Toddle

rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Jaasiel

-Jaasiel will have one

positive sharing interaction
with a toy, specifically
trucks or trains, each lab
day.
-Jaasiel will sit for one
minute at snack center

-IELG Domain 3
Social and
Emotional
Development,
Goal 38 Children
regulate their
feelings and
impulses,
Indicator 8 Offers
children objects
or materials, or
takes these from
other children.

blocks

- IELG Domain 1
Approaches to
learning and
cognitive
development,
Goal 3 Children
are confident to
initiate and
complete
activities using a
variety of

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

Jaasiel can achieve his goal

at the block center where
he can practice sharing the
blocks with other toddlers.
He will be able to achieve
these by watching teachers
model appropriate behavior
regarding sharing and turn
taking.

Toddle
rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

Alexis

Alexis will follow 2-step

directions twice a day.

Autum
n

Autumn will interact

through sharing and
playing with peers 2 times
a day.

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

IELG Domain 5
Communication,
Language, and
Literacy, Goal 54
Children
demonstrate
comprehension in
language,
Indicator 2
Follows direction,
moving from one
step to two steps
in a routine.
IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.

Playing outside

While playing with the

wagons outside, Alexis can
be directed by a teacher on
how to use the wagons
properly. This will help her
achieve her goal of
following directions.

Dramatic play

Autumn can achieve her

goal of positive interactions
by playing in the rocket
ship with peers by taking
turns crawling through the
tunnel and looking at the
stars.

Toddle
rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

Stacey

Stacey will identify 2 letters

while reading or playing
each lab.

Playing outside

Stacey will be able to

achieve her goal while
playing outside by watering
the tomato plants with the
watering cans.

Simon

Simon will have one

positive sharing
interaction with another
child each lab

IELG Domain 5
Communication,
Language, and
Literacy, Goal 57
Children make
connections
between sounds,
symbols, and
letters, Indicator
2 Uses symbols or
pictures to
represent oral
language.
IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.

Blocks

Simon can have positive

interactions at the block
center where he can
practice sharing with other
peers.

Toddle
rs
Name

Evelyn

Goal (Specific,
observable, and
measurable with
criteria/conditions)

Evelyn will express 2

words each lab.

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

IELG Domain 5
Communication,
language, and
Literacy, Goal 52
Children use
expressive
vocabulary
Indicator 1
Increasingly uses
words and
phrases.

Sensory

Evelyn will be able to

imitate and label while
playing at the sensory
table. She will be able to
express what she feels and
sees with teacher support.

Toddle
rs
Name

Breely
n

Goal (Specific,
observable, and
measurable with
criteria/conditions)

Breelyn will focus on one

activity for 2 minutes
each lab.

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

IELG Domain 1
Approaches to
learning and
cognitive
development,
Goal 3 Children
are confident to
initiate and
complete
activities using a
variety of
approaches,
Indicator 3
Chooses one
activity over
another and
pursues it over a
brief period of
time.

Sensory

Breelyn will have the

opportunity to achieve her
goal during sensory where
she can discover different
feelings and senses such as
the sensation of the gel in
the bag. The teacher can
help Breelyn focus on this
activity by describing and
labeling to Breelyn what
she feels and sees.

Toddle
rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

Alayna

Alayna will interact and

play alongside other
children at least one time
during lab.

Dramatic play

Alayna can have positive

interactions with peers
while playing in the rocket
ship with toddlers.

Claire

Claire will have thee

positive interactions with
a peer each lab.

IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.
IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.

Dramatic play

Claire can have positive

interactions in the rocket
ship with other peers by
taking turns crawling
through the tunnel and
looking at stars inside the
ship.

Toddle
rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

Ryan

Ryan will express 2 words

each lab to make a
request or label.

Blocks

Ryan can practice

expressive language when
a teacher asks what he is
playing with at the block
center. The teacher can
demonstrate to Ryan how
to play with the
kaleidoscope blocks and
then ask to label or name
the blocks.

Adalyn
ne

Adalynne will have 2

positive interactions with
peers each lab.

IELG Domain 5
Communication,
Language, and
Literacy, Goal 52
Children use
expressive
vocabulary,
Indicator 3 Shows
rapid increase in
expressive
vocabulary
IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.

Music

Adalynne will interact with

other children during music
time by initiating the
singing and using the
props.

Toddle
rs
Name

Goal (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome
that relates to
goal

Interests or
Observation
(this comes from either
the child information
sheets and/or your
observation of them
and connects to the
center you are
planning for them)

Center and activity

and how it will help
them reach their goal
(Be specific, yet brief)

Kender

Kender will have 2

positive interactions with
peers through sharing or
turn-taking.

