Teacher _____Clarah Camp_______

Part One X

Part Two

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Revised Submission Date

Toddler Activity Pre-Plan: Part One

What concepts or skills do you want the toddlers to explore or practice as they participate in your
activities?
1. TTD Ch.12. This weeks plan will mainly focus on gross motor skills and moving our bodies. The toddlers will play
and explore different body movements at various activities. Some of these activities include: pretending they are
animals while playing on mats while at gross motor, paddling while singing Row, Row, Row Your Boat during large
group and throwing bean bags at targets while playing outside and playing and building trains with blocks. Teachers
will help them develop their ability to move by giving them support while they play an animal and model the
different sounds and movements that they make. The teachers will also model for the toddlers how to build the
trains and railroads. The biggest thing that the teachers will be doing is modeling how to move our bodies and then
helping the toddlers do the same.
2. What would like me to specifically observe about your teaching/guidance skills during your lead
teaching day?
Section 3 criteria b
I want to make sure that the instructions that I give the toddlers are understandable and that I am not making
them to complicated. I am used to working with older children so this is going to be change for me. How can I
simplify instruction? What are some tips? I also want feedback on my modeling. Am I modeling too much that
I am not letting the toddlers use their imagination? Or am I not modeling enough so that they dont
understand what is happening?
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.

Page 1

Toddler
s
Name

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Goal and/or other

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

Olivia

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

Part Two
Revised Submission Date

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)

IELG D3 G29 1638months CI7:Follows

simpletwotothreepart
directions

The paperwork
says that she
enjoys singing
songs

Large Group: Olivia can

sing Row, Row, Row Your
boat while paddling and
listening to the teacher
for the cues to make the
sounds.

GLG D5 G57
age36-60
months C3
Names and
recognizes some
letters in their
own name
Row, Row, Row
Your Boat and
playing outside

2nd Outdoor activity:

Gwendolyn will be able to
play and explore outside
while matching colors and
shapes on a nature
scavenger hunt.

Gwen

Gwen will learn to

recognize and say the
name of one letter of
her name every week in
toddler lab.

IELG D5 G57 38-60

months CI3: Names and
recognizes some letters
in
their own name.

Hailey

By midterm be able to
match one color and its
name orally everyday in
lab.

.IELG D4 G39 age 16-38

months CI2: Sorts
objects by a single
characteristic (e.g. size,
color, shape, or
quantity; puts all of the
balls in one basket)

Page 2

Large Group: Hailey will

be able to participate in
singing Row, Row, Row
Your Boat while
interacting with peers and
imitating them.

What the teacher

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

Olivia can work on her

goal as the teachers help
to model proper listening
skills during the song and
help model when to
scream and roar at the
appropriate places.
Gwendolyn can work on
her goal by having the
teachers help her match
the different colors and
objects together and then
doing it by herself.
Teachers can encourage
Hailey to not react
negatively when people
are in her personal space
and model that behavior.

Toddler
s
Name

Teacher _____Clarah Camp_______

Part One X

Part Two

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Revised Submission Date

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)

LucyJane

Lucy-Jane will say

please and thank
you to a teacher or
another toddler each
day in lab.

IELG D5 G48 Age 16 to

38 months CI1:
Responds to words with
appropriate behavior or
gesture; receptive
language

Running,
climbing, playing
outside, singing,
dancing

Snack is the best place for

Lucy Jane to practice her
manners. After she
receives her snack she
will have the opportunity
to say thank you and to
say please if she wants
more

Stormy

Stormy should share

toys without prompts
each day in lab.

IELG D3 G28 age 16-38

months CI9:Givesand
takesbackobjectsduring
playfulinteractionswith
peers,withassistance.

Dancing to
music,

Joseph

Joseph will be able to

separate from parents
without crying by
midterm.

