Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the

Name of Describe how the What

’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
Hazel Hazel will walk IELG D2 G17 Age Developmentally During lab I have Sensory Hazel will be able to Hazel can work
on her own 16-38 mo. CI (They Hazel is able to observed that work on her goal of on her goal as
during two used the use fine motor Hazel is interested walking on her own teachers
activities Developmental skills to turn over in the sensory in the sensory area encourage her
during lab as Growth): containers and activities. She will as she walks to the to stand and
well as when Coordinate whole pour out the have the sensory bin and not sit at the
leaving lab body to objects in the opportunity to explores the sensory table.
with her make complex container. Hazel explore new materials there. Standing will
parents. movements for will have the sensory activities She will also have help strengthen
moving from place opportunity to as she plays with the opportunity to the muscles
to place use a scoop and the water beads work on her goal of needed for
(walk, run, hop, scoop up water and uses scoops walking on her own walking. She
climb). beads at the and funnels to as she walks in and can lean against
sensory table. pour them in the out of the sensory the sensory
She will have the sensory bin. area to different table for
opportunity to areas in the support if
dump out the classroom. needed. She
water beads she can work on
scooped up. her goal as the
teachers assist
her to walk to
the sensory
table by doing
hand over hand
scaffolding if
needed.
Soren Soren will IELG D3 G31 Age In lab I have During the first Art Soren will have the The teachers
willingly take 16-38 mo. CI4: observed that home visit, Soren’s opportunity to work can help Soren
turns with Able to wait to Soren is able to mom said he was on his goal of with his goal as
other toddlers take turns, with use his fine motor interested in art willingly taking they explain
2-3 times assistance. skills to pick up activities. Soren turns with other what it means
during toddler sand. Soren will will have the toddlers as he takes to take turns.
lab. have the opportunity to mix turns using the For example, if
opportunity to colored vinegar droppers. He will Soren has been
use his fine motor and baking soda at also have the mixing vinegar
skills at the art the art table. He opportunity to work and baking
area as he will have the on his goal of soda for a
squeezes the opportunity to see willingly taking while, and
droppers to suck the chemical turns with other another toddler
up vinegar. He reaction that toddlers as he takes is waiting to
will also use his happens when turns mixing vinegar have a turn, a
fine motor skills vinegar and baking with baking soda. teacher can
to squeeze the soda is mixed explain that it is
droppers to put together, and he that toddler’s
the vinegar on the will have the turn, and that
baking soda. opportunity to Soren can play
create designs in with the
the baking soda vinegar and
using a dropper. baking soda
after singing a
song 3 times. (It
is important
that the other
child knows
that his turn
will be over
when we finish
singing the
song).
Teachers can
help Soren
work on his
goal as they
redirect him to
another activity
as he is waiting
his turn. Once
it is his turn,
the teachers
can go to Soren
and tell him it is
his turn to mix
the vinegar and
baking soda
together.
Oliver Oliver will use IELG D5: G54 Age In lab I have On his paperwork Cause and Oliver will have the Teachers can
1-2 words to 16-38 mo. CI4: observed that it says that Oliver is Effect opportunity to work help Oliver
label objects Uses descriptors to Oliver is able to interested in balls. on his goal of using work on his
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
once a day in describe object or bend over to pick He will have the 1 to 2 words to label goal as they
toddler lab. event. up objects with opportunity to play objects during parallel talk-
out falling over. with balls in the toddler lab as he talk about what
Oliver will have cause and effect signs or says the Oliver is doing.
the opportunity area as he drops word ball. Parallel talk
to bend over and balls down tubes allows toddlers
pick up balls and and watches them to hear and
then lift the balls come out of the connect words
and drop them tube. to their actions.
down the ball Teachers can
drop tunnels. help Oliver
work on his
goal as they
sign the word
ball while
saying “B..B..
ball.” Teacher
can encourage
Oliver to say,
“B..B…Ball.”