IELG Domain 3
Social and
Emotional
Development,
Goal 28 Children
develop
friendships with
peers, Indicator 3
Initiates social
interaction with
peers.

Blocks

Kender can interact with

others, particularly Ryan or
Jaasiel, at the block center
by sharing the blocks with
the other boys.

Toddler Activity Plan

1. What is the focus of the plan (TTD chapter(s)) and what activities does it include?

TTD chapter 8- Making a Mark. Toddlers will be using various ways of making their mark through sensory
center activities, fine motor, and art.

2. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the
center and any set-up or safety instructions

Activity Center

Part One Lead

Part Two Lead
Check-in/Checkout Person &
Booth Observer
Snack Person
Greeter
Photographer
Flop & Drop
Block center

Person
Materials Needed (Be Specific
Respons
with items, number and
ible
location)
(See
Teaching
Calendar
for
Helpers)
Trena
Checklist
Ashleigh
Checklist
Shelby
-Clipboard
-Check-in sheets
-Name tags
-authorization list
-booth observation sheet
Camilla
Melanie
Checklist
Aly
-Camera
-SD card
Ashleigh
Aly

-Kaleidoscope blocks- RR2 bin 43

-classroom blocks on shelves

Book (Title,
author,
reference
number, and
location)

Setup/Safety/Routin
e Instructions
Be specific

What Does
Baby See? T
L3

Set up blocks in
addition to the
blocks in the
classroom.

Activity Center

Make believe
play

Person
Materials Needed (Be Specific Book (Title,
Respons
with items, number and
author,
ible
location)
reference
(See
number, and
Teaching
location)
Calendar
for
Helpers)
Camilla
-Homemade rocket ship
Dipper T T1
-glow stars- RR1, bin 31 (about 20
stars, big and small)

Gross motor

Camilla

-1 tunnel (Gross Garage)

Art

Ashleigh

Checklist

Little critters
at Play T M6

Setup/Safety/Routin
e Instructions
Be specific

Set up rocket ship

in the dramatic
play center.
Tape glow stars on
the ceiling inside
and inside walls of
the ship.
Attach tunnel to
the side of the
rocket ship for
toddlers to crawl
through into the
ship.

Activity Center

Sensory

Person
Materials Needed (Be Specific
Respons
with items, number and
ible
location)
(See
Teaching
Calendar
for
Helpers)
Aly
-bag of gel
-bag of paint
-bag of glitter gel
-bag of moon sand

Fine motor
Snack
Signs for Snack:
Class Clean-up

Ashleigh

Checklist

Trena

Transition to
Large Group
Activity
Large Group
Activity

Trena

Start 2 minute warning song then

clean up song
Music time song

Trena

Songs- toddlers get to choose

what to sing

Book (Title,
author,
reference
number, and
location)

Setup/Safety/Routin
e Instructions
Be specific

Can You See

What I see? T
S12

Set up sensory
bags from the
toddler closet on a
table at sensory.
Tape down the
bags on the table
with duct tape
surrounding all 4
sides of the bag so
toddlers cannot
take it from the
table.

Activity Center

Transition to
outdoor play

Person
Materials Needed (Be Specific
Respons
with items, number and
ible
location)
(See
Teaching
Calendar
for
Helpers)
Trena
-Emergency backpack
-ropes
-checkout list/authorization sheet

Outdoor fine
motor

Camilla

-2 tomato trellises (outdoor small

shed)
-2 plastic watering cans (outdoor
small shed)

Outdoor gross
motor

Aly

-2 tractors (Gross Garage)

-3 plastic wagons (outdoor large
shed)

Book (Title,
author,
reference
number, and
location)

Setup/Safety/Routin
e Instructions
Be specific

-Emergency
backpack
-ropes
-checkout
list/authorization
list
Place the tomato
trellises in the
sandbox. Fill the
watering cans with
water and place
next to the
trellises.
Set up the tractors
in the sandbox. Set
up wagons on
surrounding
cement areas.

3. Describe the goal of each activity and what children will do during the activity to work on the
outcomes and what teachers will do to ensure the outcomes are met.

Activity & Title

IELG Outcomes for each

activity that support
child goals and overall
skill development
(must have at least
one)

What children will do at

the activity to practice
the IELG Outcomes (be
specific, yet brief)

What teacher will do to

support children
practice the IELG
outcomes (be specific,
yet brief)

Blocks:

IELG D3: G 31- Uses

most behaviors that are
socially acceptable within
a defined social
environment.

Ryan: D5 G52 I1- Ryan

will be able to practice
sharing and playing nicely
at the block center.
Jaasiel: IELG D3 G38 I8Jaasiel will practice turntaking and sharing the
blocks, particularly with
Ryan.

