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Lead

Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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 b. I show respect for the toddlers by showing interest/concern for them.
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. J

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)
Corey Corey will share IELG D3 G28 Ages He make believe Corey loves to play Dramatic Corey will be able to As teachers, we
toys two times 16-38 Months CI9: plays which will pretend. While play: work on his goal by can play with
during lab. Gives and takes allow him to be playing in the Bakery sharing the bakery Corey and ask him
back objects during able to interact dramatic play area, toys with his to share with us.
playful interactions with this activity he will be able to classmates. He can We can also model
with peers, with and pretend to play pretend by share the roles as for him to share
assistance. play bakery by acting like he is in well by trading off with his
being a customer bakery. who is the cashier classmates.
or a cashier. and who is the
customer.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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 will use IELG: D5 G52 Ages Amber knows Amber loves to Gross Amber will be able We will encourage
words to 16 to 38 months CI how to climb. This climb. She will Motor: to work on her goal her to tell us what
verbally express 1: Increasingly uses will give Amber have the Rock the by asking us for help she wants. We will
what she wants words and phrases. the opportunity opportunity to Boat or even just talking also ask her open-
to play with in to work on her climb all over the along with us as we ended questions so
lab 2 times a gross motor skills rocking boat and rock the boat and she can tell us
day. and climb on the enjoy the ride with climb in and out. what she wants.
rocking boat and her classmates.
rock back and
forth.
Susy Susy will be able IELG: D5 G51 Ages Susy can play Susy loves books. Large Susy will have the We will be able to
to distinguish 16 to 38 Months CI peek-a-boo and She loves when group: opportunity to work parallel talk with
the difference 11: When people, follow along with people read to her Brown on her goal by Susy and tell her
between the objects, and a book being read and will enjoy Bear seeing and hearing the colors of the
colors blue and actions are named, to her. She will be sitting with a Brown the colors on the animals as a
red by verbally shows a response. able to use these teacher playing Bear animals I am repetition strategy.
naming them skills while I read peek-a-boo with showing. Also the We will also be
twice a day in Brown Bear, the characters of teacher she is with able to ask her to
lab. Brown Bear and the book. will be able to say colors and
play peek-a-boo parallel talk with copy what we say.
with the colorful her about the colors
animals in the she sees.
book.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Rhett Rhett will be IELG: D3 G28 Rhett can fill and Rhett loves playing Outdoor Rhett will have the We will be able to
able to share Ages 16 to 38 dump sand, which in the sand and 2: opportunity to work ask him to share
one toy with one months CI 9: will allow him to outside. He will Dump on his goal by his toys and
other toddler at Gives and takes play with the have the Trucks sharing his sand encourage it. We
least two times a back objects during dump trucks opportunity to toys with his friend will also be able to
day in lab. playful interactions while he fills them enjoy both of while in the model how to
with peers, with up and dumps those things while sandbox. share while we
assistance. them out. at the dump truck share with the
activity. other toddlers.
Shay Shay will be able IELG: D5 G52 Shay begins make Shay loves playing Dramatic Shay will be able to We will ask Shay
to pronounce 5 Ages 16 to 38 believe play. She make believe no Play: work on her goal by open-ended
words slower months CI 10: will be able to matter what it is. Bakery talking with the questions and ask
while she is Pronounces words advance that skill She will be able to teachers and her her to speak
expressing with increasing while at the play make believe peers. She may ask slower if needed.
herself at least articulation and dramatic play bakery with her if they want We will also be
twice a day in clarity. area while playing friends in class and something to eat or able to model the
lab. with her friends. explore the life of a maybe we ask her proper speech and
customer or a open-ended speed for her to
cashier. questions for a talk.
response.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Greg Greg will be able IELG D5 G52 Greg can fill and Greg loved cars Outdoor Greg can work on We will be able to
to respond to his Ages 16 to 38 dump sand out of and trucks. He will 2: his goal by parallel call Greg’s names
name at least months CI 1 objects. He will be be able to play Dump playing with the and make sure he
once a day in Uses words and able to work on with the dump Trucks teachers and his looks us in the eye.
toddler lab. simple this skill while he trucks and work on peers while he plays We also can help
phrases with plays in the his fine motor with the trucks. He him by parallel
intent. sandbox with his skills. will have the talking him and
peers. opportunity to look being on his level.
at us while he plays
and listens to us
parallel talk with
him.
