You are on page 1of 2

Observation

8
Time sample observation and analysis
Childs name: Lily

Date: 12.04.2017

Time: 7.20 am-8.10am

Context:
The children are arriving to school this morning and are beginning to

Observation:
7.20am Lily entered the room and said hello to her peers and educators. Lily sat down in
reading corner and asked me to read the princess book with her.
7:25am- Lily pointed to the symbols within each page and labelled the objects accordingly
using oral language. The book is continued to be read
7.30am- Lily shouts I forgot to sign in today in a shocked voice upon finishing the story. I
take Lily over to the sign in page and she writes her name on the box. Lily she says
pointing to her name confidently after she finishes.
7.35am- Lily approaches the drawing table goes and grabs coloured pencils and begins a
drawing, writing her name at the top. I walk over and ask her what she is drawing. Lily asks
me to sit down and draw with her.
7.40am Lily continues to draw before her close peer arrives for school, Lily runs over and
hugs her and takes her to go see her drawing. She labels it as a big rainbow just like the
one she seen on the way to school.
7.45am-Whilst drawing Lily begins a conversation with her peer about their Easter hats, due
to the upcoming parade at the service the next day. Lily describes her hat as big and with
many decorations she uses descriptive language such as tiny stars, lots of glitter, big eggs,
colourful, and similes such as busy as a bee when describing the process of her creating
the hat with her mother.
7.50am- Lily brings her friend over to the reading mat and describes she will be the teacher
reading the book to the class, Lily picks up a nearby recycling book holds it up pointing to
each page following the direction of the print. She turns one page at a time as she uses
language to create her own story using the illustrations. Lily keeps her story focused on the
garbage man and what he does with garbage. Lily expresses the garbage man comes to the
house and picks up the bins in her first page to her friends.
7.55.am After listening to the story Lily asks her peers if they have any questions, Lilys
peer places their hands up and asks why they need a big truck. Lily responds confidently
with her answer of because there is so much rubbish they need to take
8.10am Lily finds and opens the toy laptop in the room and identifies letters by pointing to
keys W, Y, T, O, P, L, K, X, Z, C, B and X. Lily uses her peers names to express this knowledge
further such as Xavier starts with X
Analysis/Interpretation:

Throughout this observation Lilys emerging literacy capabilities are shown as she practices
drawing, writing, reading and listening (LO.5.3). Lily displays an ability to recognise her own
name and letters with accuracy using oral language (LO.5.1) overall demonstrating how she
is an effective communicator (DEEWR, 2009). Finally, Lily shows she can handle the book
which McKenna, Walpole, and Conradi (2010) discusses as an aspect of emerging reading
capabilities. She also produces her own stories to her educator demonstrating her ability to
become a co-author of a text whilst feeling comfortable to express herself to her peers and
educators(LO.1.1).
Recommendations
As Lily can identify many letters I would like to open up opportunities to learn the spelling
sound relationships. This can be achieved through the use of the iPad application Letter
Sound 1 Pro. This application is designed by a reading specialist to teach children in a fun an
effective way the links between letters and sounds. As Lily shows a deep engagement in
technology the iPad can be used as a powerful tool for her literacy learning.