Observation And Analysis Directions

Week 2 / Observation 1
{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

1. ONE will be a running record

2. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.
A way to assess individual progress.
Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.

3.

Be objective and complete.

4. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
1.

Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
2. What did you learn about the childs ability in this observation? Explain.
3. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

NWTC Student Name

Date Observed
Date Due to Gradebook

Observation #1
Ashley Villarreal
October 21st 2013
Talked with you about
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

1:30pm
The gym teacher turned the music on. It was playing a song loud
enough to fill the gym. The child covered his ears and started
shaking his head to the left and right while making a face with his
eyes shut, and nose squished. The teacher yelled Lets start
running! and all the children started to make their way around the
cones that were laid out in a circle shape on the floor. Noah started
running with his hands still covering his ears. After making three
laps around the circle the gym teacher stopped the music. He then
said What is next Noah? talking to the child. The child looked at
the teacher and uncovered his ears and said Jump! The teacher
said Show me how. The child started to jump up and down with two
feet and his hands at his side with a smile on his face. Then the
teacher turned the music back on and said Get jumping in a circle.
So the child started to jump up and down following the teacher
around the circle. He made two laps around the circle jumping up and
down. The teacher then stopped the music and then said Find a
circle on the floor. The child found a green circle to sit on. Then
the child laid down on the floor stretched out with his hands above
his head taking big breaths of air in and out of his chest. The
teacher walked up to him and said Noah you need to sit up. The
child then said eeeehhhh! and swung his left hand in the air. The
gym teacher caught his hand and pulled him up to his feet. He said
Why dont you show us how to use the big ball. The child said
Alright. The teacher took him by the hand over to a big ball as tall
as the child and pulled him by the hands to the top of the ball where

he was laying on his stomach. The teacher then began to push on the
childs back and bounce him up and down. The child then said More!
More! So the gym teacher bounced him 3 more times then said he
needed to go sit down. The teacher helped the child slide down the
ball and then the child walked back to his seat and sat down with his
legs crossed.

1:40pm
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I chose to observe this activity because I have noticed that the child can become over eager it
seems at time and loses his balance and will catch himself stumbling every so often. I wanted to
watch and observe if he had these types of things in a class that is geared towards large motor
movement.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that his large motor skills with running and jumping seem to be working
fine, however his sensory was a little more sensitive that day with the loud music.
He did well with the movements, and was able to keep his body in control while
running and jumping.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

He was learning large motor skills, and listening (following directions) skills. He was
working on his large motor by running and jumping as well as his balance while
jumping. The teacher worked one on one with their balance as well on top of the

ball. The child worked on his listening skills by following what the teacher
instructed him to do when he asked him to do it.
Analysis of Running Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.

This Observation is
(Tallies)
Type the information from the observation in the box below.
The child was being observed to see how much he loses his balance throughout a full school day. The
observation stated at 8:15 when the child came into the room and ended at 2:45 when the child left
to go home. The observer used tallies to mark each time the child lost his balance throughout the
day with each tally signifying one time of losing his balance. It was observed that the child lost his
balance a total of 9 times throughout the day. The observer broke the day into two times sections.
Arrival-lunch and After lunch-departure. The child had 6 recorded times of losing his balance in the
first time span and 3 in the second time span.
Anecdotal Record is free from bias and objective
Anecdotal Record is clear and complete
Anecdotal Record contains appropriate detail (quotes, actions,

3
3
3

etc.)
Anecdotal Record is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I chose to observe this activity to keep track of how many times the child lost his balance to see if
there was a serious lack of large motor coordination. I wanted to record throughout the full day to
get a real perspective and the best educated number instead of just a small sample.
Anecdotal Record Question #1 was answered completely.
3
2. What did you learn about the childs ability in this observation? Explain.
(Type the answer in the box below)

I learned that the child lost his balance a lot more in the morning than he did in
the afternoon. I also noticed (although not marked down) that the child often
times lost his balance most often when getting up out of a chair and turning. This
could be contributed to many different things however 4 out of the first 6
stumbles were within the first two hours when he child seems less alert.
Analysis of Anecdotal Record completely explains what was learned
about the childs ability and gives explicit examples and shows
reflective thought.

3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was learning many things. He was going through the process of his normal
day working on various skills. I was observing his large motor skills over the time
span of each activity.
Analysis of Anecdotal Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1
Yes = 2

45/45

Observation / Analysis #2 Directions

{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

5. ONE will be a running record

6. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.

A way to assess individual progress.

Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.
7. Be objective and complete.
8. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
4. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
5. What did you learn about the childs ability in this observation? Explain.
6. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

NWTC Student Name

Date Observed
Date Due to
Gradebook

Observation #2
Ashley Villarreal
October 28th 2013
Discussed with you
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

12:00 pm
The child was part of teeth brushing time. The child walked into the
bathroom holding a box with his toothbrush and toothpaste inside.
He walked up to the sink with the box and set it down on the sink
and then turned the water on saying water on. Pointing at the sign
to the right of the sink with the steps for washing hands. He then
looked in the mirror and started making faces at himself. First he
smiled and said Happy Noah! then changed his facial expression
again and said Noahs mad. Then changed his facial expression
again and said Noah is scared. Then changed it again and said Silly
Noah. The teacher was helping a student next to him and said You
need to brush your teeth. No more faces. The child then opened
the box and took out the toothbrush and toothpaste and put the
toothpaste onto the toothbrush. He then put the cover back on the
toothpaste and put it back in the box. He then looked at himself in
the mirror and held his toothbrush up and said Brush your teeth

Noah. Brush, Brush, Brush. Then laughed out loud. The teacher said
Noah show me how you brush your teeth. Noah then moved his
toothbrush up and down in front of his face and said Up and down,
up and down. The teacher then said Noah you need to put it in your
mouth and do that. He said Nooooooo! very loud and started to
cry. The teacher walked behind him and said Do I need to help
you? The child pushed the teachers hands away from him and
clenched his mouth shut. The teacher took the toothbrush and
pretended to brush her teeth and said Look see my turn. Up and
down, up and down, across, across, across. Your turn. Noah looked
at the teacher and then took the toothbrush and started to brush
his teeth up and down. He brushed his teeth one minute then
stopped and said Noah is done. Water off. And shut the water off.
The teacher said See it wasnt hard was it silly. Noah looked at the
teacher and said All done. Here. And handed the teacher his box
with this toothbrush and toothpaste in it then walked out of the
bathroom.
12 :15
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked this time to observe because I had noticed before that he likes to talk into the mirror. I
wanted to observe his verbal skills and figured he would be more apt to talk without being prompted
during this time. I was also able to observe his fine motor skills as well with this tooth brushing
process.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that the child has a good grasp on defining emotions however refers to
himself in third person a lot which could be due to hearing others say Noah and is

still not able to transfer the idea of his name to words such as I, or me yet. I was
also able to see that his fine motor skills are good. He was able to do detailed things
such as unscrew a small cap and put toothpaste on a toothbrush.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was learning self helps skills, and also fine motor and language
development as he worked with the teacher to brush his teeth. He also worked on
learning to express himself verbally with the teacher through out the process.
Analysis of Running Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.

Student Choice of Observation

This Observation is
(highlight type and try a different one each week.)
Timed
Sampling

Event

Tallies

Samplin

Checklist

Narrative

Anecdotal

Portfolio

Record

Artifact

g
Type the information from the observation in the box below.
The child was observed during bathroom time and tooth brushing time through out the span of the
day. Time spans for an average of 5 minutes each time. The child went to use the bathroom three
times that day.
9:00 am The child walked into the bathroom, went into a stall and closed the room. He then began
to sing must be Santa, must be Santa, must be Santa, Santa Claus out loud. The teacher then said
I like your singing Noah. Noah then stopped singing and flushed the toilet and walked out of the
stall and over to the sink to wash his hands. He then looked at the hand washing chart and read it
out loud doing it each step before reading the next off the list. turn on water, wet hands, get soap,
rub hands together, rinse hands, shut off water, dry hands, throw away towel. After he was done
he walked out of the bathroom.
1:00 pm The child walked into the bathroom, went to the bathroom and used the facilities. When
finished he walked out and started to talk to himself in the mirror. He started to spell words. Cat
C-A-T spells Cat. Stop S-T-O-P spells stop. Banana B-A-N-A-N-A spells banana. Ashley A-S-H-L-EY spells Ashley. The teacher walked in and said Noah what are you doing? he said Noah what are

