Toddler Activity Pre-Plan: Part Two

Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you
anticipate them exploring and practicing skills as they participate in the activities below.
Remember to talk to your teaching team before you begin this, so that you are not planning
duplicate activities each week.
Toddler
s
Name

Mason

Tyson

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

Mason will be able to

use the pincer grasp
twice a day.

IELG D2 G18: Uses

forefinger to thumb
grasp with precision.
(Range: 16-38 months)

I have noticed
that Mason
enjoys playing
with play
dough.

Fine Motor: Mason will be

able to work on his goal
by using the pincer grasp
to grab the rubber shapes
and press them into the
play dough and take them
out.

Mason will be able to

use the pincer grasp
twice a day.

IELG D2 G18: Uses

forefinger to thumb
grasp with precision.
(Range: 16-38 months)

I have noticed
that Tyson enjoys
playing with play
dough.

Fine Motor: Tyson will be

able to work on his goal
by using the pincer grasp
to grab the rubber shapes
and press them into the
play dough and take them
out.

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

The teacher in the area

will model for Mason how
to properly use the pincer
grasp. The teacher will
say Mason, can you grab
the circle and press it into
the play dough like this?
The teacher in the area
will model for Tyson how
to properly use the pincer
grasp. The teacher will
say Tyson, can you grab
the circle and press it into
the play dough like this?

Toddler
s
Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

Hazel

Hazel will be able to

demonstrate parallel
play at least three
times per class for two
minutes each time.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Hazel enjoys
getting messy at
the sensory
table.

Sensory: Hazel will be

able to work on her goal
in the sensory area
because a lot of children
in class enjoy being at the
sensory table, so she will
be able to play alongside
of other children.

Reise

Reise will be share toys

with other children in
the lab at least two
separate times during
class.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Reise enjoys
doing simple art
activities.

Art: Reise will be able to

work on his goal in the art
area because lots of
children in class enjoy
doing simple art activities.
He will be able to work on
his goal by sharing the
stamps and stamp pads
with the other toddlers at
the table.

The teacher in the area

will self-talk by saying I
love playing with all of my
friends. Isnt this so much
fun playing together?
The teacher will also ask
the toddlers various
questions and give words
of encouragement to keep
them engaged in the
activity.
The teacher will model for
Reise what it looks like to
share with another child.
The teacher will then say
Reise, can Sariah have a
turn using that stamp
now?

Toddler
s
Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

Avery

Avery will share toys

with other children in
the lab at least two
separate times during
class.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Avery enjoys
getting messy at
the sensory
table.

The teacher will model for

Avery how to share with
another child and then
say Avery, can Trek have
a turn using the shovel?

Sariah

Sariah will parallel will

be able to demonstrate
parallel play at least
two times per class for
two minutes each time.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Sariah
enjoys playing
with shapes.

Sensory: Avery will be

able to work on her goal
by sharing the tools for
the slime with the other
toddlers at the table. A lot
of children in our toddler
lab enjoy being at the
sensory table.
Fine Motor: Sariah will be
able to work on her goal
while playing with play
dough and shapes
because lots of children in
toddler lab like play
dough.

The teacher in the area

will self-talk by saying I
love playing with all of my
friends. Isnt this so much
fun playing together?
The teacher will also ask
the toddlers various
questions and give words
of encouragement to keep
them engaged in the
activity.

Toddler
s
Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

Isaac

Isaac will participate in

parallel play for a
minute twice per class.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Isaac
enjoys playing
with play
dough.

Fine Motor: Isaac will be

able to work on his goal
while playing with play
dough because lots of
children in toddler lab like
play dough.

Laney

Laney will share with

her peers once per
class.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Laney really
enjoys doing a
variety of art
activities

Art: Laney will be able to

work on her goal in the
art area because lots of
children in class enjoy
doing simple art activities.
She will be able to work
on her goal by sharing the
stamps and stamp pads
with the other toddlers at
the table.

The teacher in the area

will self-talk by saying I
love playing with all of my
friends. Isnt this so much
fun playing together?
The teacher will also ask
the toddlers various
questions and give words
of encouragement to keep
them engaged in the
activity.
The teacher will model for
Laney, what it looks like
to share with another
child. The teacher will
then say Laney, can
Sariah have a turn using
that stamp now?

Toddler
s
Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Kaden

Kaden will play

alongside of other
children 2 separate
times during class for 2
minutes.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

Trek

Trek will share toys with

other children in the lab
at least two separate
times during class.

Saman
tha

Samantha will vocally

express her needs twice
a day.

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

I have noticed
that Kaden
enjoys doing
simple art
activities.

Art: Kaden will be able to

work on his goal in the art
area by playing alongside
of the other children in
the area. Lots of the
toddlers in toddler lab
enjoy doing art activities
so there will be others
there with him.

IELG D3 G28: Takes

turns during play with
peers, with considerable
adult assistance.
(Range: 36-60 months)

I have noticed
that Trek enjoys
getting messy at
the sensory
table.

IELG D5 G52:
Increasingly uses words
and phrases. (Range:
16-38 months)

I have noticed
that Samantha
enjoys getting
messy at the
sensory table.

Sensory: Trek will be able

to work on his goal by
sharing the tools for the
slime with the other
toddlers at the table. A lot
of children in our toddler
lab enjoy being at the
sensory table.
Sensory: Samantha will be
able to work on her goal
at the sensory table by
expressing her wants and
needs to the teachers and
other toddlers around her.

The teacher in the area

will self-talk by saying I
love playing with all of my
friends. Isnt this so much
fun playing together?
The teacher will also ask
the toddlers various
questions and give words
of encouragement to keep
them engaged in the
activity.
The teacher in the area
will model for Trek how to
share with another child
and then say Trek, can
Avery have a turn using
the shovel?

The teacher in the area

will self-talk and say
things like This slime is
cold, wet, gooey, cool, so
that there is no pressure
on Samantha to speak,
but she will hopefully
want to copy and express
how she is feeling as well.

Toddler
s
Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations
of child that
connect to
how you are
planning for
them today.

Name of center and

how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)

What the teacher

will do to support
the child at the
activity (be specific,
yet brief)

Carlos

Carlos will follow one

step directions one time
per day.

IELG D5 G51 C1 3:
Follows one to three
step directions. (Range:
16-38 months)

I have noticed
that Carlos
enjoys doing
cause and effect
activities in the
art area.

Art: Carlos will be able to

work on his goal in the art
area by following the
teachers directions of
first putting the stamp on
the stamp pad and then
putting the stamp onto
the paper.

The teacher in the area

will model for Carlos
how to use the stamps
while saying Carlos,
can you press the
stamp on the stamp
pad? and then Now
can you press the
stamp on the paper?