IELG D3 G27 16-38

months CI3: Feels
comfortablewhenplaying
awayfromprimarycaregiver,
butcriesoutorseeksfamiliar
adultwheninjuredor
frustrated.

Dancing, play
food, reading

Large Group: She will

have to share a small
space with her peers
while singing and acting
out Row, Row, Row Your
Boat
Dramatic Play: Joseph can
ease the separation by
participating in grocery
shopping like his mom
usually does with him.

The snack person should

prompt Lucy Jane to say
please, and if she doesnt
then they should model it
back to her by saying
thank you when she
throws her garbage away
and saying please when
they ask her what she
wants for snack..
The teachers will help
Stormy share her personal
space by encouraging her
to use her words to talk to
the other children instead
of getting mad at them.

Page 3

Joseph can work on his

goal by having the
teachers play with him at
the center and help him
understand different
coping mechanisms for
separation anxiety.

Teacher _____Clarah Camp_______

Part One X

Part Two

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Revised Submission Date

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)

Atuem
n

Autemn will be verbal

or use sign language to
communicate her wants
and needs every day in
lab.

IELG D5 G52 age6-18

months C7: May use
eight to ten
understandable words
("daddy," "bottle," "up")
and/or baby signs
("more,"
"nursing/bottle," "all
done").

Snack, climbing,
running, going
down slides,
playing with
others

Snack is a place where

Autemn can use her
language. She will have to
communicate with us in
order to get what she
wants for snack.

Rylee

Rylee will happily share

with the other children
each day in toddler lab.

IELG D3 G28 age 16-38

months CI9:Givesand
takesbackobjectsduring
playfulinteractionswith
peers,withassistance.

running around
and playgrounds

Ledger

Ledger will be verbal or

use sign language to
communicate his needs
in Toddler Lab.

IELG D5 G52 age6-18

months C7: May use
eight to ten
understandable words
("daddy," "bottle," "up")
and/or baby signs
("more,"
"nursing/bottle," "all
done").

Running,
climbing, trains,
jumping

Gross Motor: Rylee can

learn to share by sharing
the animal masks while
pretending to be an
animal by running and
jumping around.
Blocks: Ledger can start
to say the names of
objects while playing with
trains.

Teachers will help and

support Autemn by highly
encouraging her to use
her words to say what she
wants for snack. If she
wont use her words then
try to have her use sign
language, and if that
doesnt work allow her to
point to what she wants.
The teachers can help
Rylee share by regulating
who gets what mask and
by modeling correct
behavior when sharing.

Cece

No paperwork

Page 4

Teachers can help Ledger

by encouraging him to
say the names of different
objects and giving him
the opportunity to use his
language skills more.

Toddler
s
Name

Olive

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

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

Olivia will learn one

additional letter of her
name per week in
toddler lab.

GLG D5 G57 age36-60

months C3
Names and recognizes
some letters in their
own name

Part Two

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

Page 5

Revised Submission Date

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)

Teacher _____Clarah Camp_______

Part One X

Part Two

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Revised Submission Date

Toddler Activity Assignments & Set-up Plan

1. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the
center and any set-up or safety instructions.
Activity
Area
&
Activity
Title

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Part One
Lead:

Clarah

Checkin/Checkout Person
& Booth
Observer:

Ian

Greeter:

Kylee

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
That you will do
your job as a
lead. See Lead
Teaching
Evaluation
form.
That you will
follow
instructions and
do your job as
CI/CO and
booth person
That you will
follow
instructions and
do your job as
the greeter

Page 6

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Lead Teaching
Checklist (turn in
all checklists at the
end of your lead
teaching day)
Check-in/out
Checklist (turn in to
lead teacher at the
end of the teaching
day)
Greeter Checklist
(turn in to lead
teacher at the end
of the teaching
day)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Flop &
Drop:
Animal
Extravagan
za

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Clarah

IELG D5 G49 16 to
38 months CI9:
May tell simple
stories and
recount
events.