you doing? the teacher responded No Noah I am asking you . What are you doing? He said Noah
what are you doing? The teacher then said Are you washing your hands? Noah then said Washing
my hands? the teacher then told him follow your chart if you need a reminder. Noah then looked
at the chart and read each step out loud and did each step in order before moving onto the next
one. turn on water, wet hands, get soap, rub hands together, rinse hands, shut off water, dry
hands, throw away towel. After throwing the toweling away he said Noahs all done. And then
jumped up and down then ran into the classroom.
2:45pm The child was told by the teacher to try to use the bathroom. He went into the bathroom
stall and started to yell and cry. He said Noah No! Noah No! and hit his hands on the bathroom
door. The teacher told him Try to go potty before you have to go on the school bus. The child
then hit the stall door again. The teacher opened the door and said If you dont have to go then
say No Thank you Holly. The child then said No thank you Holly. The teacher said ok, go wash
your hands. There was another child at the sink playing with the water coming out of the faucet.
The child said Wash your hands. The other child looked at him and stuck out his tongue. The child
said you can say no thank you Holly. The teacher walked over and said Noah you need to worry
about Noah and wash your hands. Noah then turned on the water and started to wash his hands.
While washing his hands he looked in the mirror and started talking to his reflection. He said Its
time to go home. We have to go potty, then wash our hands. Dry your hands and then line up. Then
go home on the bus. We have to put our hats on our heads. He then looked down and noticed he had
a large amount of bubbles on his hands. He waved his hands in the air shaking off the bubbles then
started to laugh. The teacher said Look what you did Noah, you made bubbles! What did they
feel? Noah said How did they feel. The teacher said That is what I asked you. Did you like how
the bubbles felt? Noah looked at the teacher as he dried his hands and said yes. They are wet.
Then threw his towel away and ran out the door.
Choice Observation is free from bias and objective
Choice Observation is clear and complete
Choice Observation contains appropriate detail (quotes, actions,

3
3
3

etc.)
Choice Observation is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked the bathroom time to observe because it is where he will talk the most without being
prompted. The purpose was to listen to his verbal skills and his communication.
Choice Observation Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

The child still has a hard time with answering questions that are not solid yes or no

questions or that are facts. The more abstract a question is such as things like
emotion or why he did something the more difficult it seems for him to answer.
Analysis of Choice Observation completely explains what was

learned about the childs ability and gives explicit examples and
shows reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was learning self help skills as well as working on his every day language.
The teacher was trying to encourage him to use his vocabulary as he went about his
normal daily routine.
Analysis of Choice Observation completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1
Yes = 2

45/45

Observation / Analysis #3 Directions

{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

9. ONE will be a running record

10. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.
A way to assess individual progress.
Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.

11. Be objective and complete.

12. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
7. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
8. What did you learn about the childs ability in this observation? Explain.
9. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

NWTC Student Name

Date Observed
Date Due to Gradebook

Observation #3
Ashley Villarreal
Nov 11th 2013
Discussed with you
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

2:00 pm
The teacher had taken out an activity she wanted the group to work
on together. The activity was to color a picture which she hand
marked with wiki sticks. The teacher called the group over to the
table. The child walked over to the table and sat down. The teacher
showed the class how to color inside the lines of the wiki sticks and
said Try to stay inside of the wiki sticks with your coloring and just
color the bowl. She then asked each child what color they would
like. The child sat in his chair and wait until it was his turn to tell
the teacher what color he wanted. She said Noah what color would
you like to color the bowl. He said blue. And reached in and took a

blue crayon out of the box. He than began to color inside the lines
of the wiki sticks holding the crayon in his left hand with his fist
gripping the crayon. He colored quickly towards the middle of the
bowl and slowed down once he got closer to the edge. He then said
all done. The teacher looked over and noticed there was still white
space and noted how he was holding his crayon. She then told him
use your pinchers when you are holding your crayon and keep going
there is still more room to color. The child set the crayon down on
the table then picked it up again using his thumb and index finger
pinching the crayon between them. The then started to color again.
He then set the crayon down and picked it back up again using a
fisted grasp and started to color again. He colored a few seconds
before the teacher noticed and said Noah pinchers. Motioning the
pincher grasp at him. He then set the crayon down and said all
done. The teacher said If youre all done then you need to pick a
new color and color in the top of the bowl. It is filled with mashed
potatoes like on Thanksgiving. Noah said potatoes? the teacher
then replied Yes. Mashed potatoes like the ones you eat with
turkey. What color would you like? The child looked into the box
and reached in the box with his left hand and pulled out a purple
crayon. The teacher said What color is that? He responded
purple. The teacher then said Good job! Now show me how you
use your pinchers to color inside the lines. Noah set the crayon down
on the table and picked it up with his left hand using his thumb and
index finger and began to color inside of the wiki stick lines. He
traced along the edge of the wiki stick twice making the line thick
and taking his time. Then he put dots all over the inside of the
potatoes. He stopped and looked at it and then set down his crayon
and then picked it back up using a fisting grasp and scribbled all over
the whole piece of paper. The teacher noticed and said Noah why
did you do that? You needed to stay inside the lines. Noah then
pushed his paper with both hands towards the teacher and said All
done. Noah is all done. And used his hands to sign all done in sign

