Student Teacher: Hannah Smith

Child’s Name:
Goal Categories Family Goals Teacher Goals
Social-Emotional Development:
Social Development  learning to play nicely with others  To cooperatively play with a variety of his classmates
(sharing, showing empathy for others’ and teachers.
feelings)
Emotional Development  expressing feelings verbally and  To identify his emotions and explain his feelings to
learning how to manage feelings others.
Cognitive Development
Mathematics  begin to understand concept of  To count using one-to-one correspondence (counting
addition and subtraction; comparing one item at a time and only once) and to increase his
whole numbers, 1:1 relationship (1-20) number sense (knowing that 8 objects go with the
number 8).
Communication and Language  continuing to expand vocabulary and  To pronounce the “R” and “S” sounds correctly and to
improving pronunciation, using correctly use pronouns.
pronouns properly (“he,” “she”)
Reading and Literacy  learning to recognize words and spell,  To write his name using the correct letter formations
writing letters and name, and to identify uppercase letters and some lowercase
understanding letter sounds letters.
Science and Inquiry  continuing to explore the world and  To ask questions and seek answers about the world
inquire about surroundings/world, around him.
performing experiments, gaining a
better sense of time
Physical Development
Fine Motor  holding pencil properly and writing  To increase his finger dexterity and control through a
letters and numbers variety of activities, especially while using scissors and
while writing.
Large Motor  improve on climbing abilities; continue  To increase his strength, balance, coordination and
to improve on biking abilities control through a variety of activities.
* Families can add goals anytime throughout the semester
Child’s Name:
Goal Categories Family Goals Teacher Goals
Social-Emotional Development:
Social Development  Continue to stress safe interactions when  To cooperatively play with a variety of her peers, not
in busy spaces and the importance of just with the classmates she feels the most comfortable
staying with parents/adults (street, with.
airport, etc.)

Emotional Development  Continue to work on patience.  To recognize when she is becoming frustrated and use a
strategy to get through it (taking a break, talking it out,
problem solving, conflict resolution).
Cognitive Development
Mathematics  Multiple equivalent representations &  To complete addition and subtraction problems and
position of whole numbers; introduction write the number answer using the correct number
to money, time management, and formations.
measurement
Communication and Language  Verbal communication is a strength for  To increase her vocabulary and begin to communicate in
Stella but continue to help her grow in written form.
this area; producing rhymes, continue
to develop Stella’s voice
Reading and Literacy  Continue to build a strong literacy  To read easy-reader books by sounding out small words
foundation; possibly build a book of and recognizing some sight words.
real-life photographs to support
interest/understanding; read several
words and simple phrases
Science and Inquiry  None specified at this time  To ask questions and seek answers about the world
around her.
Physical Development
Fine Motor  Continue to play  To increase her finger dexterity and control through a
variety of activities.
Large Motor  Continue to play  To increase her strength, balance, coordination and
control through a variety of activities.
* Families can add goals anytime throughout the semester
Child’s Name:
Goal Categories Family Goals Teacher Goals
Social-Emotional Development:
Social Development  Continue to initiate conversation and  To cooperatively play and initiate conversations with a
play with all students and teachers variety of her classmates and teachers.
Emotional Development  Find the correct words to express  To increase her confidence so that she feels comfortable
emotions (positive & negative) sharing her feelings with others.
Cognitive Development
Mathematics  Adding and subtracting and grouping  To complete addition and subtraction problems using
by 10 counters and then writing the answers using the correct
number formations.
Communication and Language  Continue to work on sentence  To share her thoughts and ideas with others in order to
structure take a leadership role in her small group.
Reading and Literacy  Continue to work on letter sounds and  To read easy-reader books by sounding out small words
sight words and recognizing some sight words.
Science and Inquiry  Developing hypotheses and  To ask questions and seek answers about the world
understanding that it’s okay to be around her by experimenting, predicting, and observing.
wrong
Physical Development
Fine Motor  Scissor control and threading work  To increase her finger dexterity and control through a
variety of activities, for example, while correctly using
scissors.
Large Motor  Balance and vestibular stimulation  To increase her strength, balance, coordination and
control through a variety of activities.
* Families can add goals anytime throughout the semester
Child’s Name:
Goal Categories Family Goals Teacher Goals
Social-Emotional Development:
Social Development  None listed at this time.  To cooperatively play with a variety of his classmates
and teachers.
Emotional Development  None listed at this time.  To recognize his emotions and use a strategy to regulate
those emotions (taking a break, talking it out, problem
solving, conflict resolution, knowing mistakes happen
and to not dwell on them).
Cognitive Development
Mathematics  None listed at this time.  To recognize the numbers 1 through 10 and to increase
his number sense (knowing 8 objects go with the
number 8).
Communication and Language  None listed at this time.  To share his thoughts and ideas with others one-on-one,
in small groups and during large group meetings.
Reading and Literacy  None listed at this time.  To write his name and at least 5 other letters using the
correct letter formations.
Science and Inquiry  None listed at this time.  To ask questions and seek answers about the world
around him.
Physical Development
Fine Motor  None listed at this time.  To increase his finger dexterity and control through a
variety of activities (for example, while using the static
tripod grasp with writing utensils or when using
scissors).
Large Motor  None listed at this time.  To increase his strength, balance, coordination and
control through a variety of activities.
* Families can add goals anytime throughout the semester
Child’s Name:
Goal Categories Family Goals Teacher Goals
Social-Emotional Development:
Social Development  None specified at this time  To cooperatively play with a variety of his classmates
and teachers.
Emotional Development  None specified at this time  To recognize his emotions and use a strategy to regulate
those emotions (taking a break, talking it out, problem
solving, conflict resolution).
Cognitive Development
Mathematics  None specified at this time  To identify the numbers 1 through 20 and write the
numbers 1 through 10.
Communication and Language  None specified at this time  To share his thoughts and ideas with others one-on-one,
in small groups and during large group meetings.
Reading and Literacy  None specified at this time  To read easy-reader books by sounding out small words
and recognizing some sight words.
Science and Inquiry  None specified at this time  To ask questions and seek answers about the world
around him.
Physical Development
Fine Motor  None specified at this time  To increase his finger dexterity and control through a
variety of activities, especially while using a static tripod
grasp with his writing utensils or when using scissors.
Large Motor  None specified at this time  To increase his strength, balance, coordination and
control through a variety of activities.
* Families can add goals anytime throughout the semester