Teaching 2 Part 1 Rought Draft

Teacher _____Cortney Houston
Part One
Lead Teaching Date_____3/10/16______

3/8/16_____
Submission Date _2/22/16__
Part Two
Revised Submission Date
Toddler Activity Pre-Plan: Part One

1. What concepts or skills are the toddlers exploring or practicing as they participate in your activities today
and where will they explore them? What TTD Chapter are you referencing?
TTD Ch.6- This weeks plan focuses on singing, dancing and noise making. Music is a great way to teach communication.
As the children play in the dramatic play and blocks area they will have the opportunity sing a song about building as
they use different tools on the blocks to make noises and play pretend. In the flop and drop area, the toddlers will have
an opportunity to be introduced to rhyming words by being read books in a sing-song format. In gross motor, children will
experiment with animals sounds as they roll dice and act out different animals. Lastly, the toddlers will be able to dance
to music using scarves after reading a story about how animals dance for large group.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead
teaching day?
Section 2. Criteria c. I promote independence in the toddlers as they play and explore.
I would like you to observe how well I encourage children to play and explore independently. Am I intervening in their play
too often?
1. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate
them exploring and practicing their goal as they participate in the activities you have planned. Remember
to talk to your teaching team before you begin this, so that you are not planning duplicate activities each
week.
Page 1
Part One

3/8/16_____
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
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Jepson
At least once during lab

Jepson will participate
in an art or fine motor
activity where he will be
using a writing
instrument.
IELG D2 G18 Age 16 to

38 months CI2:
Scribbles with drawing
and writing tools.
Build and create
Page 2
Part Two
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)
Blocks: Jepson will be able
to build and create things
with the blocks. He will be
able to work on his goal to
use a writing instrument
by using the paper set out
and the whiteboard over
in the area to draw out
blueprints and plans for
what he is building.
What the teacher will

do to support the child
at the activity (be
specific, yet brief)
Jespon loves to build and

create so he should be
naturally interested in
coming over and
participating in the
activity, but if not, invite
him to come over and
build with you and some
of the other toddlers over
there. While he is there,
talk about how
construction workers have
to plan out their projects
before they build. Say I
want to build a house. I
am going to draw the
house and how I want it
on my paper first! Sound
really excited so he will
want to do the same.
Part One

3/8/16_____
Toddler
s Name
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Ruth
Ruth will verbally

request a want or need
three times per lab.

38 months CI1:
Vocalizes wants and
needs.
Books and music
Page 3
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Flop and Drop: Ruth will
be able to listen to stories
being read to her in a sing
song format as she is
introduced to rhyming
words. She will have the
opportunity when you
pause to fill in the words
and to request to be read
to or for more.

at the activity (be
Ruth does not always go

to the flop and drop area
by herself, so you may
need to invite over and
explain how amazing your
stories will be! While she
is over there read her
different books. Read
them with a lot of energy
and in a sing song format.
Repeat the rhyming words
and give her an
opportunity to repeat
them. As you read you
can pause at a rhyming
spot and see if she will
say it, if it is a repeating
word.
Part One

3/8/16_____
Toddler
s Name
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Eli
Eli will verbally request

a want or need three
times per lab.

38 months CI1:
Vocalizes wants and
needs.
Opening and
closing things,
driving cars and
running away
from people
Page 4
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
2nd Outdoor: Eli will be
able to push himself on
the trike or ride in the car
around the playground as
he stops at the different
signs and goes around the
cones. He will have the
opportunity to request to
be pushed or to stop.

at the activity (be
Eli will most likely be

interested in the bike and
car by himself. While he is
driving he would like it if
you chased him. He may
need help being pushed
also. Instead of just
pushing, try to get him to
request it. Say you look
like you need. Lets ask
for helppush. If he
says push acknowledge
that by saying thank you
for asking! Every time
you pass the stop sign say
stop!
Toddler
s Name
Kroy
Part One

3/8/16_____
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Kroy will identify the

letters K, r, o and y,
twice during lab. (he
can identify any of
these letters)

60 months CI4: Knows
that alphabet letters are
a special category of
graphics that can be
individually named and
written.
Building with
blocks
Page 5
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Blocks: Kroy will be able
to build different buildings
with blocks that he first
planned for on a
blueprint. Kroy will be
able to draw and write out
his plans for what he
wants to build and how he
wants to build it and
sign his name on the
paper work.

at the activity (be
Kroy loves to build so he

will naturally walk over to
this center on his own
most likely. Talk about
how construction workers
have to plan out what
they build on paper first
and then they write or
sign their name on the
bottom. Draw up a picture
and say now I need to
write my name! Write
your name and Kroys
name. Point out the
letters and encourage him
to point them out as well.
Part One

3/8/16_____
Toddler
s Name
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Daisy
Daisy will communicate

wants/ needs to peers
twice per lab.