language. She said No you need to sit down and wait for your
friends. He stayed in his chair and used his right hand to pinch with
his thumb and index finger and pull the wiki sticks off his paper. The
teacher took the sticks from him and then dismissed him from the
table.
2:13 pm
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked this activity to do because it focused on the childrens fine motor skills and I was able to
observe how he naturally worked with small objects like crayons. I was watching to see how he
picked the crayons up and how he wrote, and what hand he decided to use.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that he is left hand dominant and that he has the ability to use his pincher
grasp to write, however still feels more comfortable with using a fist. He seems to
lack the motivation to want to focus when he is using the pincher grasp and gets
frustrated that it takes him longer.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The teacher was working with the children on fine motor coordination and also on
their colors. The child did a good job working on his fine motor skills, but does get
frustrated that it is not something that is second nature to him yet to hold a
crayon correctly.
Analysis of Running Record completely explains what the child
learned during the observation period and gives explicit examples
and shows reflective thought.

Student Choice of Observation

This Observation is
(highlight type and try a different one each week.)
Timed

Tallies

Event

Checklist

Narrative

Anecdotal

Portfolio

Sampling

Sampling
Record
Artifact
Type the information from the observation in the box below.
Below I have attached the checklist I used to observe the child. I noticed that his fine motor skills
are about average for his age range. I color coded the list. The yellow highlighting is things he has
mastered, the green is what he is working on, and the pink is what he has not yet shown interest in
or is not able to do yet.
Choice Observation is free from bias and objective
Choice Observation is clear and complete
Choice Observation contains appropriate detail (quotes, actions,

3
3
3

etc.)
Choice Observation is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked to use this checklist because I wanted to see exactly where he was behind in his motor
development and where he was ahead. With the checklist you are able to see in black and white per
say, just what the child is able to do, and what the next step is in the areas he may not be able to
do yet that could use some work or encouragement.
Choice Observation Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

The child is on course for his age. He does not show much interest with things like
blocks and art, so he is lacking in those areas, which is something that the teacher
could work on a little more. Its not that he cant do it its just that he waits until
he is shown by his teacher before he will try to extend things rather often.
Analysis of Choice Observation completely explains what was

learned about the childs ability and gives explicit examples and
shows reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The checklist was done over a period of time so the child was observed doing many
different activities where he was able to work on his fine motor skills.

Analysis of Choice Observation completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1
Yes = 2

No = 0
No = -5

45/45

Checklist for Fine Motor Skills

Adapted from: Diane Bott & Diane Provo, S t arting Blocks , 1985.
Retains ring when left in hand, definite hold.
Holds hand together.
Watches movements of own hands.
Reaches of object, may or may not pick it up.
Bangs object in play. Shows interest in making noise.
Rakes hand (sweeping motion), picks up small objects.
Lifts cup with handle.
Can grasp small objects within reach, using thumb and forefinger.
Transfers objects from on hand to another. Does not use mouth or body for help.
Holds crayon or pencil, aims one end at paper (imitates adult writing position).
Pushes car with wheels on table or floor.
Marks with pencil chalk or crayon.
Builds tower with two or more cubes or objects.
Picks up and holds two or more small objects in same hand.
Turns pages of book, tow or three at a time.
Turns knob (or radio switch).
Throws small rubber ball.
Builds tower of five or more cubes.
Folds paper.
Turns pages one at a time.
Fills and dumps containers.
Demonstrates well developed handedness.
Nests objects which are graduated in size.
Turns door knobs to open doors.
Uses stirring movement.
Cuts dough or clay, using cookie cutter.
Strings beads on inch in size.
Unscrews and screw three inch lid.
Builds tow 5 - 9 cubes.
Completes simple inset puzzle/ Each piece represents a single object.
Holds pencil, chalk, or crayon with fingers not fist. Tries to keep scribbles on paper.
Places and holds scissors with fingers.
Makes small cuts in paper wile paper is held.
Paints with brush using scrubbing action. Is more interested in the action rather than the
painting itself.
May title his creation.
Experiments with vertical, horizontal and circular lines.
Plays with clay by pounding, squeezing, or pulling it apart.
Increased skill with tower building. Uses 7 or more blocks.
Folds paper with increased skill.
Winds up toys.

