Student Teacher: Kalli Mueller

Child’s Name: Ian Hansen

Goal Categories At the beginning of the semester, your child:
Social Development • Ian played with many different classmates. He chose a variety of activities based off what he was
interested in doing as well as what friends were doing. He often initiated play and engaged with
classmates in conversation and in activities.
Emotional Development • Ian was generally happy and did not let little things bother him. He often talked about how he felt
with an activity he was doing. He talked with his classmates and was vocal with his thoughts and
ideas.
Mathematics • Ian consistently counted to 30 on his own and identified the numbers 1-15. Ian used one-to-one
correspondence while counting to 30 (counting items once without skipping or repeating). Ian was
still working on writing the numbers 1-15, counting to 50 consistently, and identifying the numbers
to 30. Therefore, my goals for him were to consistently count to 50, to recognize the numbers to 50,
and to write the numbers 1-20 using the correct number formations.
Communication and Language • Ian contributed to conversations and answered questions with clear answers. He spoke in full
sentences, followed directions, and answered questions when asked. Ian talked with classmates
about the projects or ideas he had.
Reading and Literacy • Ian identified all the letters in his name. He identified most of the uppercase letters consistently. He
began to sound out basic alphabet letter sounds. He was still working on identifying some of the
lowercase letters consistently and connecting the sounds to the letters. Therefore, my goals for him
were to recognize all uppercase and lowercase letters, write the letters, and connect some of the
sounds to the letters.
Science and Inquiry • Ian often explored with different materials throughout the classroom. He observed, asked questions,
and experimented. He talked with his classmates to understand materials as they used them during
play.
Fine Motor • Ian wrote using a static tripod grasp (holding the pencil with his thumb and first two fingers) and
used his scissors effectively to cut out simple shapes.
Large Motor • Ian ran and jumped appropriately. He climbed trees and moved through branches with control. He
was very active and often kicked the soccer ball in the front green.
Student Teacher: Kalli Mueller

Child’s Name: Ledger Haselhorst

Goal Categories At the beginning of the semester, your child:
Social Development • Ledger actively engaged with classmates that also enjoyed high energy activities that he enjoyed. He
chose a variety of activities based off what he was interested in doing as well as what friends were
doing. He generally shared and took turns.
Emotional Development • Ledger was generally happy and did not let little things bother him. He expressed his emotions when
needed and recognized emotions within others. He problem solved by himself when he could unless
teacher support was needed.
Mathematics • Ledger consistently counted to 20 on his own and identified the numbers 1-10. He used one-to-one
correspondence while counting (counting items once without skipping or repeating). Ledger is still
working on consistently counting to 30, identifying the numbers to 20, and writing numbers using
the correct formations. Therefore, my goals for him were to consistently count to 30, to recognize
the numbers to 30, and to write the numbers 1-10 using correct number formations.
Communication and Language • Ledger contributed to conversations and answered questions with clear answers. He spoke in full
sentences, followed directions, and answered questions when asked. He actively participated in
group discussions and others understood him easily.
Reading and Literacy • Ledger identified the uppercase letters in his first name. He associated some of the common letter
sounds to the correct letters. Ledger wrote the letters in his first name correctly and was still
working on using the correct letter formations when writing his name. Therefore, my goal for him
was to write his name using the correct letter formations, to recognize uppercase and lowercase
letters, and to connect some sounds to the letters.
Science and Inquiry • Ledger often explored with different materials throughout the classroom. He observed, asked
questions, and experimented. He was generally curious about new materials and explored to find
out more information.
Fine Motor • Ledger wrote using a static tripod grasp (holding the pencil with his thumb and first two fingers) and
used his scissors effectively to cut out simple shapes.
Large Motor • Ledger ran and jumped appropriately. He was very active and often kicked or threw the soccer ball in
the front green.
Student Teacher: Kalli Mueller

