Observation Report For Child Observation

In early childhood education classrooms, teachers utilize assessments for a variety of reasons. Assessments are used to detect strengths in weaknesses in a specific area of study as well as the differences in the students’’ learning the classroom (Stiggins, 2007). Teachers utilize this information in order to direct instruction in the classroom to best benefit the students in it. There are various types of assessments for education, many geared toward early literacy skills. Two of the more common literacy skill tests for early childhood education are the Gray Oral Reading Test (GORT) and the Early Reading Diagnostic Assessment (ERDA), both of which assess reading for young students. Using the information from the GORT and the ERDA, a teacher can create a pre-assessment and a post assessment for phonics and phonemic awareness.

English language development: The study authors did not find any statistically significant differences in the mean language development test scores between the BCIRC students and the comparison group students both in the study findings and the subgroup findings. However, the WWC reported that the intervention had potentially positive effects on English language development reading achievement because the study showed the substantively important positive effect with the large effect sizes (.29 in the study finding /.38, .22, .53 in the subgroup findings), and it also did not show a statistically significant or substantively important negative effect. However, the WWC did confirm the statistically significant positive effects of this finding because only one study was reviewed.

On 06/04/2016 I, Deputy Daniel Pruitt was dispatched to St. Francis Emergancey Room for a sexual assault complaint.

Both formative and summative assessments were given for students through the group activity of coming up with and sounding out words to write as a group. Also, at the end of the activity and reading students complete a beginning letter sound sheet to determine if they can follow directions, just using c, b, and m, and figure out the beginning letter sounds. They are

The first lesson during the sight word intervention was focused on teaching sight words that began with the letter W, many were questioning words like “where, what, and who”. The objective of the lesson was to recognize and write the words “what, were, want, who and was”, the passing criteria for both objectives was 4 out 5 or 80 percent. The teacher candidate

Upon reaching the end of summer Observation Survey training, most commonly known as Assessment Week, the question “what’s next?” was asked by a teacher in training who was eager to learn more. The answer wasn’t obvious to this experienced teacher, but yet new to the program because the Reading Recovery program’s components have a unique, systematic approach. You see, after the Reading Recovery teachers in training learn the concepts of the Systematic Observation Survey, how to administer the six batteries of useful tools which are used to capture a student’s literacy ability, and reflect on questions to carefully analyze and synthesize the results for a complete understanding of what the child can control, partially control, and not yet

In the summer of 2011 I went to Beit Jala, Israel with an organization named Teen Missions International. It was my first time travelling without my family and I was terrified of being alone. In Israel the goal of the organization was to repair the Hope Secondary School. Which is a non-government non-profit school provide suitable and quality education for orphans and disadvantage children in Bethlehem area and the whole Palestinian territories. The people I was with were much older and stronger then I was and so doing many of the tasks that they did was impossible for me. After a few weeks I became used to the long hours and hard work of each day and was beginning to feel like everything would turn out alright. Then, unexpectedly I began to

Observation began at 8:10am during an ELA lesson. Teacher lead students in whole group review focusing on the ten word wall words for the week. Students clapped out each word before starting. Parker participated and clapped out each word correctly along with peers. Teacher transitioned class to an independent activity called “Speedwriter”. Teacher called out one spelling word at a time the class was instructed to write the word as many times as possible until time was up. The first word called was ‘chop’. Parker wrote ‘top’. Teacher then provided Parker with each letter sound as he wrote the letters. Parker recalled the letters for sounds /c/, /o/, and /p/. He needed assistance with letter /h/. Teacher gave verbal and visual cues to support

There is a boy named Cory, he is is a 17 year old senior. He lives in Los Angeles and goes to Bass lake High School. Cory plays football for varsity team. He lives with his mother only because his dad died when he was 4 years old. He died from a car crash . His goal is to go to the college of UCLA but even though he is really good at football, he is not that good in school and his grades are not that bad but at the same time his grades are not that good. Once at one of his games one of the football coaches for UCLA went to his game, he was really interested in him but when he saw his grades, his interest went down. So now every time there is a test, he studies for hours . Even though he is excepted to some colleges like Arizona State

Tatiana responded very well to the intervention. Tatiana continues to make progress towards her goals. Tatiana stated, that she would like to have e a better relationship with her father. Tatiana stated, that she feel that her father pick on her about everything. Tatiana stated, that she feel afraid of her father when he yells and get upset at her. Tatiana stated, that she can be more obedient, and do her chores, like cleaning up her bedroom. Tatiana stated, that it is very important to have a trusting relationship with her father. Tatiana stated, that she would have the parent of the person having the part, call her father and explain to him that the party will be supervised, beg her father several times to go, tell her father that she will

This report is based on a “Systematic Observation” (Berk, 2003, p.44). I designed a simple form to record the data based on specimen record and event sampling in which the

For this project, I observed my mother's preschool class and the three children which she baby-sits on weekends. Most of the kids that are in the preschool class were three years old, but there was one five year old. The kids I helped baby-sit were two twin three year old girls, and one five year old.

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

The police received  a call at 6 PM about a missing person. The call came from the mom of the missing person. Officers Stephen Potter and Jordon Saunders responded to the call at the private residence. When we arrived at the private residence on 3146 Mayfield Drive Columbus Ohio, 43221 at 6:11 PM we began questioning the mom of the missing person. The mother’s name is Mary Russell, and the missing person is Hannah Russell. Hannah is caucasian, about 5’5”, brown eye, long brown hair, weighs about 125 pounds, and is 17 years of age. Hannah social security number is 331259941 The home phone number is 277-0020 and Mary cell number is 595-3325. There a total of 3 people who lives at this residence the mother and her two daughter, the other daughter name is

Child development is an amazing thing to watch in the way that children interact with one another and how they perceive the world that surrounds. While doing our research of child development we began to observe a group of kids ranging the ages 1 – 12. During these observations we noticed traits such as attachment, comfort, and love. Through the following examples we will proceed to observe development in our environment and explain its relativity to the text