36 months CI5:
Responds verbally when
interacting with peers
(talking or singing).
Playing dress up
Dillon
Dillon will label at least

three objects during
each lab.

38 months CI5: Uses
single words, phrases or
short sentences to
convey wants and
needs.
Rolling and
crawling on mats
Page 6
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Dramatic Play: Daisy will
be able to dress up as a
construction worker with
a helmet and vest. She
will be able to draw up
plans for buildings and
then build them in the
block area. There will not
be enough tools for
everyone to have one of
everything. This will give
Daisy an opportunity to
request a toy from
another toddler.
Gross Motor: Dillon will be
able to imitate or copy
different gross motor
actions, that the dice
picture, in the designated
matted area. He will be
able to label the dice, the
different pictures on the
dice and the actions he
will do.

at the activity (be
Directly prompt and

model for Daisy how to do
this. Say Daisy we need
to ask using our words. If I
want a toy I have to say
can I have hammer
please.
Follow Dillon around for a

while. At one point, if he
walks past the mats, but
does not stop, roll or
crawl around on the mat
to get him to notice it. Do
not force him to come to
the center, but make it
look fun, so he will want
to come over. When he
rolls the dice or does an
action, label for him what
he is doing.
Toddler
s Name
Laisla
Emersyn
Part One

3/8/16_____
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Laisla will be able to

mimic one 2 word
sentence a week.

38 months CI5: Uses
single words, phrases or
short sentences to
convey wants and
needs.
Books about
animals
Emersyn will be able to

transition to a new
activity center, during
free play, at least twice
each lab.

38 Months CI1: Uses a
few strategies to ease
separation from primary
caregivers in familiar
settings outside the
home environment.
Dancing and
books
Page 7
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Flop and Drop: Laisla will
be able to hear and be
introduced to rhyming
words as a teacher reads
her books about animals.
She will have the
opportunity to combine
the rhyming words into
two phrase sentences.
Large Group: Emersyn will

be able to transition from
clean up to large group by
being persuaded over
with a book and the
promise of dancing.

at the activity (be
Invite Laisla over to the

flop and drop area by
showing her all of the
different stuffed animals
that are out. Read the
stories specifically about
animals to her. Point out
the rhyming words and
give her an opportunity to
say them when reading
by repeating the words 3
times or pausing at a
known spot. The rhyming
words can be combined
into two phrase
sentences.
Tell Emersyn that we are
going to read a fun book
and then be able to dance
like different animals. If
needed, show her the
book beforehand if she is
having a hard time
transitioning.
Toddler
s Name
Cody
Part One
Part Two

3/8/16_____
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Cody will be able to

play next to other
children at least 5 min
during the lab.

38 months CI1: Plays
side-by-side with
another child.
Balls
Page 8
Name of center and

their goal or skill
development. What
they practice their
brief)
Dramatic Play: Cody will
be able to build a tower
and knock it over with a
wrecking ball hanging
from the ceiling. Cody will
play beside his peers as
the build and demolish
buildings.

at the activity (be
Cody should be intrigued

by the giant ball hanging
in the block area. It may
be intimidating though, so
a teacher may need to
kneel and play with him. If
Cody goes over and no
one else is in the block
area, invite other toddlers
to come over and play. If
Cody is wondering and
there are other toddlers in
the block area, invite him
to come over and play
blocks. Try to keep him
involved for at least five
minutes by using a lot of
parallel and self-talk. Be
enthusiastic.
Part One

3/8/16_____
Toddler
s Name
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Yeon-Hee
Yeon-Hee will label at

least 3 objects during
each lab.

