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Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17

Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

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 d. I use a variety of strategies to support children and engage them.
I would like you to observe how I do on using the strategies that I have been taught and implementing them in the classroom with the children.
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 Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #1 Child #1 will be IELG D3 G28 Age Developmentally I have observed Dramatic Child #1 will be able We will be able to
able to share 16 to 38 Months Child #1 can play that Child #1 likes Play to play make model for him
toys with other CI3: Initiates social make believe. playing in dramatic believe as he is in sharing. We need
toddlers four interaction with play and the grocery store to give him the
times each day peers (e.g. brings pretending to be buying different opportunity to
in Toddler Lab. toys to child or something or do items. As he is share with other
takes toys away, something shopping he will be toddlers. Invite
moves closer to able to share his him to share one
child, or stares at groceries with his of his two toys.
the child). friends also his
money with them.
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #2 Child #2 will be IELG D5 G52 Age Developmentally I have observed Flop & Child #2 will be able Use the self-talk
able to use 16 to 38 Months Child #2 can say that Child #2 likes Drop to play in the flop method, tell him
words to identify CI1: Increasingly several single stuffed animals. and drop area with everything that
and label five uses words and words, and he his stuffed animals you are doing.
objects clearly phrases. can listen to short and can listen to Encourage him to
each day in stories. short story’s being label something in
Toddler Lab. read to him. He will the book as you
be able to use read.
words to identify
and label an object
in the book.
Child #3 Child #3 will be IELG D5 G52 Age Developmentally I have observed Gross Child #3 will be able Invite Child #3 to
able to say “I” 16 to 38 Months Child #3 can stack that Child #3 likes motor to play with the choose if she
instead of “me” C1: Increasingly blocks at an pushing things in & gross motor and wants to stack the
as she starts a uses words and increasing height. the classroom. Blocks block areas as she blocks or to push
sentence phrases. pushes the the ball. This way
verbally at least wrecking ball into she will be able to
once each day in the blocks. She will say I want to push
toddler lab. be able to be the ball.
grammatically
correct as she starts
“I want to push the
ball” or “I want to
stack the blocks”
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #4 Child #4 will be IELG D5 G52 Age Developmentally I have observed Blocks Child #4 will be able Use the self-talk
able to increase 16 to 38 Months Child #4 can stack that Child #4 plays & to play in the block method and say
his vocabulary C1: Increasingly blocks and can with stuffed Flop and and flop and drop every color that
by recognizing uses words and listen to short animals. drop area. As he is in the you are using or
and identifying 2 phrases. stories. blocks he will be every animal that
colors or animals able to stack the you are reading
per week. blocks at increasing about. Encourage
heights and name him to say the
the colors of the color or the
blocks. In the flop animal.
and drop area he
will be able to name
different animals
that will be in the
books and in the
flop and drop area.
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #5 Child #5 will IELG D3 G38 Age Developmentally I have observed Dramatic Child #5 will be able Invite Child #5 to
identify, 16-38 Months CI4 Child #5 can play that Child #5 plays play to play in dramatic ask for the object
verbalize, and Uses vocabulary to side by side with in dramatic play play as he is in the back that was
communicate his name own other toddlers. are often. grocery store taken or to direct
feelings, rather feelings. buying different the conversation
than getting items. Child #5 will that he has with
frustrated, at be able to the other toddlers.
least two times communicate his
during toddler feeling if another
lab. toddler takes his
toy.
Child #6 Child #6 will play IELG D3 G28 Age Developmentally I have observed Gross Child #6 will be able Invite another
side-by-side with 16-38 Months CI1 Child #6 can push that Child #6 plays Motor to knock the blocks toddler to come
two children Engages in play things and stack in the blocks and & over with the and join you and
each day in with peers. blocks at an will knock them Blocks wrecking ball. Child Child #6 build
toddler lab. increasing height. over after being #6 will be able to blocks.
built. play side-by-side
other toddlers as
they build the block
towers together.
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #7 Child #7 will play IELG D3 G28 Age Developmentally I have observed Flop and Child #7 will be able Invite another
side-by-side with 16 to 38 Months Child #7 can sit that Child #7 stays Drop to play in the flop toddler to come
his peers at least CI1: Play side-by- and listen to a engaged in flop and drop area as he and join Child #7
once each side with another book for a few and drop while plays with the as he is playing
toddler class. child. seconds. laying with animals. Child #7 with the stuffed
caterpillar and will be able to play animals.
other animals. side-by-side with
others as he plays
with the animals
with them.
Child #8 Child #8 will IELG D3: G28 Age Developmentally I have observed Dramatic Child #8 will be able Child #8 will be
interact with 2 16 to 38 months Child #8 can play that Child #8 plays play to play in dramatic able to work on
other children CI1: Plays side-by- make believe. in dramatic play. play area as she is in her goal as we
for 3 minutes side with another the grocery store help her get the
comfortably child. buying different play started with
each toddler lab. items. She will be the other children
able to interact with and invite her to
other toddlers as join in.
she buys her
groceries.
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #9 Child #9 will be IELG D5 G53 Age 6- Developmentally I have observed Gross Child #9 will be able Use parallel talk
able to mimic 18 months CI4: Child #9 can push that Child #9 plays Motor to push the with him and with
one action or Uses single word things across the with blocks & wrecking ball into his friends. If we
one word-when speech, or classroom. Blocks the blocks and do this he will hear
interacting with beginning sign knock them over. his friends say
others each language and Child #9 will be able something, then
toddler lab. symbols. to mimic the other hear us say the
toddlers as they same thing.
push the ball into
the blocks. He will
also be able to
mimic stacking the
blocks.
Child #10 Child #10 will IELG D3 G38 Age Developmentally I have observed Flop and Child #10 will be When reading to
identify, 16-38 Months CI4 Child #10 can sit Child #10 sitting Drop able to explore the Child #10 ask her
verbalize, and Uses vocabulary to and listen to a and listening to a books and the farm how that would
communicate name own short story. book. animals that are in make her feel if
her feelings, feelings. the flop and drop that happened to
rather than area. Child #10 will her.
getting also be able to
frustrated, at communicate her
least two times feelings by relating
during toddler them to the books.
lab.
Lead Teacher: Brooke Bowers Part One: X Part Two: Lead Teaching Date: 3-17-17
Submission Date:2-27-17 Revised Submission Date (if needed): 3-13-17 TTD Ch.: 9

Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for adaptations will
(Specific, Put the domain, how they relate or how you are where supports the the teacher use to
observable, and goal, age range, to the activity planning for them you are toddler’s support the child
measurable and child you are planning today planning developmental at this activity (be
with any indicator, Ex. D2 for them today for the level and reflects specific, yet brief)
criteria/ G51 16-38 mo. CI2 child his/her interests.
conditions) today Then explain how
the child will work
on his/her goal. (Be
specific, yet brief)
Child #11 Child #11 will be IELG D2 G18 Age Developmentally I have observed Flop and Child #11 will be Invite Child #11 to
able to use her 16 to 38 Months Child #11 can sit Child #11 sitting Drop able to explore the turn the pages for
pincer grasp CI5: Uses and listen to a and listening to a books and the you as you read
twice each day forefinger to short story. book as a teacher animals as they will the book with her.
in toddler lab. thumb grasp with reads. be a comfort for
precision. her. Child #11 will
also be able to turn
the pages for the
teacher as they
read to her.
Child #12 Child #12 will be IELG D5 G52 Age Developmentally I have observed Gross Child #12 will be Use self-talk as you
able to identify 16 to 38 Months Child #12 can Child #12 pushing Motor able push the are playing in the
and label the CI11: Uses stack blocks at an thing around the & wrecking ball in to blocks with her.
colors blue, attributes increasing height. classroom. Blocks the blocks as she Describe the colors
green, orange, (descriptive words- stacks them by that you are using
and red correctly big boy, red ball) color. Child #12 will with her. Ask her
by the end of be able to sort the which blocks she
the semester. blocks by color as wants to stack.
she stacks them and
push’s the ball into
them.