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
We will have
various other
animals around
the center for
them to look at
while they are
flipping through
the books. The
children can
also play with
stuffed animals.
They will be
able to tell us
what is going
on in the story
based on the
pictures in the
book.

Page 7

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

2 dinosaurs, 2
safari animals, 3
geckos/lizards
Zoo animals
Farm Animals
Forest Animals
Bug collection
( these are all in
RR2 blue numbers
166, 167,168

A Goldfish Doesn't
Bark by Joe
Messerli-T-M7
Baby Animals by
Gyo, Fujikaw- T F3
Dinosaur Roar! by
Paul Strickland- T S9
Dinosaurs,
Dinosaurs by Debbie
BaileyTB5
Gallop! by Rufus
Butler Seder-TS13
Good Night
Gorilla by Peggy
Rathman- TR1
My Day With
Animals by Christine
Powers
TP8
On The Farm by
Dorling Kindersley-T
K7
Sheep in a Jeep by
Nancy Shaw- T S4
The Rainbow Fish by
Marcus Pfister- T P4
The Runaway

I will have the

pillows and
blankets
arranged in a
way that creates
an enclosed
space for the
children. The
animals will be
on the outskirts
so that it wont
create a tripping
hazard. The
titles of the
books will be on
the shelf so that
they can be
seen. There will
be no tiny
animals allowed

2 large
pillows( from
home)
2 large blankets
( from home)

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Block Area:
The Train
Yard

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Ian

IELG D2 G19 age

18-36 months
CI6:
Exhibits eye-hand
coordination
(builds with
blocks,
puts items in a
container,
completes simple
puzzles,
or strings large
beads).

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
I will have the
children build a
railroad with
the blocks and
then have them
create a station
with blocks.
They can then
drive their
trains over the
railroad. They
will be able to
reshape the
track and make
the track go
higher or lower.
This requires
hand eye
coordination
because it
requires them
to put together,
railroads in
different
Page 8

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

2 train sets ( RR2

Blue 181)
1 wooden
community
buildings (RR2 Blue
182)

The Little
Engine that
Could-Watty
Piper
(at home)

I will have an
example train
track already set
up, so that it
looks inviting for
the children. I
will also have
the plain blocks
arranged so that
it looks fun to
play with. I will
not let the
toddlers build
buildings larger
than themselves.
The book will be
near the trains
on a stand so
that the children
can see and
touch the book if
they want, but it
wont be hurt by
their play. We

Plain wooden
Blocks ( RR2 Blue
176)

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Dramatic
Play:
Lets Go To
The Store

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Clarah

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D4 G45 age

18-36 months
CI9: May show
interest in
community or
neighborhood
routines (garbage
truck, mail
truck, lawn
mowing, street
sweeper) and
props such as hats
or jackets.

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be pretending
that they are at
the grocery
store shopping.
There will be
costumes for a
cashier,
manager, mom
with baby, and
a dad. They will
go grocery
shopping and
then go
checkout and
receive a
receipt and pay
with a credit
card. This
allows them to
imagine and
show interest in
the community.
It is also
Page 9

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

all purses (RR2 Yellow

221)
Cell phones ( RR2
Yellow, 223)
All grocery baskets
( RR2 Yellow, 230)
all Plastic food fruits
all Plastic food
vegetables ( both are
in RR2 Yell0w, 230)
all plastic food-bread
all plastic foodprotein
all plastic food- chips
and fries ( All are in
RR2 yellow, 235)
3 plastic credit cards(
I will make)
3 premade receipts
( I will make)
all plastic bottles
all egg cartons
all wooden eggs
( all are in RR2
Beautiful Junk shelf 2
3 plastic bags( IWP)
3 grocery

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

SupermarketSimon Abbot
(IWP)