Screws and unscrew lids 1 in diameter.

Strings 4 or more beads 1/2 diameter.
Drives nails and pegs.
Completes inset puzzles and starts non-inset puzzles.
Easily cuts paper in two.
Uses peg board. Places 6 round pegs in holes.
Builds tower of 10 or more cubes.
Traces diamond.
Copies simple letters (such as V, H).
Draws man with two parts.
Adds three parts to incomplete man.
Traces along vertical and horizontal lines.
Draws a simple house.
Holds paper with other hand while writing, coloring or drawing.
Completes puzzles non-inset 11 -15 pieces.
Draws person with head, legs, eyes, hose.
Cuts triangle. Moves paper while cutting.
Paints objects and creates objects out of clay, imperfect is size, not appropriately spaced,
but usually
recognizable. Still concerned with end product more than process.
Prints a few capitals.
Copies first name.
Makes circles between writing lines.
Makes vertical lines between wiring lines.
Prints first name.
Draws man with 6 body parts; head, trunk, legs, arms and features.
Folds paper diagonally and crease it.
Sews through holes in sewing card.
Opens lock with key.
Cuts circle.
Selects colors for painting with care.
Makes recognizable clay objects.
Writes a few more letters spontaneously.
Adds 7 parts to an incomplete drawing of a person.
Prints numbers 1 to 5 unevenly.
Laces and ties shoes.

Observation / Analysis #4 Directions

{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

13. ONE will be a running record

14. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.
A way to assess individual progress.
Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.

15. Be objective and complete.

16. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
10. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
11. What did you learn about the childs ability in this observation? Explain.
12. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

NWTC Student Name

Date Observed
Date Due to Gradebook

Observation #4
Ashley Villarreal
Nov 11th 2013
Discussed with you
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

11:30
Child is playing in the block area. He starts to scream and is flapping
hands up and down and is biting his lower lip. The teacher walks over
and says Oh no it looks like you are sad. Are you ok? The child
continues to cry and flap his hands. The child keeps turn away from
the teacher as she tries to make eye contact with him. The teacher
then takes both hands and places one on each side of the childs
face and holds his head still and looks him in the eye and says Noah
are you ok? What is wrong? You need to use your words with Ms.
Holly. The child then takes his hands and brings them up to her

hands and pulls her hands down. The teacher looks at his lip and ask
him to open his mouth. The child opens his mouth and the teacher
notices a large red bump the size of a marble. She says Noah does
your mouth hurt? What happened? The child starts to cry out and
she gives him a hug and says Its ok, we are going to go see the
nurse ok? She will take a look at it and tell us what we need to do.
The child then stopped crying and took the teachers hand. He kept
sucking on his lip as the teacher took him out of the classroom to
see the nurse.
11:40
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I decided to do this activity because the child was displaying emotion and trying to communicate
something. It was a good view of what the child does when something is wrong and how the teacher
responds.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that when the child is upset he will not try to find words, but will cry out
and will use more physical actions to help communicate rather than be verbal about
it.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was working with the emotional aspect. The teacher was trying to get him
to communicate, and to be verbal about his emotions.
Analysis of Running Record completely explains what the child
learned during the observation period and gives explicit examples

and shows reflective thought.

Student Choice of Observation

This Observation is
(highlight type and try a different one each week.)
Timed

Tallies

Event

Checklist

Narrative

Anecdotal

Portfolio

Sampling

Sampling
Record
Artifact
Type the information from the observation in the box below.
The day today has been one of controlled chaos. The children all were in their own worlds and each
one was in a mood where they wanted what they wanted and they were going to let you know one
way or another. The child that I was observing was having a lot of sensory needs today. He was
constantly either asking for hugs, or pressure, or trying to climb onto my lap. At first I thought it
might just be wanting attention because he was just climbing on my lap, but then I let him know if
he needed something then he needed to verbally communicate that with me. He then throughout the
day started asking for hugs, and then would ask for bigger hugs if he wanted more pressure. A few
times he asked if he could sit on my lap and then would take my hand and place it on his head to rub
his head. I would take it down and would make him ask for a head rub verbally to work on his
communication. By the afternoon he was being very verbal with me about what his needs and wants
were and backed off with the physical actions to get what he wanted. He overall had a good day, but
the teacher did note to the parents that he was looking for a lot of sensory pressure today just so
they were aware of it at home if he continued with the behavior.
Choice Observation is free from bias and objective
Choice Observation is clear and complete
Choice Observation contains appropriate detail (quotes, actions,

