Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the

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 goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
Michael Michael will use IELG D2 G17 Age 6 Developmentally, I have observed Cause & Michael will have Teachers can
his walker three to 18 months CI7: Michael is able to that Michael likes Effect the opportunity to provide a clear
times a day Walks holding on imitate the to bang and hit work on his goal by path to the cause
during lab. to furniture, then, behavior of other objects. At the using his walker and effect area so
later as the toddlers. He can cause and effect when he walks over that Michael can
primary means of use this skill in the center, we will to the cause and use his walker as
moving around. cause and effect provide two drum effect area where he walks over
area as he sets and some he will then have there.
watches the other sticks that he can the opportunity to As Michael gets to
toddlers bang on use to hit the hit the sticks on the the activity,
the drums. He can drums with. drums. teachers can make
then imitate the sure that his
toddlers by hitting walker is placed
the drums himself next to him so that
he can use it
whenever he is
ready to go to
another activity.
 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 goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
Ellie Ellie will be able IELG D2 G18 Age Developmentally, I have observed 2nd Ellie will have the Teachers can ask
to identify 36 to 60 months CI Ellie is able to use that Ellie likes to Outdoor opportunity to work Ellie what shape
shapes such as 3: her gross motor play in activities Activity on her goal of the ring is before
squares and Copies shapes and skills such as that involve identifying shapes she throws it on to
circles by geometric throwing. She can throwing things. At by telling the the stand. For
midterm. designs. use this skill in the the outdoor teachers what example, they can
outdoor activity activity, we will shapes she sees on say, “Ellie what
as she throws the provide different the rings before shape is that ring?”
rings onto the rings with different throwing them onto Teachers can also
penguin stands. shapes on them for the penguin stands. ask Ellie to pick up
Ellie onto the the rings with the
penguins. squares, triangles,
and circles on
them. For
example, the
teachers can say
“Ellie, hand me the
rings with the
squares on them.
Gavin Gavin will be IELG D3 G28 Age Developmentally, I have observed Art Gavin will have the Teachers can ask
able to play side 16 to 36 months Gavin is able to that Gavin likes to opportunity to work Gavin to play at
by side with two CI1: Plays side- by- wash his own use his hands in on his goal of the art center
toddlers in lab side with another hands. He can use messy activities. At playing alongside when there are
twice a day. child. this skill at the art the art table, we other toddlers as other toddlers
table after he will provide they play in the doing the art
plays in the shaving cream for shaving cream activity. For
shaving cream. Gavin to place his together. example, if Gavin is
hand in and then standing in the
place it on the art middle of the room
easel to make a not knowing what
handprint. to do, teachers can
say “Gavin, come
play over here with
Bridger and Ford.”
Teachers can also
use parallel talk
with Gavin while
he is playing in the
art area with his
peers by saying
“Look Gavin, you
and Bridger both
put your hand
prints on the
easel.”