Child’s Name: Jane Meland

Goal Categories At the beginning of the semester, your child:
Social Development • Jane played independently, shared and took turns. Jane often sought out me as her small group
teacher during free time because she felt comfortable being around me.
Emotional Development • Jane was generally happy and did not let little things bother her. She was generally quiet, but talked
during small group, snack, and one-on-one time.
Mathematics • Jane consistently counted to 20 and identified the numbered 1-10. Jane used one-to-one
correspondence while counting to 20 (counting items once without skipping or repeating). She was
still working on writing the numbers 1-10, counting to 30 consistently, and identifying numbers to
20. Therefore, my goals for her were to consistently count to 30, to recognize the numbers to 20,
and to write the numbers 1-10 using the correct number formations.
Communication and Language • Jane expressed her thoughts or comments in small group and one-on-one. She spoke in full
sentences, followed directions, and answered questions when asked.
Reading and Literacy • Jane identified all the letters in her name and recognized her name in print. She identified most of
the uppercase letters consistently and was able to sound out most alphabet letter sounds. She was
still working on correctly writing her J in the right direction, identifying some of the lowercase letters
consistently, and connecting the sounds to the letters. Therefore, my goals for her were to write her
J correctly, recognize and write uppercase and lowercase letters, and to connect some sounds to the
letters to write simple CVC words.
Science and Inquiry • Jane often explored with different materials throughout the classroom. She observed, asked
questions, and experimented. She was generally curious about new materials and explored to find
out more information. Jane was very curious about bugs and different living creatures she knew of.
Fine Motor • Jane wrote using a static tripod grasp (holding the pencil with her thumb and first two fingers) and
used her scissors effectively to cut out simple shapes. She also manipulated small objects well.
Large Motor • Jane ran, jumped, hopped on one foot, and hopped on two feet appropriately. She threw a ball
overhand and caught a ball with both hands.
Topics you could include in the paragraphs at the beginning or end of the semester:
Social Development
Emotional Development
Early Mathematics
Communication and Language
Early Literacy
Science & Inquiry
Fine Motor Development
Large Motor Development
playing cooperatively, playing independently, choosing activities they want or choosing activities based on who’s
there, interacting with teachers vs. children, collaborating/working in groups, getting to know new children
outside of their comfort group or because they are new to the class, creating friendships, sharing, turn taking,
following rules of a game, initiating play, joining in play already occurring, etc.
verbal expression of emotions, non-verbal expression of emotions, recognizing emotions of others, empathy
towards others, problem solving when situations occur, regulating their emotions when upset, calming self when
did get upset, generally happy – didn’t let little things bother him/her, etc.
This one is more of a list of color recognition (if yes, which ones), shape recognition (if yes, which ones), sorting,
seriation, patterns (if yes, which kind? AB ABC?), how high can they rote count, number sense (matching numbers
to groups of objects), counting objects and stating how many he/she has, one-to-one correspondence (counting
each item once and not skipping or repeating), do they have number recognition (if yes, which ones), writing
numbers (with or without correct number formations and which number can they write), completing simple
addition with counters, completing simple subtraction with counters, etc.
Expressing their thoughts and ideas to others in a variety of settings (one-on-one, in small groups, in large groups),
pronouncing speech sounds (include which ones correct or which ones they “are still working on”), using large
vocabulary, speaking in full sentences, talk about how people around him/her can understand him/her with ease,
following one or two-step directions, answering questions when asked, etc.
This one is another list/progression: enjoyment of books, participating in group time story activities, retelling
familiar stories, answering or asking questions about the stories read to him/her, knowing concepts of print
(reading left to right, top to bottom, front to back), making up their own stories, singing the ABC song, recognizing
their name in print, stating the letters in their name, writing their name (with or without the correct letter
formations), uppercase letter recognition (if yes, which ones), lowercase letter recognition (if yes, which ones),
writing uppercase letters (if yes, which ones), writing the lowercase letters (if yes, which ones) – don’t forget to
comment on letter formations too, connecting sounds to letters, recognizing familiar words (mom, dad, etc.),
sounding out simple words, reading easy reader books, etc.
materials exploration, asking questions, being inquisitive about topics/activities, making observations, hypotheses,
and predictions, testing their own theories, generally being curious and exploring, trying new things, etc.
what grasp do they use with writing utensils, how do they use scissors, can they string beads, zip zippers, button
buttons, pick up/manipulate small objects, etc.
threw a ball (over or underhand), caught a ball (one or both hands), balanced on one foot, balanced on two feet,
jumped on one or both feet (note how they landed), walked on a balance beam, pedaled a tricycle, balanced on a
strider bike or scooter, ran, skipped, galloped, etc.