3
3
3

etc.)
Choice Observation is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked to do a narrative about this day because the amount he wanted pressure really was the
main focus of his whole day. I felt like this was something key to be noted with his observations.
Choice Observation Question #1 was answered completely.
3
2. What did you learn about the childs ability in this observation? Explain.
(Type the answer in the box below)

I learned that the child really likes pressure, but is also able to communicate that
he wants it through verbal a lot more then he typically lets on. He will try to just
place your hand many times, or will climb on you, but he is able to communicate
those wants and needs verbally just as easily. He just needs to be encouraged to do

so.
Analysis of Choice Observation completely explains what was

learned about the childs ability and gives explicit examples and
shows reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

He was learning how to use his verbal communication to express his emotions. He
learned that he was able to get what he wants by verbally communicating instead
of just physically and that it was more effective.
Analysis of Choice Observation completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1
Yes = 2

No = 0
No = -5

45/45

Observation / Analysis #5 Directions

{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

17. ONE will be a running record

18. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.
A way to assess individual progress.
Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.

19. Be objective and complete.

20. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
13. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
14. What did you learn about the childs ability in this observation? Explain.
15. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

NWTC Student Name

Date Observed
Date Due to Gradebook

Observation #5
Ashley Villarreal
November 18th 2013
Discussed with you
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

10:30
Child is playing in the sensory table. The table is filled with
uncooked pasta noodles of different shapes and sizes. There are
also measuring cups and toy eating dishes in the table as well. There
are two children playing in the sensory table as well as the child
being observed. The child is scooping pasta with a measuring cup and
then lifting the cup above his head so his arm is stretched out
straight above his head and then would dumb them back into the
table watching as the noodles fell. He then repeated this motion and
let the pasta fall slowly out of the measuring cup. He then took
another scoop and did it again but this time just flipped the cup
right over and watch them fall. One of the other children at the
table was watching him and stuck out his hand and said No! Stop it!
to the child. The child pushed his hand away and made a loud scream
noise. The teacher heard his sound and walked over and knelt down
at the table and started working with one of the children with the
pasta in the sensory table. The child then walked away from the
table. One of the other children still at the table dropped a cup of
pasta noodles on the floor. The child walked over and started to pick
them up and put them back in the table. First he picked up the
straight noodles, then he picked up the curly noodles. Another child
came closer to him and he then stopped and walked away. The child
followed him trying to hand him a noodle and said Here. The child
looked at him and then walked the opposite direction away from the

child with the pasta noodle. The child then tried again by following
the child the other directions and held out the pasta noodle again
trying to give it to him. The child then pushed the other childs hand
away and shook his head no. The teacher came over to the boys and
said He doesnt want the noodle, but thank you for sharing can you
please go put that in the table? The child watched the other child
go and put the pasta back in the table and then went and took a book
out from the bookshelf and sat down to read it.
10:45
Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I picked this activity because this was one of the few times that he was engaged in an activity that
other children were also involved with without prompting. I wanted to see what his social
interactions would be like with the other children.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that he was questioning different situations cognitively and was testing out
cause and effect. He also was working on his social skills while staying involved in
an activity near peers. He was able to stay engaged but did not like it when others
tried to interact with him.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

He was working on his cognitive skills like cause and effect as well as his social
skills as see with the pouring of noodles and when the child tried to talk to him.
Analysis of Running Record completely explains what the child
learned during the observation period and gives explicit examples

and shows reflective thought.

Student Choice of Observation

This Observation is
(highlight type and try a different one each week.)
Timed

Tallies

Event

Checklist

Narrative

Anecdotal

Portfolio

Sampling

Sampling
Record
Artifact
Type the information from the observation in the box below.
I did a timed sampling of the child while he had free choice time. I wanted to see what his
interests were when he was able to do what he wanted on his own, and also what his social