38 months CI1:
Vocalizes wants and
needs.
Balls and legos
Page 9
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Blocks: Yeon-Hee will be
able to use blocks to build
towers and buildings. She
will also be able to use a
wrecking ball to know
them down. She will be
able to repeat the words a
teacher uses to describe
what she is doing.

at the activity (be
Yeon-Hee does not always

play near her peers and
there may be a lot going
on at the blocks, so she
may need some inviting
to come over the blocks.
You may even need to just
walk her over there if she
has been at one center for
a long time. Tell her to
place a block on another
block or to push the
wrecking ball. Use a lot
of parallel talk and selftalk to expose Yeon-Hee
to good language.
Toddler
s Name
Part One

3/8/16_____
Goal and/or other

(Specific,
observable, and
measurable with
IELG Outcome(s)
goal
Reference the
domain, goal, age
range, and child
indicator
Put only the

interests or
observations of
child that
connect to how
you are
planning for
them today.
Maddox
Maddox will verbally

label desired objects
two times during lab.

38 months CI1:
Vocalizes wants and
needs.
Running,
jumping,
spinning
Ashlynd
Ashlynd will actively

play next to at least
one peer for at least 2
minutes, twice during
each lab.

38 months CI1: Plays
side-by-side with
another child.
Loves playing
outside
Toddler Activity Assignments & Set-up Plan
Page 10
Part Two
Name of center and

their goal or skill
development. What
they practice their
brief)
Gross Motor: Maddox will
be able to verbally label
what the action dice is
asking him to do by
mimicking what a teacher
says and then doing the
action which may include
jumping or spinning. Give
Maddox the opportunity
to request a specific
action instead of rolling
the dice.
1st Outdoor: Ashlynd will
be able to play pretend
like she is camping and/or
fishing alongside another
peer because she loves
outside.

at the activity (be
Maddox will most likely be

interested in this center if
he sees other children
participating in it since he
enjoys running, jumping
and spinning. While he is
there label everything he
is doing. Have him
request the dice instead
of just handing it to him.
After he rolls it pick it up
and have him say dice,
please or again to get the
dice again.
Invite Ashlynd to go
camping with you. Tell her
how you can sleep in the
tent and then wake up
and go fishing. Have her
try to invite another peer
over or as a teacher invite
another toddler over to go
camping and fishing with
you.
Part One

3/8/16_____
Part Two
***Special Instructions: Move the kitchen out of the dramatic play area, besides the fridge. Leave the shelf. At
blocks and dramatic play, sing as you work. Sing, Build, build, build, I like to build. I like to build a lot. Build,
build, build.
3. 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
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Part One
Lead:
Cortney
Part One
Helper 1 Checkin/Check-
Rachel
Activity
Outcome/IE
LG
(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
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
Page 11
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
out
Person &
Booth
Observer:
Part One
Helper 2 Greeter:
Flop &
Drop:
Exploring
Words
that
Rhyme
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
job as CI/CO
and booth
person
Jiae
Jiae
That you will

follow
instructions
and do your
job as the
greeter
IELG D5 G56
Age 16 to 38
Months CI5:
Plays with
sounds and
words when
taught
IELG D5 G56
The children
will be able to
explore
rhyming words
as a teacher
reads them
books, mainly
about animals.
Children will
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)
at the end of
the teaching
day)
Greeter
Checklist
(turn in to
lead teacher
at the end of
the teaching
day)
All of the
books from
the work
room, 5
stuffed
animals
[variety of
animals such
as: dog,
Page 12
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
Sheep in a Jeep by
Nancy Shaw T S4 or
S15
Is Your Mama a
Llama? by Deborah
Guarin T G2
Jamberry by Bruce
Degen T D1 and T
D2 or P D1
Set up the
stuffed animals
throughout the
flop and drop
area so the
children can
hold them
and/or act out
some of the
Ruth
Laisla
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
Age 16 to 38
Months CI7:
Completes a
familiar
rhyme by
providing the
last word.
have the
opportunity to
finish
sentences in
the story by
saying the last
rhyming word
in familiar
stories. The
toddlers will
be able to
play with
words as the
teacher
invites them
to mimic the
rhyming words
they are
saying.
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)
bear, sheep,
giraffe]
(Work Room),
My own
books (IWP)
Page 13
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Chicka Chicka,
Boom Boom by Bill
Martin Jr M10
Brown Bear, Brown
Bear, What Do You
See? by Bill Martin Jr
M5
How Do Dinosaurs
Say Good Night? by
Jane Yolen Y2
There Was An Old
Lady Who
Swallowed a Fly by
Simms Taback T11
Yum, Yum Dim
Sum by Amy
Wilson Sanger T S1
Baby's Mother
Goose by Alice
Schlesinger T S2
stories with
them. Set them
out around the
edge so they
will not be a
tripping
hazard. Set the
books up on
the book shelf
where at least
most of them
can be seen.
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Block
Area:
Constructi
on Site
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Cortney
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D1 G5
Age 16 to 38
Months CI8:
Repetitively
uses
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 will
be able to
build and
create
different
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)
Yoga ball
(gross
garage),
cardboard
brick blocks
Page 14
Part Two
Book
(Title, author,
reference number,
and location)
Giraffes Cant Dance