Have the grocery

store set up in
aisles. Have the
bread and chips in
one aisle
Have fruits and
vegetables in
another aisle
Have the meat all
by itself in another
aisle. At the front
of the aisles have
the cash register
where the cashier
will stand, have a
long table next to
it so that the other
children can put
food on it while
waiting in line to
check out. The
food will be
displayed on top
and inside the
cardboard boxes.
All food will be
tested in the choke

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Gross
Motor:
Into The
Wild

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Ian
IELG D2 G17 Age
36-60 months CI4:
Climbs on play
equipment.
IELG D2 21 age
16-38 months CI2:
Participates
actively in simple
games, dance, and
movement
activities (e.g.
catches and kicks
a ball, plays
chase).
IELG D3 G21 age
16-36 months
CI12: Engages in
brief social games
(e.g. rolling the
ball, Ring Around

Part Two
Revised Submission Date

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

There will be
mats set up next
to the
playground. Next
to the mats there
will animal masks
that the children
can choose from.
They will put on
the masks and
pretend to be the
animal the mask
represents. They
mimic the
different
movements that
these animals do,
like fly, climb or
jump. This can be
done on the mats
or if they want to
climb they can go
on the
playground set,
they may. They
can also interact
with the other

Playground
(already in the
toddler room)
1 tiger mask, 1
frog mas, 1 bunny
mask, 1 monkey
mask, 1 dog mask ,
1 owl mask and 1
cat mask ( RR2
yellow 249)
3 mats ( gross
motor garage)

Animal Hide
and SeekStephen
Cartwight
(I have at
home)

Set up 3 mats
next to the
playground so
that they will
have easy
access to the
playground if
they want. Have
the masks all
showing so they
can see the
different options.
Help the children
put on the
masks so that
they dont hurt
themselves. The
mats will be
there so if they
fall or roll they
wont get hurt.
Have the mats
create a
separate space,

Page 10

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Class
Clean-up
(Lead
Teacher for
the day is
in charge
of this)

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Clarah
Camp

IELG D3 G31 Age

60 Months through
Kindergarten CI5:
Describes and
follows classroom
and group
routines.

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children
and will clean
up all of the
toys and
activities with
teacher
support.
They will place
all the toys in
the correct bins,
and stack the
bins and all
other props on
the slide. (Do
not place
anything on top
of the lockers).

Page 11

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Clean up song, CD
player or docking
station, and toy
bins.
Two minute
warning song is
theme song from
Indiana Jones
and
The Clean Up
Song by
Miss Katie and Mr.
Steve
Will be repeated 11
times

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Play the cleanup warning song

2 minutes before
it is time to
clean up. Put the
bins down during
this time so they
will be ready to
go when cleanup starts. Model
clean up
procedures for
toddlers and
give them
choices of items
to clean up.

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Transition
to Large
Group
Activities
(Lead
Teacher for
the day is
in charge
of this)

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Clarah
Camp

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D5 G48 Age 6

to 18 Months CI8:
Follow single-step
directions without
gestures

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The lead
teacher will
start the
transition
activity to help
the children
gather to the
large group
area.
The children will
congregate in
the large group
area and wait
for further
instructions

Page 12

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
We will be singing
Come along and
play with me,
Theres so much to
learn.
Colors and shapes
with fun silly
sounds to make
you want to gather
round.
To the tune of Oats,
Peas, Beans and
Barley Grow

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Towards the end

of clean up,
teachers will
create a large
group area with
the shelves so
that children
have a defined
space to
participate in the
large group
activity.
Make sure that
the teachers
have the wooden
spoons ready to
pass out to the
children.

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Large
Group
ActivityExploring
the River

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Clarah

IELGD3G31Age16
to38monthsCI:7
Participatesinloosely
structuredgroupplay
andactivities,suchas
chasingeachotheror
singingandmovingto
musictogether.

