Third Lead Toddler Plan Part 2 Final Portfolio

Lead Teacher: Kylie Part One: Part Two: X Lead Teaching Date: 12/7/17
Submission Date: 11/20/17 Revised Submission Date (if needed): 12/4/17 TTD Chapter: 15
Toddler’s Toddler goal IELG Identify one Put the interests Name of Describe how the What strategies (at
First Name created with Outcome developmental skill of the toddler and activity child will be able to least two) and any
the family that that the child has how it connects to center work on their goal other adaptations will
(Specific, references and how they will where or how you where at the activity you the teacher use to
observable, the goal. use it in the activity are planning for you are have planned for support the child at this
and Put the you are planning them today planning them. (Be specific, activity (be specific, yet
measurable domain, goal, for them today (this for the yet brief) brief)
with any age range, does not relate to child
criteria/ and child their goal) today
conditions) indicator, Ex.
D2 G51 16-38
mo. CI2
Allison Allison will IELG D5 G55 Developmentally I have observed Peek-a- Allison will have the Teachers will ask open
speak 3-4 Age 16 to 38 Allison can make that Allison spends boo opportunity to work ended questions like
word Month CI7: different shapes like a good amount of on her goal as she “tell me about what
sentences Uses short circles and lines time at sensory talks about what you’re doing Allison”, to
each day in sentences or with a pencil. She activities while in she is doing while at give her a chance to talk.
lab. Telegraphic can apply this skill lab. This connects the peek-a-boo Teachers will also use
speech to at the peek-a-boo to the activity as center. She will also self -talk about what
announce center as she uses she will have the work on her goal by they are doing so that
what he/she her finger to draw opportunity to talking about the Allison then associates
has done. shapes and lines on explore the texture texture of the that vocabulary with the
the mirror covered of the shaving shaving cream. actions of what the
in shaving cream. cream while using teacher is doing.
her finger to
uncover her
reflection.
Page 1
D2 G51 16-38
mo. CI2
Charlotte Charlotte will IELG D5 G55 Developmentally Charlotte enjoys Sensory Charlotte will have Teachers will ask open
speak in 3-4 Age 16 to 38 Charlotte can make playing with other the opportunity to ended questions like
word Month CI7: different shapes like children. This work on her goal as “Tell me about what
sentences that Uses short circles and lines connects to the she talks about you’re doing with the
make sense at sentences or with a pencil. This activity as she will what she is doing sand Charlotte.” to give
least twice a Telegraphic connects to the have the while playing with her a chance to talk.
day in toddler speech to activity as Charlotte opportunity to play the toys (scissor Teachers will also use
lab. announce will have the alongside other scoops, Legos, and self -talk about what
what he/she opportunity to use children at the cars) at the sensory they are doing so that
has done. her finger to draw sensory table while table. She will also Charlotte then
shapes and lines in exploring magnetic have the associates that
the magnetic sand. sand. opportunity to talk vocabulary with the
about the texture of actions of what the
the magnetic sand. teacher is doing.
Page 2
D2 G51 16-38
mo. CI2
Makenzie Kenzie will be IELG D1 G1 Kenzie has the Kenzie likes to Fine Kenzie will have the Teachers will ask close
able to name 16-38 months ability to make toys help. This connects Motor opportunity to work ended questions like
the two colors CI17: Builds a work. This skill will to the activity as on her goal as she “What color is this
yellow and vocabulary of help her in the she will have the names the color of cookie cutter Kenzie?
purple each adjectives to activity as she will opportunity to the slime (purple). (While pointing to a
day in lab. describe and be able to know help other toddlers She will also work yellow cookie cutter).
categorize how to use the by showing them on her goal by Teachers will also use
words and cookie cutters with what to do with naming the color of parallel talk to describe
actions. the slime. the cookie cutters some of the cookie what she is doing. For
in the slime. cutters which will example, “I see you are
be yellow. playing with purple
slime Kenzie. Now
you’re cutting the purple
slime.”
