Вы находитесь на странице: 1из 11

Toddler Activity Pre-Plan:

1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2. Criteria a. I interact at the toddler’s level.
2. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching
partner so that you are not planning duplicate activities. ☺

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Tom Tom will share IELG: D3 G28 Ages Developmentally On Tom’s Dramatic Tom will have the Teachers will
toys with his 16 to 38 months Tom is starting to paperwork, it says Play opportunity to work model how to
classmates two CI8: Takes turns engage in some “Tom loves playing on his goal by share toys and use
times during lab. during play with make believe pretend.” In the playing make parallel talk. We
peers, with play. He will be dramatic play area, believe and sharing can have Tom
considerable adult able to use this there will be food, the food with his hand fruit or the
assistance. skill as he makes babies and phones classmates. phone to one of
food to “eat”. available for him to his classmates and
play with. show him that
there are enough
for everyone to
have a toy.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Kelly Kelly will use IELG: D5 G52 Ages Developmentally, On Kelly’s Dramatic Kelly will have the Teachers can
words to express 16 to 38 months CI Kelly is beginning paperwork, it says Play opportunity to work encourage Kelly to
what she wants 1: Increasingly uses to engage in make “She loves playing on her goal by work on her goal
2 times day words and phrases. believe play. She pretend.” In the playing make by asking her
during lab. can pretend to dramatic play area, believe and asking closed-ended
take care of a there will be food, for the toy she questions, and
wants to play with.
baby or make clothes, and modeling words
(example she will
food. phones that will be through play. We
say baby when she
available for her to wants the baby can ask Kelly want
play with. she is playing with
doll.)
in the dramatic
play area and tell
her what we are
playing with.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Cass Cass has a goal IELG: D5 G51 Ages Developmentally On Cass’s Block Cass will have the Teachers will use
of working on 16 to 38 Months CI Cass is starting to paperwork, it says Area, 2nd opportunity to work parallel talk and
her colors. Blue 11: When people, build with blocks. “Cass loves to color Outside on her goal of model
and red will be objects, and She will be able to and play with cars Activity learning her colors words/language
the colors she actions are named, use this skill as and blocks.” In the as she plays with through play to
will work on for shows a response. she plays with the block area, there cars in the block help Cass met her
this semester. area. She will repeat goal. We can use
blocks. will be cars and
colors that her parallel play in the
blocks available for
teachers point out block area by
her to play with. to her. (example pointing out what
While being this is a blue car Cass is doing. We
outside, there will then she will repeat can say “Cass is
be paint available the phrase blue playing with the
for her to color car.) blue car.” We can
with. While at outside also say would you
activity, Cass will be like the red paint,
able to work on her when we are
goal by saying the outside.
paint color she is
using with some
help from her
teachers. (Example
says blue for the
blue paint.)
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Brock Brock will work IELG: D3 G28 Ages Developmentally On Brock’s Block Brock will have the Brock can work on
on sharing his 16 to 38 months CI Brock is starting paperwork, it says Area, 1st opportunity to work his goal as we
toys by sharing 9: Gives and takes to build a tower “Brock loves to Outside on his goal of encourage him to
his toys with back objects of more than 6 play in the sand Activity sharing toys with hand objects to his
other toddlers at during playful blocks. He will be and with cars.” In other toddlers at peers when it is
least two times a interactions with able to use this the block area, least two times a their turn and by
skill as he plays
day, every day in peers, with there will be cars day, every day in showing him there
with blocks.
toddler lab. assistance. available for him to lab as he plays, he are enough toys
Developmentally
play with. At the will share cars and for everyone to
Brock is starting
outside activity, he blocks with his play with. We can
to communicate
will be able to dig classmates. do this by asking
his wants and
through sand to (example He will Brock to share the
needs. He can do
find hidden items, share the car he blocks or cars he is
this in the outside
had with a playing with. We
activity as tells
classmate) In the can also show him
the teachers what
outside activity, how to share the
he finds in the
Brock will work on sand toys.
sand.
