Toddler Strategy Sheet Template

1. Name: Roy
Goal: Roy will use words to label or request two times each day in lab.
The teachers will model language as they offer Roy choices when appropriate of help him request items.
The teachers will use parallel talk and self-talk to model words, and use open ended questions when playing with Roy.
The teachers will pair words with a childs play and actions (IELG D5 G52 Age 6-18 months CI 9 CS 4).
2. Name: Rachel
Goal: Rachel will verbally identify and point to 10 new body parts by the end of the semester.
The teachers will model language to Rachel as they describe body parts during parallel play.
The teachers will provide Rachel with opportunities to explore, identify, and discuss self and familiar others using photos, mirrors, photos, and
dramatic play objects (IELG D4 G44 Age 16-38 months CI 2 CS 7).
The teachers will use parallel talk and self-talk to model words, and use open ended questions when playing with Rachel.
3. Name: Gabe
Goal: Gabe will transition from free play to clean up and from clean up to outside.
The teacher will repeat words and phrases and will expand them (e.g. You want your truck. You dont want to clean up your truck.)
The teacher will give Gabe additional warnings before it is time to clean up.
The teacher will show Gabe a picture of the slide outside before asking him to clean up his toys.
4. Name: Hadley
Goal: Hadley will engage in 2 new play activities each toddler lab.
The teachers will model enthusiasm for Hadleys efforts and use words to describe physical activities. D2 G21 Age 16 to 38 Months CI 1 CS 2
The teachers will plan grows motor activities both indoors and outdoors. D2 G21 Age 16 to 38 Months CI 1 CS 4
The teachers will play a variety of active games with Hadley. D2 G21 Age 16 to 38 Months CI 1 CS 5
5. Name: Jackson
Goal: Jackson will engage in one sensory play experience each day in toddler lab.
Teachers will introduce Jackson to a variety of creative arts and materials and encourage open-ended exploration.
Teachers will show appreciation of the Jackson art by commenting on his efforts.
Teachers will model sensory touch and play and exhibit excitement to give reassurance for Jackson.
6. Name: Emma
Goal: Emma will separate from her parent/caregiver without crying each day she comes to toddler lab.
The teachers will redirect and distract Emma by inviting her to join in activities that match her interests.
Teachers will model an activity for Emma. Once she is interested, the teacher will separate herself from her.
Teachers will support separation when caregiver says goodbye. Allow the Emma to say goodbye and assure her that caregiver will return. No
sneaking out of the room.
7. Name: Noah
Goal: Noah will take turns with a peer one time each lab.
The teachers will provide support for Noah as he communicates with other children to ask for turns with toys and play equipment as well as
show empathy for all children involved.
The teachers will help problem solve by suggesting Noah may have the toy or item of interest after the other child has had their turn and then
give an amount of time their turn will last and time their turn and when their time is up make sure Noah gets his turn.
The teachers will help Noah wait for his turn by supplying him with other toys and items to play with until it is his turn.
8. Name: Liam
Goal: Liam will use his words to resolve conflict or express himself once per lab.
The teachers will help Liam by using self-talk as a way to help him see how words can be used to express ourselves.
The teachers will support Liam by supplying him with words when he struggles to find them on his own.
The teachers will listen carefully to Liam as he is talking and respond to him after he is finished speaking and not just say things like uh huh and
okay but really respond.
9. Name: Jacob
Goal: Jacob will have a positive peer interaction at least twice a day during lab.
The teachers will model appropriate interaction with others while using parallel talk to explain the interactions
The teachers will encourage Jacob to interact with a peer who is at the same activity.
The teachers will point out to Jacob what other children in the classroom are doing by using their name and stating what activity they are at.
10. Name: Mason
Goal: Mason will express concern to a teacher when conflict arises at least once a day in lab.
The teachers will model appropriate language to use when resolving a conflict
The teachers will validate Masons feelings when conflict arises.
The teachers use parallel talk and self-talk while they model appropriate turn taking and sharing
11. Name: Sophia
Goal: Sophia will separate from her parent/caregiver without crying each day she comes to lab.
Teachers will validate Sophias feelings of separation anxiety or anxiety experienced during transitions or during new activities (IELG D3 G34
Ages 16-38 Months S1).
When Sophia experiences anxiety, teachers will reassure her and offer comfort.
A good-bye routine will be established to create familiar transitions from home to toddler lab and between activities in lab.
12. Name: Harper
Goal: Harper will pronounce three words with clarity each day in toddler lab.
The teachers will listen to Harper when she speaks and will give her ample time to respond (IELG D5 G52 Ages 16-38 Months S1).
Teachers will respectfully correct mispronunciations of words by repeating the word or phrase back clearly (IELG D5 G52 Ages 16-38 Months
S8).
Teachers will validate, respond to, and expand Harpers attempts at communicating (IELG D5 G52 Ages 16-38 Months S2).