Page 3
D2 G51 16-38
mo. CI2
Elliot Elliot will IELG D3 G29 Developmentally Elliot likes toys. Sensory Elliot will have the Teachers will use
share at least CI5: Uses Elliot can make toys This connects to opportunity to work parallel talk to describe
two times adult help to work. This skill will the activity as Elliot on his goal as he what Elliot and other
during toddler take turns, be useful in the will have the shares the sensory children are doing. This
lab. including activity as Elliot will opportunity to play bin and toys (Legos, will help him understand
giving up and be able to know with toys such as scissor scoopers, that they are all using
keeping toys how to use the toys scissor scoopers, and cars) with the the same toys and that
and other (Legos, scissor cars, and rubber other children. there is still enough for
objects. scoopers, and cars) Legos in the him to play with.
in the magnetic magnetic sand. Teachers will also model
sand. sharing by handing
sensory toys to other
children that don’t have
any. This will help him
see that other children
want to play as well.
Page 4
D2 G51 16-38
mo. CI2
Alice Alice will learn D4 G39 Age Alice has the ability I have observed Outdoor Alice will have the Teachers will use self-
and recognize 16 to 38 to bend over that Alice #2 opportunity to work talk to describe what
numbers up to months CI3: without falling. This participates in on her goal as she they are doing. For
five at least May begin to will help her in the active activities points to and counts example, a teacher can
once a day in imitate activity as she will often while in lab. five of the balls have five waffle blocks
lab. counting. have the This connects to being used for golf. in front of them and say
Uses some opportunity to bend the activity as she “Look Alice! I have one,
number down to pick up the will have the two, three, four, five
words (one, ball before or after opportunity to waffle blocks!” (While
two . . .). hitting them with swing golf clubs to pointing to waffle
toy golf clubs. hit balls and then block). Teachers will also
run after the balls. use close ended
questions like “How
waffle blocks do you see
Alice?”
Page 5
D2 G51 16-38
mo. CI2
Merrick Merrick will IELG D4 G39 Merrick has the Merrick likes Outdoor Merrick will have Teachers will use self-
count to three Age 16 to 38 ability to bend over playing with balls. #2 the opportunity to talk to describe that
at least once months CI3: easily. This will help This connects to work on his goal as they are doing. For
every day in May begin to him in the activity the activity as he he points to and example, a teacher can
toddler lab imitate as he will have the will have the counts at least three have three waffle blocks
with some counting. opportunity to bend opportunity to hit of the seven balls in front of them and say
assistance Uses some down to pick up the balls with a toy golf being used for golf. “Look Merrick I have
until he is able number ball before or after club. one, two, three waffle
to do it on his words (one, hitting them with blocks!” (While pointing
own. two . . .). toy golf clubs. to block). Teachers will
also use close ended
questions like “How
many waffle blocks are
there?”
Page 6
D2 G51 16-38
mo. CI2
Bennett Bennett will D3 G28 16 to Developmentally, Bennett likes Sensory Bennett will have Teachers will encourage
initiate 38 months Bennett can build a Legos. This the opportunity to Bennett to initiate
conversation CI3: Initiates tower of more than connects to the work on his goal as interaction with other
with other social 6 blocks. This skill activity as he will he plays by and with toddlers by modeling
toddlers at interaction will help him in the have the other toddlers at what to say to them. For
least once in with peers activity as he will opportunity to play the sensory bin example, “Look Bennett
lab. (brings toys have the with rubber Legos while playing with Isaac is building with his
to child, opportunity to build while exploring the Legos and exploring Legos. Would you like to
moves close using rubber Legos texture of the the texture of the ask Isaac if you can help
to child, or in the magnetic magnetic sand. magnetic sand. him build?” Teachers
takes a child’s sand. will also encourage
toy). Bennett to initiate
interaction with his
peers by saying “Bennett
will you hand this car to
Isaac?” (Or any other
toddler).
Page 7
D2 G51 16-38
mo. CI2
Ella Ella will be D5 G52 16 to Developmentally, I have observed Peek-a- Ella will have the Teachers will use self -
able to say five 38 months Ella can that Ella often boo opportunity to work talk about what they are
new English CI1: draw/scribble. This spends time at on her goal as she doing so that Ella then
word a week. Increasingly skill will help her in sensory activities learns and says the associates that
uses words the activity as she during lab. I have words for different vocabulary with the
and will have the also observed that objects, textures, actions of what the
phrases. opportunity to use Ella looks at herself etc. that are at, or teacher is doing. The
her hands or fingers in the mirrors that relate to the teachers will also use
to draw/scribble on frequently during activity. For parallel talk so that Ella
the mirror covered lab. This connects example, she will then associates that
in shaving cream. to the activity since have the vocabulary with her own
Ella will have the opportunity to learn actions. For example,
opportunity to and say words such teachers could say “Ella
explore the texture as shaving cream, is using her finger to
of shaving cream smocks, mirrors, draw in shaving cream.”
while uncovering smooth, white, etc.
her image in the
mirror.
