, Whiren, & Ruppier, 2015). For example, Jerema was drawing a clown on a piece of paper. Angel asked him how did you draw it. Jerem was explaining the way he used to draw the clown. Jerem’s friend learned a new drawing skill.
According to Vygotsky’s sociocultural theory “Cooperative dialogues between children and more knowledgeable members of society is necessary for children to acquire the ways of thinking and behaving that make up a community’s culture” (Berk, 2009, p.25). In my observation, I have seen children came from different cultures. Also, they have different level of thinking. Children develop their cognitive skills with the assistance from adults and more expert peers (Berk, 2009). For instance, in the direct reading instruction class, Samm helped her friend by modeling to her the directions (North, south, east, and west).
References
Berk, L. (2009). Child Development. 8th ed. Boston, MA: Allyn and Bacon.
Copple, C. & Bredekamp, S. (Eds.) (2009) Developmentally appropriate practice in early childhood
programs (3rd ed.). Wash, DC: NAEYC.
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P., Ruppier, M.L. (2015). Developmentally appropriate
curriculum: Best practices in early childhood education (6th ed.). Upper Saddle River, NJ: Pearson.
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