interaction with his peers would be. I watched him for a total of 15 minutes and took down what he
was doing at every 3 minute marker.
2:00 Child went into play area and picked up a bucket filled with letter blocks and brought it to the
table and sat down and began to spell words with the letter blocks.
2:03 Child was still playing with blocks at the table. He has left out the words he has made and
keeps creating new words from the left over blocks in the bucket. So far his words are Noah, and
car. There is a boy playing cars in front of the table he is sitting at.
2:06 Child is still playing with blocks at the table. He has left out the words he has made and keeps
creating new words from the left over blocks in the bucket. So far his words are Noah, car, smile,
and yes. He keeps pausing and looking up at the boy playing with cars on the floor in front of the
table. The child playing with the cars is making loud sounds and hitting them together.
2:09 The child who was playing with the cars on the floor has now brought two cars up onto the
table the child is playing with the blocks on. The child being observed is sitting in his chair sorting
blocks by color and watching the child with the cars. The child with the cars keeps moving closer to
the little boy being observed.
2:12 The child picked up his blocks after the child with the cars hit one of the words he made. He
picked up each word and spelt it as he put the letters back into the box. He then walked over to the
swing and sat down and began to swing.
2:15 The child remained swinging in the swing.
Choice Observation is free from bias and objective
Choice Observation is clear and complete
Choice Observation contains appropriate detail (quotes, actions,

3
3
3

etc.)
Choice Observation is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you

choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I wanted to see what the child would pick to do given the chance to and what his social interaction
would be like. I wanted to see if he would interact with peers.
Choice Observation Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that the child is able to spell well and that he likes to watch his peers,
but does not want to have to interact with them one on one yet. He seems to feel
uncomfortable if he is approached by them.
Analysis of Choice Observation completely explains what was

learned about the childs ability and gives explicit examples and
shows reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was working on his cognition, his large motor skills and his fine motor
skills, and was avoiding having to use social skills.
Analysis of Choice Observation completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time
Total Score

Yes = 1
Yes = 2

No = 0
No = -5

45/45

Observation / Analysis #6 Directions

{Please help me with grading your observations. When you save your documents, name EACH
document with which observation it is (Vicki.observation 1.doc) and include the questions as you
answer them in your document.}

OBSERVE:

Each week write two observations of the child you will be working with.

21. ONE will be a running record

22. The other will be any observation of your choice:
TIMED SAMPLING: Observations taken at set intervals.
TALLIES: Provides a record of how often behavior happens over time.
EVENT SAMPLING: (Incident Records) Documenting exactly what happens during a
particular event, daily.
CHECK LIST: The simplest form of observation where the observer checks off listed
behaviors.
NARRATIVE: A written summary of the conclusions of the observations or activities of
the day.
ANECDOTAL RECORDS: Teacher records observations of childs behavior.
Helps test hunches about reasons for behavior.
Identify conditions that reinforce behavior by noticing what happens prior to behavior.
Gain feedback about what children may have learned from a presentation.

PORTFOLIO OF CHILD-A COLLECTIONS OF THE CHILDS WORK, AND PICTURES OF

THE CHILD, INCLUDING OBSERVATIONS ABOUT WHAT THE CHILD IS DOING IN
THE PICTURE.
PORTFOLIO PROVIDES:
A way to communicate with parents.
A way to assess individual progress.
Evidence for teacher accountability.
May contain teacher observations & notes.
PORTFOLIO CATEGORIES
Emerging Literacy: Letters, reading, computers.
Creative Arts: Art work
Science & Math: Science activities, math and small manipulatives.
Social Skills: Dramatic play & Friends.
Large Motor: Outdoor play, & blocks
Special Events: Birthdays, Christmas, Field Trips.

23. Be objective and complete.

24. Include what the child did and said/vocalized.

ANALYZE
Next, analyze each type of observation by answering the following questions:
16. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about
certain skills or development?)
17. What did you learn about the childs ability in this observation? Explain.
18. What was the child learning during the process (what language/vocabulary, cognitive
discoveries, social-emotional strengths, etc. was being promoted)?

Use the observation templates provided. (Scroll Down)

Submit each observation record and analysis to your instructor to the gradebook.
Be sure to save the observation with your name (VickiObservation1)

Observation #6

NWTC Student Name

Date Observed
Date Due to Gradebook

Ashley Villarreal
11/28/2013
Discussed with you
Running Record
(Type the Running Record in the box below)

Start Time:
End Time:

10:45
The child is playing outside and another child is chasing him. The
child is yelling and starts to run up the slide. The other child follows
him up the slide. The child then stands up and runs down the steps
and onto the block top. The child chasing him does the same but
stops at the bottom of the steps looking for the child. The child is
running across the black top and is now standing by the building
leaning against it. The other child sees him and starts to run
towards him. The child notices the child coming towards him and he
screams and then runs again. The child follows. The other child
keeps screaming and a teacher starts to walk in their direction. The
teacher catches the screaming child and says What is wrong why
are you screaming? The other child catches up and then pushes the
childs arm and says Got you! and then runs away. The other child is
still standing with the teacher. The teacher says If you dont want
to play with him you have to tell him no thank you. The child repeats
back No thank you. The teacher says Good job. Now go play
before we run out of time and we have to go in. The child runs off
and gets on a swing and starts to swing.
10:53

Running Record is free from bias and objective

Running record is clear and complete

Running Records contains appropriate detail (quotes, actions, etc.)