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
We will be
learning and
singing 3 verses
of Row, Row,
Row Your Boat.
The teachers
will pass out
wooden spoons
that the
children can
use to paddle
with while
singing. We will
sing 3 verses of
this song and
repeat the
entire song 3
times. During
the other
verses there are
sounds and
actions that go
with it and we
will be using
Page 13

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

15 wooden spoons
( I will bring)

none

Teachers will
hand out the
spoons to the
children while I
am introducing
the song. The
teachers will
have to
supervise the
children to make
sure that they
dont hit each
other with the
spoons. (See
more info below)

Words of the 3
verses of the song
printed out and
laminated ( I will
bring)
Row, row, row your
boat,
Gently down the
stream,
Merrily, merrily,
merrily, merrily,
Life is but a dream.
Dont forget to
scream.
Row, row, row your
boat
Gently to the shore,
If you see a lion there,
Dont forget to roar
Row, row, row your
boat,
Gently down the

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Transition
to outdoor
play
(Lead
Teacher for
the day is
in charge
of this)
Please bold
one:
Large
south
playground
Small north
playground

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Clarah
Camp

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D5 G48 Age 6

to 18 Months CI8:
Follow single-step
directions without
gestures

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
Children get
ready to go
outside by
putting on their
coats and will
lining up on the
rope. Teachers
will help the
children grasp
the rope and
sing while the
children walk to
the outside play
area.

Page 14

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Emergency
backpack and rope
(behind door),
check in/out sheet
We will be
singing
Going out side,
going outside
My, oh my, what a
beautiful day.
Going outside,
going outside
Going outside to
play, play, play.
To the tune of
London Bridges
falling down.

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Help toddlers put

on coats and
backpacks and
line up.
Teachers will
help the children
grasp the rope
and sing while
the children walk
to the outside
play area.

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

1st Outdoor
Activity:
Bean Bag
Toss

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Ian

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D1 G14 age

36-60 months CI4:
Aims, throws,
catches, and kicks
balls to explore
projectile
management and
imitate skills of
others.
IELG D2 G17 age
36-60 months CI5:
Throws large
beanbags or ball
with some
accuracy.

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
throw the bean
bags into the
bean bag
boards. There
will also be
buckets that
they can throw
the bean bags
into if that is
easier for them
to succeed in.
They will
discover how
much strength
it takes to throw
the bean bags,
and how to aim
it. They
discover how to
share the bean
bags and take
turns.

Page 15

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
All bean bags
( work Room
cabinet 7&8)
1 bean bag board
(Gross Garage)
3 plastic buckets
(small shed)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Have each bean

bag by the bean
bag toss board
and the three
buckets in front
of the board in a
triangle. We
need to make
sure the children
dont hit each
with the bean
bags

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

2nd Outdoor
Activity:
Nature
Walk

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Clarah

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D1 G13 age

36-60 months CI7:
Matches, sorts,
and classifies
objects based
on one or more
attributes (e.g.
shape, size,
textures, or color).

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
We will be
going on a walk
through the
playground. I
will have them
pick out a
flower, grass, a
tree, the sky a
sand pit and a
leaf. The
children identify
them and then
explore that
object and what
makes it have
that special
characteristic.
This also gives
them the
opportunity to
see what each
characteristic
is, even if they
dont get it
Page 16

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
I will make
laminated
scavenger hunt
cards that have
pictures of the
different objects to
find.

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

I will have the

hunt cards
attached to
different parts of
the playground
using duct tape
and the object
that it matches
close by. When
the child picks
up the card a
teacher should
be close by to
help out the
toddler so that
they know what
the objects look
like and know
what to do with
the picture. I will
also have to
make sure that it
is not icy or
slippery outside.

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Inclement
Weather
Fine Motor
Indoor
Activity:
Finger
Painting

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Clarah

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D2 G18 ages

16-36 months IC5:
Usesvariousdrawing
andartmaterials
(crayons,
brushes,fingerpaints).