by Giles Andreae
(IWP)
Commotion in the
Ocean by Giles
Andreae (IWP)
Rumble in the Jungle
by Giles Andreae
(IWP)
Mrs. McNosh Hangs
up Her Wash by
Sarah Weeks (IWP)
Bears New Friend
by Karma Wilson
(IWP)
Road Builders B. G.
Hennessy (WR H14)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
Tape a section
off in the block
area showing
where children
can build if
Jepson
Kroy
YeonHee
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
fill/dump,
build
up/knock
down, and
push/pull
strategies.
buildings with
big cardboard
boxes.
Children will
be able to
demolish their
buildings with
a wrecking
ball (the
yoga ball
hanging from
the ceiling).
Children will
be able to use
paper on
clipboards and
the
whiteboard to
draw out their
blueprints or
IELG D2 G18
Age 16 to 38
months CI2:
Scribbles
with drawing
and writing
tools.
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)
(RR2- bottom
shelf right
hand side) or
foam blocks
(gross
garage or
RR2),
masking
tape(RR1),
rope, duct
tape
(classroom)
Page 15
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
they want to
knock it over
with a wrecking
ball, it also
shows where to
not stand so
children are
not getting hit.
If there are any
children at the
center stay
with them to
make sure the
wrecking ball is
being used
correctly and
safely. Have
the blocks set
up before the
children come
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
Part Two
Book
(Title, author,
reference number,
and location)
plans of what
they want to
draw.
Dramatic
Play:
I am a
Constructi
on Worker
Jiae
IELG D1 G5
Age 16 to 38
Months CI4:
Increasingly
follows
through with
own ideas in
play and
interactions.
Children will
be able to
plan how they
want to play
with the
blocks and
follow through
on the plan.
Children will
4 Traffic
vests and
cones (RR2
Y18), Plastic
tools (RR2
Y19), 5 Hard
hats (RR2
Y20), lunch
foods (RR2
Page 16
Harry Builds a
House by Derek
Radford (WR R1)
Set-up,
Safety,
Routine
Instructions
(Be specific)
in and ready to
be knocked
down. Duct
tape the rope
to the yoga ball
and knot it to
the chain, set it
at a height
where the
toddlers can
push it well.
Move the
kitchen items
out of the
room, but
leave the shelf
and the sink.
The babies and
coat rack
should stay.
Name
of
toddler
(s)
planne
d for in
this
activity
Daisy
Cody
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D2 G18
Age 16 to 38
months CI2:
Scribbles
with drawing
and writing
tools.
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)
be able to use
writing
utensils to
draw out their
plans and
then move
over to the
blocks to
implement
them. Children
will be able to
play pretend,
side by side
their peers.
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)
Y34-40), 3
Purses/ lunch
bags (RR2
Y11 and 12),
1 office
phone (RR2
Y15), 3 cell
phones (RR2
Y15),
clipboards
(Some in
classroom
others in WR
cabinets),
white paper,
dramatic
play shelf
and coat
rack, 10
crayons
Page 17
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Hang the traffic