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
Dexton Dexton will be IELG D5, G57, Age On his paperwork On his paperwork Sensory Dexton will have the Teachers will be
able to identify 36-60 mo. CI6: it says that it says that Dexton opportunity to work able to help
the letters A, Names and Dexton is able to is interested in on his goal of Dexton with his
B, C, and the recognizes several identify common animals. He will identifying the goal as they
letter D for his letters beginning objects. He will have the letters A,B,C and the point to specific
name by with letters in have the opportunity to play letter D for his letters that are
midterm. their own name. opportunity to with a variety of name as he looks in his name and
identify ocean ocean animals in through the book In ask him to tell
animals such as the sensory table. the Water and says them the name
sharks and fish at the name of those of that letter.
the sensory table. letters with a Teachers can
teacher. also help
Dexton with his
goal as they
encourage him
to point out
specific letters
(A,B,C,D) as
they read
through a book.
For example, a
teacher could
say, “Dexton,
show me the
letter D in this
word.” At the
sensory table
there will be
names of
different ocean
animals taped
to the sensory
table. Teachers
can point to a
specific word
(for example
shark) and ask
Dexton to show
them the letter
“a” in that
word.
Finnley Finnley will IELG D3 G28 Age On her paperwork On her paperwork Cause and Finnley will have the Finnley can
play alongside 16-38 mo. CI1: it says that it says that Finnley Effect opportunity to work work on her
other children Plays side by side Finnley is able to is interested in on her goal of goal as teachers
at least 2 with another child. carry objects balls. She will have playing alongside verbally
times during while walking. the opportunity to other toddlers as encourage her
lab. She will have the play with balls in she interacts with to play
opportunity to the cause and the other toddlers alongside a
carry balls as she effect area as she who are playing child who is
walks and places puts balls in a tube with balls and doing
them in the and watches as dropping them something that
different tubes at they come out of down the ball drop interests her.
the cause and the tube. tunnels. For example,
effect area. we could invite
Finnley to come
and play with
the balls and
drop them
down the
tunnels if we
notice that she
is observing
what we are
doing and
wanting to
participate.
Teachers can
help Finnley
work on her
goal as they
invite her to
participate in
activities that
other children
are
participating in.
For example, if
other children
are playing with
the balls and
dropping them
down the
tunnels,
teachers could
encourage
Finnley to go to
the cause and
effect area. If
needed, the
teacher could
accompany
Finnley over
the ball drop
area and give
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
her a ball to
play with.
Izan Izan will IELG D3 G27 Age On his paperwork On his paperwork Cause and Izan will have the Teachers can
independently 16-38 mo. CI2: it says that Izan is it says that Izan is Effect opportunity to work help Izan work
leave his mom Feels comfortable able to follow interested in balls. on his goal of on his goal as
at drop-off when playing away simple He will have the independently they encourage
without crying from primary instructions. He opportunity to play leaving his mom at Izan to go to
by midterm. caregiver, but cries will have the with balls in the drop off as he goes the cause and
out or seeks opportunity to cause and effect to the cause and effect area and
familiar adult when follow simple area as he rolls effect area and drop the balls
they fall down. instructions as balls down the plays with the balls down the
the teachers different tubes and and drops them tunnel when he
instruct him to watches them down the ball drop has a hard time
grab a ball and come out. to help him calm separating from
drop it down the down. his mom.
ball drop. Teachers can
get down at
Izan’s level and
say that they
know he is sad
that his mom
isn’t at school.
They can
explain that his
mom will come
and pick him up
after they go
outside to play.
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
Sally Sally will IELG D5 G48 Age On her paperwork In lab I have Art Sally will have the Teachers can
follow 36 to 60 mo. C10 it says that Sally is observed that Sally opportunity to work give Sally
multiple-step Follows multiple- able to identify is interested in the on her goal of directions on
directions two step oral and label art activities. She following multi-step how to mix
times each lab. directions. different colors. will have the directions as follows different colors
She will have the opportunity to use directions on how to make new
opportunity to colored vinegar to to use her fingers to colors.
label different make designs in squeeze the Teachers can
colors as she uses the baking soda dropper to suck up give Sally multi-
the colored while watching the the vinegar and step direction
vinegar and drops chemical reaction then drop the as she cleans
the vinegar on the that happens when vinegar on the herself up after
baking soda. you mix vinegar baking soda. playing with the
and baking soda. baking soda
and vinegar.
