How goals and objectives are embedded into activities

When working with children with or without IEPs there are goals/objectives that teachers and other professionals work on for the overall success of the child.  Embedding those goals/objectives into activities is how professionals accomplish this.  For example, children that may need to work on phonemic awareness can do so in an activity with children singing a song that contains letter sounds.  If children need to work on fine motor skills, cutting with scissors, using playdoh and dough tools, modeling clay, and stringing beeds is a way of working on those skills.  Teachers and other professionals can use the IEP to gather the necessary information they need to plan activities based off the goals (needs) of the child.  During these activities, teachers and professionals should keep progress notes (in my classroom I take anecdotal notes) on the child.  For a child that may need to work on a goal promoting positive social skills and do so in a pretend activity with other children.  Teachers could interact or could choose to simply observe.  Running records are another way that teachers and or professionals can look at the progress of the child.  Running records allow professionals to carefully look at the ways the child interacted throughout the activity to note what worked best and what did not work.  Embedding goals into activities allows children to naturally work on their goals without feeling pressured or watched while completing the activity.