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 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)
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 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)
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
baby or make clothes, and wants to play with. modeling words
food. phones that will be (example she will through play. We
available for her to say baby when she can ask Kelly want
play with. wants the baby 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 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)
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. blocks. will be cars and area. She will repeat goal. We can use
blocks available for colors that her parallel play in the
her to play with. teachers point out block area by
While being to her. (example pointing out what
outside, there will this is a blue car Cass is doing. We
be paint available then she will repeat can say “Cass is
for her to color the phrase blue playing with the
with. car.) blue car.” We can
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 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)
Brock Brock will work IELG: D3 G28 Developmentally On Brock’s Block Brock will have the Brock can work on
on sharing his Ages 16 to 38 Brock is starting paperwork, it says Area, 1st opportunity to work his goal as we
toys by sharing months CI 9: to build a tower “Brock loves to Outside on his goal of encourage him to
his toys with Gives and takes of more than 6 play in the sand Activity sharing toys with hand objects to his
other toddlers at back objects during blocks. He will be and with cars.” In other toddlers at peers when it is
least two times a playful interactions able to use this the block area, least two times a their turn and by
day, every day in with peers, with skill as he plays there will be cars day, every day in lab showing him there
toddler lab. assistance. with blocks. available for him to as he plays, he will are enough toys
Developmentally play with. At the 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 had blocks or cars he is
this in the outside with a classmate) playing with. We
activity as tells In the outside can also show him
the teachers what activity, Brock will how to share the
he finds in the work on his goal by sand toys.
sand. 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 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)
Amber Amber is going IELG: D5 G52 Developmentally On Amber’s Flop and Amber will have the Teachers will
to work on her Ages 16 to 38 Amber is starting paperwork, it says Drop, opportunity to work model
pronunciation. months CI 10: to increase “Amber loves to Gross on her goal of words/language
Amber will say Pronounces words independence, read and loves Motor saying what she during play and
what she wants with 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
twice, every day clarity. flop and drop area, she will be toddler lab as she we can parallel talk
in lab with area as she looks able to read and plays with the as we look at
proper through books look at many books animal puppets and books with Amber.
articulation and alone. about animals. In looks at books In the gross motor
pronunciation. Developmentally the gross motor through asking for area, we can
Amber is starting area, she will be the puppet or book model language as
to follow one step able to kick the ball that she wants. we talk to her
instructions, she to try and knock (example Amber will about bowling and
will be able to use the bowling pins ask for the cow kicking. We will
this skill as she down. puppet.) In the give her the names
bowls in the gross gross motor area, of what the items
motor area. Amber will work on are called.
her goal by saying
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 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)
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 time, able to listen to a there will be many Jake to use his left
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 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)
Eddie Eddie will be IELG D1 G4 Ages Developmentally On Eddie’s Large Eddie will have the Teachers will
working on 16-38 months Eddie knows paperwork, it says Group opportunity to work model 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 (turning use this skill as he along to the expected at the to be followed. We
instructions pages learns a new popcorn popping large group activity. can help Eddie in
twice a day, of 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 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)
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 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)
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 and with 3 to 4 blocks. play with cars.” In one word once a words/language.
Ethan is going to 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 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)
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 “Suzie loves on her goal by going When her parents
the course of strategies to ease believe. She will babies.” In and holding onto a drop her off they
lab. separation from use this skill as dramatic play, baby doll when he will bring her to
primary caregivers she pretends to there will be parents leave. the dramatic play
in familiar settings take care of babies available for area and start to
outside the home babies. her to play with. play baby doll with
environment. (e.g. her. The teachers
waving bye-bye will also sing songs
and watching them to calm suzie
leave, sucking a down.
thumb, sitting in a
quiet place, finding
a toy or a book to
look at, or sitting
on another
caregiver lap and
crying softly.)