Teachers will be especially

aware of the block area while
Ryan and Jaasiel play with
the blocks. The teacher can
sit and play with the toddlers
and show how to use the
blocks and label the different
colors.

Dramatic Play:

IELG D 1: G 15- Use

objects symbolically in
pretend play

Simon: IELG D3 G28 I3Simon can have positive

interactions while playing
with peers in the rocket
ship.
Kender: IELG D5 G52 I1Kender can have positive
peer interactions in the
rocket ship.

Teacher will participate in the

dramatic play area by
pretending to be in the
rocket ship with the toddlers.
They can show them the
stars on the ceiling and label
what they see.

Flop & Drop:

Activity & Title

Gross motor:

Art:

IELG Outcomes for each

activity that support
child goals and overall
skill development
(must have at least
one)
IELG D2: G17- Coordinate
whole body to make
complex movements for
moving from place to
place.

What children will do at

the activity to practice
the IELG Outcomes (be
specific, yet brief)

What teacher will do to

support children
practice the IELG
outcomes (be specific,
yet brief)

Claire: IELG D3 G28 I3Claire will be able to

practice complex body
movements in the tunnels
as well as positive peer
interactions after crawling
through to the rocket ship.

Teachers can encourage

toddlers to crawl through the
tunnels into the rocket ship.

Activity & Title

IELG Outcomes for each

activity that support
child goals and overall
skill development
(must have at least
one)

What children will do at

the activity to practice
the IELG Outcomes (be
specific, yet brief)

What teacher will do to

support children
practice the IELG
outcomes (be specific,
yet brief)

Sensory:
Sensory bags

IELG D1 G14- Use sensory

motor play to extend the use
of materials in functional
ways.

Breelyn: IELG D1 G3 I3Breelyn will be able to use

her fine motor skills and
discover new sensations
at the sensory table. She
will be able to focus on her
activity for at least 2
minutes.
Evelyn: D5 G52 I7Evelyn will be able to
mimic and make animal
sounds after observing the
teacher. Since Evelyn is
mastering the concept of
mimicking, she will be
able to work on her goal of
expressing words by
imitating the teacher at
sensory.

The teacher will

encourage children to
label what is in the
sensory table such as the
glitter gel or moon sand.
The teacher can play with
the sensory bags and
describe what they feel
such as gooey and
squishy.

Activity & Title

Music
(Part One Lead):

IELG Outcomes for each What children will do at

activity that support
the activity to practice
child goals and overall
the IELG Outcomes (be
skill development
specific, yet brief)
(must have at least
one)
D35: G48- Children
Alayna: IELG D3 G28 I1demonstrate the meaning Alayna will practice her
of language by listening.
goal by interacting with
children and singing with
other children during
music time.
Adalynne: IELG D3 G28
I3- Adalynne will also
practice her goal by
interacting with other
children during music time
and demonstrating to
them how to sing the
songs and use the props.

Music
(Part Two Lead):
Outdoor Fine
Motor (Part One
Lead):
Watering plants

IELG D2 G18- Coordinate

arms, hands, and fingers to
accomplish purposeful finemotor tasks.

Stacey: IELG D5 G57 I2

&4- Stacey can use arm
movements by watering
the plants.

What teacher will do to

support children
practice the IELG
outcomes (be specific,
yet brief)
Teachers will teach
children the songs by first
introducing the song to
the children and then
singing it together. The
teacher will also
demonstrate how to use
the props and encourage
the children to sing.

The teacher can show

toddlers how to water the
plants using the watering
cans. The teacher can
label and name what she
is doing while watering.

Activity & Title

IELG Outcomes for each

activity that support
child goals and overall
skill development
(must have at least
one)

What children will do at

the activity to practice
the IELG Outcomes (be
specific, yet brief)

What teacher will do to

support children
practice the IELG
outcomes (be specific,
yet brief)

Outdoor Gross
Motor (Part One
Lead):
Wagons

IELG D2: G17- Coordinate

whole body to make complex
movements for moving from
place to place.

Autumn: IELG D3 G28

I3Autumn can learn how to
use the wagons and
coordinate large motor
movements.
Alexis: IELG D5 G 54 I2Alexis will use large motor
movements after following
directions from a teacher
regarding how to use the
wagons.

The teacher can

demonstrate to toddlers
how to use the wagon by
pulling it with the handle.
The teacher can then
encourage toddlers to use
the wagons and supervise
closely so toddlers do not
injure themselves on the
wagons. The same can be
done for the sit and spin.
Teachers can demonstrate
how to use the sit and
spin.