For example,
teachers could
say, “Sally you
need to take off
your smock and
then go and
wash your
hands at the
sink.”
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
Cyan Cyan will D3 G31 16-38 mo. Developmentally I have observed in Fine Cyan will have the Teachers can
initiate play CI5: Able to share Cyan is able to is toddler lab that Motor opportunity to work verbally
with 2 other some objects, able to use fine Cyan is interested on her goal of encourage Cyan
toddlers 2-3 people, and space motor skills to in puzzles. She will initiating play with to interact with
times each day with peers; turn over have the other toddlers as her peers at
in lab. with adult containers and opportunity to she interacts and different
assistance. pour out the explore the poke invites other activities. For
objects in the and dump activity toddlers to come example, if they
container. Cyan and discover how and play with the see her
will have the to insert the pipe cleaners and watching other
opportunity to different pipe container at the fine toddlers play
use her fine cleaners into the motor table. with the poke
motor skills as she container and then and dump kit
puts pipe cleaners dump them out. at the fine
in the poke and motor area,
dump kit and they can invite
then dump the her to go and
pipe cleaners out play with them.
of the container. Teachers can
help her with
her goal as they
accompany her
to the fine
motor area and
encourage her
to sit next to
other toddlers
who are playing
with the pipe
cleaners and
poke and dump
container.
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
Taylor Taylor will be IELG D3 G28 Age. Taylor is able to On his paperwork Cause and Taylor will have the Teachers can
social with at 16-38 mo. CI1: follow simple it says that Taylor Effect opportunity to work invite Taylor to
least 3 peers a Plays side-by-side instructions. He is interested in on his goal of being come and
day by with other will have the balls. He will have social with at least interact with
participating in children. opportunity to the opportunity to three peers during them and other
an activity follow simple play with balls as toddler lab as he toddlers at a
with them. instructions as he drops them plays with the balls certain activity.
the teachers down the ball and drops them For example, if
instruct him to drop. down the ball drop a teacher was
grab a ball and board alongside helping other
drop it down a other toddlers who toddlers drop
tube on the ball are playing there. balls down the
drop board. ball drop board,
she could invite
Taylor to come
and drop a ball
down the
tunnel, too.
Teachers can
help Taylor
with his goal as
they
accompany
Taylor to the
cause and
effect area and
give him balls
to drop down
the ball drop
board so he can
be social with
the other
toddlers playing
there.
Toddler Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What
’s First created with references the developmental of the toddler and activity child will be able to strategies (at
Name the family goal. skill that the child how it connects to center work on their goal least two) and
(Specific, Put the domain, has and how they where or how you where at the activity you any other
observable, goal, age range, will use it in the are planning for you are have planned for adaptations
and and child activity you are them today planning them. (Be specific, will the teacher
measurable indicator, Ex. D2 planning for for the yet brief) use to support
with any G51 16-38 mo. CI2 them today (this child the child at this
criteria/ does not relate to today activity (be
conditions) their goal) specific, yet
brief)
David David will IELG D5 G48 Age During toddler lab On his paperwork Sensory David will have the Teachers can
follow one to 16-48 mo. CI6: I have observed it says that David is opportunity to work help David
two-word Responds to two- that David is able interested in aqua on his goal of work on his
instructions 3 step directions to use his fine beads. He will following one-to- goal as they ask
times during (e.g. Go into your motor skills to have the two- word him to grab the
lab bedroom and get grasp a scoop at opportunity to play instructions during dust pan and
your socks). the sensory table with the water lab as he follows brush to clean
and scoop the beads at the directions on how up the water
objects in the sensory table. to clean-up the beads on the
sensory bin. He water beads if he floor. Teachers
will have the accidently drops can help David
opportunity to them outside the work on his
use a scoop at the sensory bin. goal as they ask
sensory area and David to show
scoop the water them a specific
beads in the ocean animal in
sensory table. the sensory bin.
For example, a
teacher could
say, “David,
show me a
shark in the
sensory bin.”