his goal by sharing
the digging toys
with his classmates.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Amber Amber is going IELG: D5 G52 Ages Developmentally On Amber’s Flop and Amber will have the Teachers will
to work on her 16 to 38 months Amber is starting paperwork, it says Drop, opportunity to work model
pronunciation. CI 10: Pronounces to increase “Amber loves to Gross on her goal of words/language
Amber will say words with independence, read and loves Motor saying what she during play and
what she wants increasing she will be able to kicking balls.” In wants at least two parallel talk. In the
to do at least articulation and use this in the the flop and drop times a day in flop and drop area
flop and drop toddler lab as she
twice, every day clarity. area, she will be we can parallel talk
area as she looks plays with the
in lab with able to read and as we look at
through books animal puppets and
proper alone. look at many books looks at books books with Amber.
articulation and Developmentally about animals. In through asking for In the gross motor
pronunciation. Amber is starting the gross motor the puppet or book area, we can
to follow one step area, she will be that she wants. model language as
instructions, she able to kick the ball (example Amber will we talk to her
will be able to use to try and knock ask for the cow about bowling and
this skill as she the bowling pins puppet.) In the kicking. We will
down. gross motor area, give her the names
bowls in the gross
Amber will work on of what the items
motor area.
her goal by saying are called.
she wants a turn to
kick the ball.
.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Steve Over the course IELG D3 G28 Developmentally On Steve’s Block Area Steve will have the Teachers will
of this semester, Ages 16 to 38 Steve is starting paperwork, it says opportunity to work model how to
Steve will have months CI 3 to stack 6 blocks. “Steve loves cars.” on his goal of share toys and use
the opportunity Initiates social In the block area, In the block area, sharing toys with his parallel talk. We
to work on interaction with he will be able to there will be cars classmates as he can have Steve
sharing toys with peers (e.g. brings stack blocks and available for him to plays with cars and hand blocks to his
his classmates. toys to child or make towers. use. trucks that he will peers as they
takes toys away, share with his build, and show
moves closer to classmates. him that there are
child, or stares at (example gives a enough materials
the child). truck to his for everyone to
classmate.) have some.
Jake Jake will work on IELG D2 G18 Ages Developmentally On Jake’s Flop and Jake will have the Teachers will
using his left 16-38 months Jake listens to paperwork, it says Drop opportunity to work encourage and
hand more. CI1 short stories. In “Jake likes on his goal of using model how to use
the flop and drop reading.” In the his left hand as he their left hand. We
“Turns book pages, area, he will be flop and drop area, flips through books. will encourage
one page at a able to listen to a there will be many Jake to use his left
time, most of the story that is being books about hand to turn pages
time.” read to him. animals for him to in a book and we
look at. can model how we
can use our left
hands to pick up
books.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Eddie Eddie will be IELG D1 G4 Ages Developmentally On Eddie’s Large Eddie will have the Teachers will model
working on 16-38 months Eddie knows paperwork, it says Group opportunity to work how to
following CI6 simple rhymes “Eddie loves songs on his goal of listen to
instructions. He and songs. At the and singing.” At following instructions and
will have the “Listens and large group large group, he will instructions as he explaining why the
opportunity to participates in activity, he will be able to sing listens to what is instructions need
listen and follow story time use this skill as he along to the expected at the to be followed. We
instructions (turning pages of learns a new popcorn popping large group activity. can help Eddie in
twice a day, book or using song. song. He will hold onto large group by
during clean up hand motions, the parachute. telling him why we
time and our such as claps).” need to hold onto
transition to the the parachute and
large group have the other
activity. teachers listen and
follow the
instructions given.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Perry Perry is going to IELG D3 G38 Developmentally On Perry’s Dramatic Perry will have the Teachers will
work on not Ages 16 to 38 Perry is starting to paperwork, it says Play opportunity to work model how to
hitting those she months CI5 play make “Perry loves dolls on her goal by express when
comes in contact believe. In and dressing up sharing her feelings upset or angry and
with when she is “Seeks caregiver’s dramatic play, dolls.” In dramatic with her teachers use parallel talk. In