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
sit at the table
and paint with
their own
fingers. This will
allow them to
draw what they
want. I will have
different colors
of paint, I will
have blue, red,
purple, yellow
and green. The
children can
choose which
colors they
want and what
picture they will
draw.

Page 17

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Finger Paint: blue,
red, purple, yellow
and green ( RR1
cabinet 6)
Butcher paper
(RR1)
Paintbrushes( RR1)
Aprons (Kitchen)
Foil(Kitchen)
Bowls(RR1)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Have the paper

put out. Have all
the different
colors put into
bowls that are
easily accessible
to children. Also
line the bowls
with tin foil for
easy clean up.
Make sure that
the teachers
watch the
children so that
they wont eat
the paint. We
will need to
cover the table
with butcher
paper and mix
soap with the
liquid pain and
line the paint
cups with foil.

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Large Group Activity

Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Dont forget to turn in
the large group activity materials with your plan.
Title: River Adventures
IELG Outcome: IELGD3G31Age16to38monthsCI:7

Participatesinlooselystructuredgroupplayandactivities,suchaschasingeachotherorsingingandmovingtomusictogether.
The skills this activity promotes: This promotes body movement and the ability to listen to the words of the song.
Activity Description: The children and the teachers will sing three verses to Row, Row, Row your Boat. During the Second verse the
children and teachers will roar when we sing and hold up the picture of a lion and during the third verse the teachers and children will
scream when they see a crocodile. The children and teachers will also be receiving wooden spoons at the beginning of the song to
metaphorically paddle down the river while we sing the song.
Introduction Script (What will you say and do to get their attention and introduce the activity?):
I will ask the children if they know what sound a lion makes. If not then I will teach them how to roar, and have the model it for me. I will
then ask them if they know how to scream and then have them model it for me.
Expectations for children (What will you say and do to show the children how to participate in the activity?): I will say that As
we row down the river we need to paddle so that we can move in the boat. I will then model how to paddle and have them copy me.
When we sees a picture of the lion we will all roar!! and we will all roar. Then I will hold up the sign for the crocodile, and when we hole up
the sign for the crocodile, what will we do?? the children will all scream.
If we see an alligator then I need all the children to scream and if we see a lion then we need to roar, and I will have them practice using
the pictures of the alligator and lion.

Page 18

Teacher _____Clarah Camp_______

Part One X

Lead Teaching Date____5/13/15______

5/13/15_____

Submission Date ___4/27/15______

Activity
Area
&
Activity
Title

Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Part Two

Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)

Revised Submission Date

Materials
Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine
Instructions
(Be specific)

Handing out props (how will you hand out props): The teachers will hand out the props after I tell the children that we are paddling
down the river. They need to receive the paddles before I model it so that they can copy my actions.
During the activity (What are you saying and doing during the activity for the children to model?): I will start to sing the song
and paddle down the river and when we get to the alligator I ask, what do we see in the river? and it will be an alligator, I will hold up the
picture of the alligator and we will all scream. Then we will keep singing the next verse and before the lion I will ask, What is on the shore?
it will be lion so I will hold up the picture and we will all roar. We will sing the song three times and on the third time I wont ask the questions
we will just sing the song all the way through using the pictures as the props to roar and scream
Closing Script (What will you say and do to end the activity and transition to the next thing?): We are almost to the end of the
river, paddle really hard and I will start to paddle harder than I was and then I will say, Wow, I am exhausted! Thats the end of the song,
lets give all of our paddles to the nearest teacher. Lets turn all put our paddles away by giving them to a teacher and then lets all listen to
Miss Kylee for our next activity.
Collecting props (how will you collect the props?) I will tell the children to give the spoons to the teachers before we can move on to
the next activity. The children will give the spoons to teacher, the teachers will be spread out around the room and will go towards the child
and ask for the spoon and then they will give it to them. IF the children start to crowd the others teachers should notice and go help that
teacher
Adaptations for individual toddlers: I dont know what needs the toddlers have quite yet

Page 19