vests on the
coat rack and
set out the
hard hats
across the top
of the shelf. Set
up a phone on
the shelf too.
Put white
paper on all
the clipboards
and crayons for
the children to
draw blueprints
on.
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Gross
Motor:
Activity
Dice
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
Rachel
IELG D2 G17
Age 16 to 38
Months CI57: Jumps in
place.
Balances on
one foot
briefly. Bends
over easily
at the waist
without
falling.
Children will
roll a dice that
will tell them
what sort of
action to do.
Children will
be able to
practice gross
motor
movement by
balancing,
spinning,
crawling.
Children will
also be able to
add in animal
noises with
some of the
actions.
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)
(RR1)
Action dice
(IWP), 2 mats
(gross
garage)
Page 18
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
On The Move
by Miriam
Stoppard (WR T S16)
Set up the
tumbling mats
beside each
other a bit in
front of the
slide to
designate
where the
children should
use the dice
and act out the
actions. Make
sure the
children are
not throwing
the dice. Model
how to roll the
dice and any of
the actions if
Dillon
Maddox
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Class
Clean-up
(Lead
Teacher
for the
day is in
charge of
this)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
Cortney
IELG D3 G31
Age 60
Months
through
Kindergarten
CI5:
Describes
and follows
classroom
and group
routines.
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).
Clean up
song, CD
player or
docking
station, and
toy bins.
Page 19
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
needed.
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 clean-up
starts. Model
clean up
procedures for
toddlers and
give them
choices of
items to clean
up.
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Transition
to Large
Group
Activities
(Lead
Teacher
for the
day is in
charge of
this)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
Cortney
IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures
The lead
teacher will
start the
transition
activity to
help the
children
gather to the
large group
area.
Children will
act out the
song and the
different
actions to
each verse as
we sing
together. As
we sing
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)
Transition
Activity
Come on
over and
clap your
hands.
Clap your
hands. Clap
your hands.
Come on
over and
clap your
hands.
It is group
time.
Come on
over and tap
your head.
Page 20
Part Two
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.
Have all of the
large group
materials out
during set up
so they are
easily
accessible.
Prior to singing
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
children will
walk over to
the large
group area
(with prompts
and guidance
from
supporting
teachers) and
will end up
sitting in the
area by the
end of the
song.
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)
Tap your
head. Tap
your head.
Come on
over and tap
your head.
It is group
time.
We continue
with body
parts such as
stamp your
feet
blink your
eyes pat
your knees
etc.
Come on
Page 21
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
the transition
song have all
the materials
for large group
brought over
so you can
start off right
away.
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Large
Group
Activity
Dancing
Feet!
(Please
Part Two
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
over and sit
right down.
Sit right
down. Sit
right down.
Come on
over and sit
right down.
It is group
time.
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
Cortney
IELG D5 G59
Age 16 to 38
months CI10:
May use
pretend play
to act out
familiar story
The children
will listen to
the story
Dancing Feet!
about how
different
animals
25 Dancing
scarves (WR
shelf 3)
Dancing Feet! by
Lindsey Craig
(Toddler closet)
See detailed
activity
description at
end of plan for
specific
instructions
and script for
Emersy
n
Page 22
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
refer to a
detailed
description
of the large
group
activity in
the box at
the end of
the plan).
Transition
to outdoor
play
Activity
Outcome/IE
LG
(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)
with adult
assistance.
dance.
Throughout
the book we
will copy the
different
dance moves.
Afterwards the
children will
have the
opportunity to
dance to
music using
scarves and
the new
animal dance
moves they
learned.
Children get
ready to go
outside by
IELG D1 G4
Age 16 to 38
months CI6:
Listens and
participates
in story time
Cortney
IELG D5 G48
Age 6 to 18
Months CI8:
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)
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
the lead
teacher to
follow.
Emergency
backpack
and rope
Page 23
Help toddlers
put on coats
and backpacks
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
(Lead
Teacher
for the
day is in
charge of
this)
Large
south
playgroun
d
Small north
playground
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
Follow
single-step
directions
without
gestures
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.
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)
(behind
door), check
in/out sheet
Make sure
everyones
tags are off
and coats
are on.
Double check
locker for all
childrens
belongings.
Sing Sing,
sing, sing
with me.
Sing out loud
and clear. To
tell the
children
Page 24
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
and line up.

Teachers will
help the
children grasp
the rope and
sing while the
children walk
to the outside
play area.
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Activity
Area
&
Activity
Title
1st
Outdoor
Activity:
Camping
and
Fishing
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
everywhere
That outside
time is here.
Rachel
IELG D1 G15
Age 16 to 38
Months CI10:
Uses theme
play when
presented
with props or
prompts
Children will
participate in
pretend play.
They will be
given props to
initiate the
play such as a
tent for
camping and
plastic pool for
fishing.
2 Life vests
(RR2 Y52),
tent (RR2
Y54), 2
sleeping
bags (RR2
Y53), red
plastic boat
(gross
garage),
plastic pool
(gross
garage)
Page 25
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name
of
toddler
(s)
planne
d for in
this
activity
Set the tent up

in the area
between the
gate we walk in
and the gate
the parents
come up to.
Put the
sleeping bags
in the tent. Set
the pool and
boat up just
outside the
tent and place
the life vest in
Ashlynd
Part One

