Component 3: Learning outcomes (NAEYC Standards 5c)
1. The child will identify the letters in
his name, write it, and recognize it.
2. The child will participate in story
time activities like predicting what
will come next.
3. The child will invite peers to play
together with him.
4. Try new, healthy foods using a fork
or spoon to eat with.
SE-4K-2.2 Use classroom materials
responsibly, most of the time.
ELA-4K-4.7 Begin to understand the
relationship between oral language
and written language.
ELA-4K-1.7 Recall some details in stories
read aloud.
ELA-4K-3.6 Participate in choral
speaking of poems, songs, and stories
with repeated patterns.
SE-4K-1.2 Demonstrate self direction by
making choices among peers, activities
and materials.
SE-4K-1.4 Stand up for rights much of
the time.
PD-4K-3.1 Perform some self-care tasks
independently.
PD-4K-3.2 Follow basic health rules most
of the time.
Component 4: Action Plan (NAEYC Standard 1c, 4b, c)

Setting Description Strategy Description Development and

(include materials) Learning Explanation
Whole Group • Materials: Doing this activity will
A book with good help J to retell the story
illustrations about which is comprehension
something the development. It will also
child is interested get him involved during
in. circle time instead of
him playing or being
• J seemed not to distracted with other
be interested at things. Reading and
story time so a comprehension is
book on a subject important to J’s
that he’s language and cognitive
interested in or a development.
familiar book
would be a start.
During whole
group time the
teacher can
change up the
story. (ex. The story
says, “the dog
barked” but you
say, “the dog
oinked” and see if
the children will
correct you. I think
that doing this will
get J involved in
the story.
Meals and Snack • Materials This activity will help J to
Forks work on his fine motor
Spoons skills when it comes to
Easy food like handling the utensils. It is
(nuggets or bite important for young
sized cut food) children to eat
Plate vegetables. I noticed
that J did not like to eat
• The teacher can vegetables or seemed
model eating with comfortable eating
a fork or spoon what he knew, so if the
 and tell J to do teacher modeled how
the same. The it’s good to try new
teacher can do things, it could help him
this during lunch to learn to try new
time and model things.
how good the
new food is to
persuade J to do
the same.
Small Group • Materials: Doing this activity will
play dough help J with fine motor
paper skills as well as allow him
pens to practice writing his
pencils name. Having the
crayons playdough letters will
markers help him to see the way
they should be written. J
• J enjoyed playing can use the letter as a
with play dough guide.
so he can use
playdough and
letter stencils to
make the letters in
his name. When
he has done this,
he will use paper
and the writing
material of his
choice to write his
name.
Center Time • Materials Doing this activity will
Variety of dress up help J to invite peers to
clothes, hats, play with him instead of
accessories playing beside them.
This will foster the
• I noticed that J development of his
would parallel social emotional and
play with children language skills. As the
but wouldn’t really children talk and play
interact. For this they can learn new
activity I would things from each other.
have different
dress up costumes
 that encourage
interaction like
patient/nurse or
doctor to
encourage
interaction.
Outside Did not observe Did not observe
Transitions • Materials-None Having a song transition
will help J as opposed to
• When it is time to just flickering the lights
clean up this song on and off because he
can become a likes to sing. Singing will
part of moving on help with his language
to what is next. skills.

“Time for clean-

up. (Time for
clean-up)
Everyone
(Everyone)
Put the toys away.
(Put the toys
away)
Join the fun. (Join
the fun)
The teacher can
start singing to let the
students know it’s time
to clean up.