Fred Fred will be able IELG D3 G28 Fred can climb all Fred loves gross Gross Fred will be able to We will be able to
to share one of Ages 16 to 38 by himself and motor activities. Motor: share by making the encourage Fred to
his toys once a months CI 3 will be able to use He will be able to Rock the step of parallel play share his space on
day in toddler Initiates social this skill to get in use that in this Boat with his peers. If the boat. We will
lab. interaction with the boat and rock activity and work one of the toddlers also be able to
peers (e.g. brings back and forth. on balance and is in the boat with work on making
toys to child or having fun. him, he is sharing eye contact with
takes toys away, his space with them. him to know he is
moves closer to listening to what
child, or stares at we are saying to
the child). him.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Ashley Ashley will be IELG D5 G50 Ashley can use Ashley loves to Large Ashley can work on We will be able to
able to verbally Ages 16 to 38 her fine motor read books and will Group: her goal by sitting encourage Ashley
express her months CI3 skills by playing have the Brown near a teacher while to come to us by
feelings by “Uses words to get peek-a-boo while opportunity to Bear listening to the telling her we are
saying two others to help she interacts with interact with Brown Brown Bear book here if she needs
words in lab meet wants and the book “Brown Brown Bear Brown Bear and turning to the help while we are
every day. needs.” Bear Brown Bear. teacher for help. helping her with
Bear”. her mittens. We
can also help her
by making sure we
sit near her when
we sit down to
read the Brown
Bear book.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Olivia Olivia will have D5 G50 Ages 16-38 Olivia can use her Olivia likes books Large Olivia will be able to We can help Olivia
the opportunity months CI6 “May cognitive skills to and animals. She Group: say nice things to by saying nice
to verbally use common play peek-a-boo will be able to Brown the teachers and things to her.
express herself expressions of with the “Brown enjoy both of these Bear her peers by saying We can also
using the words politeness (e.g. Bear Brown Bear” things while we Brown they are doing a encourage her to
“please” and smiles and nods, book. read the book. Bear good job playing say nice things to
“thank you.” She "yes"; uses "please peek-a-boo. other students.
will do this at and thank you";
least once a day, uses "hi" and
every day in "bye").”
class. We can
measure her
progress by
observing her in
class.
Seth Seth will be able IELG D2 G18 Ages Seth can stack Seth loves playing Block Seth will be able to We will be able to
to use his left 16-38 months blocks. He will be with blocks. He will Area: use his left hand to help Sethny use his
hand once a day CI1 able to stack be able to work on Lets Go to stack blocks and left hand by
in Toddler lab as “Turns book pages, blocks and build that fine motor the Zoo! place animals where adjusting his grip
he plays with one page at a time, cages for the zoo skill while he builds he wants them to on the blocks. We
toys or turn most of the animals. and uses his go. will also be able to
pages in a book. time.” imagination. help by
encouraging him to
use his left hand
when he is trying
to stack the blocks.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Blake Blake will be IELG D5 G48 Ages Blake can hold Blake loves to be Outdoor Blake will be able to We will give him
able to follow 16-38 months objects while outside and gross activity 1: work on his goal by simple instructions
two step CI6 moving. He will motor activities. T-ball listening to us while and demonstrate
directions twice “Responds to two- be able to use this He will be able to he is learning to what we are saying
a day; during step directions (i.e. skill, with some learn something swing the bat and about how to hit
clean up time “Go into your help from the new and play on following what we the ball. We will
and when we bedroom and get teachers, to learn the skills he tell him. also be able to
transition to your socks.”) how to swing the already has. allow him to voice
large group. bat and hit the what he is thinking
ball. about playing tball
so he is more
willing to
communicate with
us.

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Lead Teacher: Alisha Nielsen Part One: X Part Two: Lead Teaching Date: June 6, 2017

Submission Date: 5/22/17 Revised Submission Date (if needed): 6/5/17 TTD Chapter: Ch.7

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)
Alex Alex will be able IELG D3 G34 Ages Alex can stack Alex loves playing Block Alex can work on We will help Alex
to come into lab 16-38 months CI1 blocks up to 6 with blocks and Area: her goal by going to by distracting her
without crying Uses a few high. She will be will enjoy building Lets Go to the block area and from her mom
by midterm. strategies to ease able to build and using her the Zoo! getting engaged in leaving. We will
separation from houses for the imagination. the activity with her also help her by
primary caregivers animals and peers. comforting her and
in familiar settings exercise this fine showing her love.
outside the home motor skill.
environment (e.g.
waving bye-bye
and watching them
leave, sucking a
thumb, sitting in a
quiet place, finding
a toy or book to
look at, or sitting
on another
caregiver’s lap and
crying softly)

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