Page 8
D2 G51 16-38
mo. CI2
Isaac Isaac will be D5 G48 Age Developmentally, Isaac enjoys Sensory Isaac will have the Teachers can model by
able to follow 16 to 38 Isaac can build a building with opportunity to work saying “I am going to
2 step months CI6: tower of more than blocks. This on his goal as he pick up this block and
directions 3 Responds to 6 blocks. This skill connects to the plays with the Legos then stack it” (Then the
times a day in two-step will help him in the activity as he will and toys (scissor teacher does it). The
lab. directions activity as he will have the scoops, and cars) teacher will then say
(e.g., “Go have the opportunity to play while following two “Isaac pick up a block
into your opportunity to build with rubber Legos step directions of and stack it right here”
bedroom and using rubber Legos while exploring the how to pick up the (while pointing where to
get your in the magnetic texture of the block/toy and then stack it).
socks.”). sand. magnetic sand. where to stack or
place the toy.
Hunter Hunter will D2 G19 16 to Developmentally, Hunter likes cars. Sensory Hunter will have the Teachers will encourage
play at one 38 months Hunter has the This connects to opportunity to work Hunter to work on his
sensory CI6: Plays ability to make toys the activity as he on his goal as he goal by inviting him over
activity at with work. This skill will will have the uses his hands to to sensory bin when he
least once a materials of be useful in the opportunity to play explore the texture is nearby. Teachers will
day in lab. different activity as he will be with cars while of the magnetic also ease him into
textures able to know how to exploring the sand. He will have exploring the texture by
(sand, water, use the toys (Legos, texture of the the opportunity to putting a little sand in
leaves.). scissor scoopers, magnetic sand. do this while playing their hand and then
and cars) in the with toys such as pouring it over his hand.
magnetic sand. Legos, scissor
scoopers, and cars
in the sensory bin.
Page 9
D2 G51 16-38
mo. CI2
Corbin Corbin will be IELG D4 G39 Corbin has the Corbin likes playing Outdoor Corbin will have the Teachers will use self-
able to count Age 16 to 38 ability to bend over with balls. This #2 opportunity to work talk to describe what
up to five months CI3: easily. This will help connects to the on his goal as he they are doing. For
objects using May begin to him in the activity activity as he will points to and counts example, a teacher can
the one to one imitate as he will have the have the at least five of the have five waffle blocks
method each counting. opportunity to bend opportunity to hit seven balls being in front of them and say
day in lab. Uses some down to pick up the balls with a golf used for golf. “Look Corbin! I have
number ball before or after club. one, two, three, four,
words (one, hitting them with five blocks!” (While
two . . .). golf clubs. pointing to each block).
Teachers will also use
close ended questions
like “How many waffle
blocks do you see
Corbin?”
Page 10
D2 G51 16-38
mo. CI2
Evey Evey will D3 G28 16 to Developmentally, Evey likes to color. Outdoor Evey will have the Teachers will encourage
initiate 38 months Evey has the ability This connects to #1 opportunity to work Evey to initiate
interaction CI3: Initiates to draw and the activity as she on her goal as she interaction with other
with other social scribble. She can will have the plays side by side toddlers by introducing
toddlers at interaction use this skill in the opportunity to other toddlers at her to other toddlers.
least once a with peers activity as she will color on snow the sensory bin For example, “Look
day in lab. (brings toys have the using different while using Evey! Ella is going to
to child, opportunity to paintbrushes and magenta, turquoise, come paint with us!”
moves close apply her colors of paint orange, and green Teachers will also
to child, or drawing/scribbling (Magenta, watercolor paint to encourage Evey to
takes a child’s skills to painting. turquoise, orange, paint with on the initiate interaction with
toy). She will have the and green). snow. her peers by asking
opportunity to do “Evey will you hand this
this by holding the paintbrush to Ella?” (Or
paintbrush the any other toddler).
same way she might
hold a crayon or
pencil.
Page 11

Third Lead Toddler Plan Part 2 Final Portfolio

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Lead Teacher: Kylie Part One: Part Two: X Lead Teaching Date: 12/7/17

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