angry. She will support when there will be play, she will have when she gets dramatic play,
not hit once a needing help.” babies and food babies that she can upset. In the Perry will be able
week. We will that will be play with. dramatic play area, to see how her
see her progress available for her she will be able to teachers model
by observing her to play with. pretend that the feelings of angry
in class. baby dolls can listen and she can copy
and she will talk how they handle
about her feelings. those feelings. We
can encourage her
to count with us to
five while holding a
baby doll to calm
down.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family (Specific, goal. skill that the child how it connects to center work on their goal any other
observable, and Put the domain, has and how they where or how you where at the activity you adaptations will
measurable goal, age range, will use it in the are planning for you are have planned for the teacher use to
with any and child activity you are them today planning them. (Be specific, support the child
criteria/ indicator, Ex. D2 yet brief)
planning for them for the at this activity (be
conditions) G51 16-38 mo. CI2
today (this does child specific, yet brief)
not relate to their today
goal)
Libby Libby is going to IELG D3 G28 Ages Developmentally On Libby’s Flop and Libby will have the Teachers will
work on saying 16-38 months CI10 Libby can turn paperwork, it says Drop opportunity to work model how we talk
nice things to book pages. In “Libby likes on her goal of to our friends and
her teachers and “Mimics other flop and drop, she books.” In flop and saying nice things as peers, in the flop
peers at least children’s can use this skill drop, she will have she asks for books and drop area we
once each week. behaviors or as she looks at many books about from other children, can make sure we
We will see her movements.” different books animals available she will say please are saying please
progress by about animals. for her to look at. and thank you. and thank you. We
observing her in can also help Libby
class. by reminding her
to say please and
thank you and not
call other toddlers
mean names.
Ethan Ethan is going to IELG D5 G52 Developmentally On Ethan’s Block Area Ethan will have the Teachers will
work on saying Ages 16 to 38 Ethan is starting paperwork, it says opportunity to work model parallel play
one word once a months CI 1 to build towers “Ethan loves to on his goal of saying and model
week. Uses words with 3 to 4 blocks. play with cars.” In one word once a words/language.
Ethan is going to and simple He will be able to the block area, week as he plays Teachers will
respond to his phrases with use this skill as he there will be cars with the cars and model by saying
name at least intent. plays with blocks available for him to blocks in the block car or block when
once day. in the block area. play with. area. He will say car Ethan is playing
when he has a car with a car or blocks
that he is playing in the block area.
with. (example he
will say car as he
plays with a car.)
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests of Name of Describe how the What strategies (at
First Name created with the references the goal. developmental the toddler and activity child will be able to least two) and any
family (Specific, Put the domain, skill that the child how it connects to center work on their goal at other adaptations
observable, and goal, age range, has and how they where or how you where you the activity you have will the teacher use
measurable with and child indicator, will use it in the are planning for are planned for them. to support the
any criteria/ Ex. D2 G51 16-38 activity you are them today planning (Be specific, child at this activity
conditions) mo. CI2 yet brief)
planning for them for the (be specific, yet
today (this does child today brief)
not relate to their
goal)
Suzie Suzie’s goal is to IELG D3 G34 Ages Developmentally On Suzie’s Dramatic Suzie will have the Teachers will
help her anxiety 16-38 months CI1 Suzie is starting to paperwork, it says Play opportunity to work distract Suzie.
to fade during Uses a few play make believe. “Suzie loves on her goal by going When her parents
the course of lab. strategies to ease She will babies.” In and holding onto a drop her off they
separation from use this skill as she dramatic play, baby doll when he will bring her to the
primary caregivers pretends to take there will be babies parents leave. dramatic play area
in familiar settings care of babies. available for her to and start to play
outside the home baby doll with her.
play with.
environment. (e.g. The teachers will
waving bye-bye and
also sing songs to
watching them
calm suzie down.
leave, sucking a
thumb, sitting in a
quiet place, finding
a toy or a book to
look at, or sitting on
another caregiver
lap and crying
softly.)