Running Record is free from loaded words

1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)

(Type the answer in the box below)

I wanted to look more at the childs social play since I noticed from other interactions that his
social skills might not be where they should be at. This activity was observing him where he had to
fend for himself.
Running Record Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that this child will run away from peers more times than not if they try to
interact with him. He does not seem to be comfortable with having peers around
him trying to socialize with him. He seems almost at a loss for what he should do.
Analysis of Running Record completely explains what was learned

about the childs ability and gives explicit examples and shows
reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was able to work on his large motor skills, but also learning about social
skills and how to vocalize to his peers.
Analysis of Running Record completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.

Student Choice of Observation

This Observation is
(highlight type and try a different one each week.)
Timed

Tallies

Event

Checklist

Narrative

Anecdotal

Portfolio

Sampling

Sampling
Record
Artifact
Type the information from the observation in the box below.
The child is working with the teacher on his class work. They are working on writing his name on
lined paper. The child uses a pencil to write his name on the lined paper. He holds his pencil in his
left hand as he writes. The teacher takes the pencil out of his hand and says you need to use your
pinchers. Here let me have Ethan show you. Ethan come here please. Ethan walked over and took a
seat next to the teacher. She then gave him a piece of paper and a pencil as well. She said write
your name. Both children wrote their name. The teacher said Look Noah, Ethan is using his
pinchers, can you show Noah how to use his pinchers Ethan. Noah looked up at Ethan and watched
as he wrote his name on the paper. Noah then set his pencil down and started to write using his
pinchers. The teacher then asked Noah to say thank you to Ethan for showing him how to use his
pinchers. Noah sat in his chair. The teacher took Noah and had him stand between her legs and face
Ethan. She then said in his ear Say Thank you Ethan. The child stood there saying nothing, but
looking at the child. The child sat in his chair writing his name over and over again. The teacher took
the other childs pencil out of his hand and said Ethan Noah has something to tell you. Look! She

then leaned into Noah again and said Say Thank you Ethan. The child looked at the teacher then
at Ethan, then back to the teacher and she shook her head in a yes motion. The child then looked
down at the floor and said Say thank you Ethan. The teacher then said Good try, but look at him
and say Thank you Ethan. The child looked at the other child and said say Thank you Ethan. The
teacher looked at the child and said repeat my words. Thank you. Ethan. The child then said
Thank you. Ethan. She then turned the child back to face his classmate and said now do it again.
The child looked at the floor and said Thank you. Ethan. The teacher said Good job! You used
your words with your friends!
Choice Observation is free from bias and objective
Choice Observation is clear and complete
Choice Observation contains appropriate detail (quotes, actions,

3
3
3

etc.)
Choice Observation is free from loaded words
3
1. Why did you choose this activity to observe? Explain what the purpose was. (Why did you
choose to observe during lunch? Outdoor time? etc. Were you watching for clues about certain
skills or development?)
(Type the answer in the box below)

I originally picked this activity because I wanted to watch Holly work one on one with the student,
however it turned into getting to watch her work with him on extending the activity into a social
aspect as well.
Choice Observation Question #1 was answered completely.
2. What did you learn about the childs ability in this observation? Explain.

(Type the answer in the box below)

I learned that he is very shy when talking to peers, but does understand how to do
it, but may just be more on the shy side. He has the ability it just needs to be
pulled out of him more.
Analysis of Choice Observation completely explains what was

learned about the childs ability and gives explicit examples and
shows reflective thought.
3. What was the child learning during the process (what language/vocabulary, cognitive discoveries,
social-emotional strengths, etc. was being promoted)?
(Type the answer in the box below)

The child was learning how to write his name, but then it was extended into
learning how to talk to peers and vocalize with them.
Analysis of Choice Observation completely explains what the child

learned during the observation period and gives explicit examples

and shows reflective thought.
Document is saved with students name (Ex:VickiObservation1)
Observation is submitted on time

Yes = 1
Yes = 2

No = 0
No = -5

Total Score

45/45