Childs Name: James* Date of Birth: 4/22/11 Date of IFSP meeting: 6/11/13

IFSP CHILD/FAMILY OUTCOME

We would like James* to use two words to help express his needs.
We will know that he can do this when: he is using two words together to say what he wants.

What we will do to help James* achieve this outcome:

Who will help:

Lesson Plans for October 28th visit

New Hampshire Early Learning Guidelines Addressed:
Communication and Language- listening comprehension,
verbal expressive, nonverbal communication, & written
expression
Physical Development- small muscle development and
coordination
Approaches to Learning- play, engagement
Cognitive Development- focused exploration, inquiry,
concepts, and shared language
Materials/Toys Needed:
Bugs- James* will practice fine motor development by putting together
plastic bugs. By using verbal prompts/models such as Do you want
the blue head or the yellow head? James* will use listening
comprehension and verbal expressive to request which color he wants;
this will also practice for color identification which is a pre-academic
skill under cognitive development.
Cutting Board- James* will practice fine motor skills by holding the
wooden knife and cutting wooden foods. By using verbal
models/prompts such as Do you want the pepper or apple? James*
will use listening comprehension and verbal expression (imitation) to
request what he wants. I can expand his request by saying you chose
the juicy apple or you chose the green pepper. This is also an
opportunity for self-help skills practice by imitating cutting and eating
foods.
Hide Away Blocks- This toy allows for James* to use his fingers to
open and shut blocks. He can request help to open or shut as well.
James* has the opportunity to use verbal expression by naming what is
in the block (fish, car, phone, Buzz Light Year, etc).
Matching Game- James* enjoys the matching game very much. It is a
great opportunity to practice pre-academic skills as well as label
objects (doll, teddy bear, hotdog, house, etc).
Strategies to Use:
During the visit be flexible! Following the childs lead and
keeping him in engaged will allow for more communication

Family, ESS providers, and other

caregivers

Childs Name: James* Date of Birth: 4/22/11 Date of IFSP meeting: 6/11/13

and interactions.
Give James* many opportunities to request what he wants.
Model single words or phrases that are meaningful during play
(i.e. up up up while building blocks or this is yummy
while eating wooden foods).
Model words back to James* and expand his utterances when
possible.
When cleaning up say things like pick up the blue pieces
first or pick up the fish first to provide opportunities for
receptive language.

Assessment:
During the visit, I will keep notes on words that James* uses as well as
observations about his play to use in the progress note for his file and
his mother.
Timeline:
When the outcome was developed: 6/11/13
Expected date of completion: 12/11/13
Reflection On Teaching:
I felt really comfortable working with James* one-on-one today. I have been co-facilitating his visits
since mid September so when I took a little more leadership today it felt very natural. James* is a very animated
and active little boy whom enjoys lacing/beads, puzzles, bubbles, trains, play foods, and outdoor play. In early
intervention we are working to increase his expressive language in regards to number of words spoken in a
sentence and articulation. The toys chosen for the visit today were to foster expressive language development as
well as practice cognitive skills such as matching and color recognition (see the chart above for toy choice
rationale).
James* was very engaged and used a lot of spontaneous and imitative language today. The visit felt
really successful because when James* started using other toys in the classroom environment I was able to be
flexible and incorporate his play ideas into the lesson goals I already had planned (i.e. when he grabbed the toy
train from the shelf we made the animals from the hideaway blocks ride the train). I used a variety of strategies to
foster expressive language development today including labeling, repeating words back to James*, modeling two
choices, and gestures. I was able to communicate about James* progress with his mother by filling out a
progress note and putting it in his backpack. During future visits I can improve my time with James* by allowing
him more think time, making lessons or games that focus on the C sound, and collaborate more with his childcare
providers. Below is a list of words that James* used during the visit today.
Words James* used during the visit:
Bye bugs
Three
Help me

Childs Name: James* Date of Birth: 4/22/11 Date of IFSP meeting: 6/11/13
Car
Ribbit
Woof
Blue fee/blue feet
Red fee/red feet
Ba/ball
Huh
Ba-nee/bunny
Hol it/hold it
Ducks
Mo toys/more toys
Cumber/cucumber
Wa wa melon/water melon
Uh done/ all done
Blow to sky/blow the bubbles to the sky
No want it
Get it
Right here
Doggy