3/8/16_____
Activity
Area
&
Activity
Title
2nd
Outdoor
Activity:
Beep
Beep
Traffic
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
Cortney
IELG D2 G21
Age 16 to 38
Months CI1:
Attempts
new
activities
that require
familiar and
unfamiliar
physical
movement,
with or
without adult
assistance.
Child will
participate in
riding bikes
and in cars
around the
playground
with or
without parent
assistance.
They will be
able to go
around cones
and stop at
stop signs.
3 Toddler
trikes (large
shed), 2
toddler cars
(large shed),
all traffic
signs (large
shed), 3
helmets
(large shed),
at least 5
traffic cones
(large shed)
Page 26
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
it.
Set the stop
signs and
cones up
around the
walkway. Put
the signs at
places where
the toddlers
will actually be
able to stop.
Watch the
children to
make sure they
have good
control of the
vehicles. Offer
help when
needed. When
riding the
Name
of
toddler
(s)
planne
d for in
this
activity
Eli
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Inclement
Weather
Fine
Motor
Indoor
Activity:
Hammerin
g in Pegs
(This can
stay the
same on
your plan
until you
use it)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Jiae
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D2 G18
Age 16 to 38
Months CI5:
Uses
forefinger to
thumb grasp
with
precision
IELG D2 G17
Age 16 to 38
Months CI3:
Pounds
object with
intent and
precision
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 will
use their
thumb and
forefinger to
hold on to
pegs as they
use gross
motor muscles
in their arm to
hammer the
pegs into the
Styrofoam.
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)
3 Styrofoam
for
hammering
(RR1 W32),
all pegs (RR1
W33), 6
hammers
(RR1 W34)
Page 27
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
trikes the
children need
to be wearing
helmets.
Set out all of
the pegs and
hammers on
the table along
with the
Styrofoam.
Watch the
children to
make sure they
do not place
the pegs in
their mouth.
Also watch to
make sure that
children are
not hitting their
Name
of
toddler
(s)
planne
d for in
this
activity
N/A
Part One

3/8/16_____
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(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)
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)
(hammers
peg with
accuracy).
Part Two
Book
(Title, author,
reference number,
and location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
friends with
their hammers.
Model how soft
you should be
hitting the
pegs with the
hammer.
Page 28
Name
of
toddler
(s)
planne
d for in
this
activity
Part One

3/8/16_____
Part Two
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: Dancing feet!
IELG Outcome: IELG D5 G59 Age 16 to 38 months CI10: May use pretend play to act out familiar story with
adult assistance. IELG D1 G4 Age 16 to 38 months CI6: Listens and participates in story time
The skills this activity promotes: Language as they are introduced to animals and vocabulary. Strengthen
motor movements as they use different body parts to dance like the different animals.
Activity Description: "The children will participate by pretending to dance like different animals and waving
scarves during an interactive story titled Dancing Feet! by Lindsey Craig.
Adaptations for individual toddlers: Whoever is shadowing Dillon, hold him in your lap if needed during the
story portions. Try to keep him from running off by giving him a chance to observe if he is feeling overwhelmed.
Be very energetic and make the activity seem fun.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): I
have some very special animals in my book. They are dancing animals! They are going to show us how they
dance to music. Lets read our story and see how they dance and then we can dance just like them. Who do you
think will come first?
Expectations for children (What will you say and do to show the children how to participate in the
activity?): While I tell my story we need to pay close attention to how our animal friends dance so we can
dance just like them. While I am reading we need to stand back from the book so all of my friends can see.
When I say freeze that means it is time to see who our next animal friend is. Lets practice. Have the children
dance and then say freeze. Perfect! While we dance, I also need you to keep your scarf in your hand and wave
it in your space only.
Handing out props (how will you hand out props): After I explain to the children the expectations, two
support teachers will hand out scarves to all the children. If the child wants two they can have one for each
hand.
Page 29
Name of
toddler(s)
planned
for in this
activity
Emersyn
Part One

3/8/16_____
Part Two
During the activity (What are you saying and doing during the activity for the children to model?):
To find out how the different animals dance, we are going to have to read this story! As I read the story I will
stop after every other page and we will dance like the different animals (lady bug, catperillar, lizard, elephant,
duck, bear). After every other page, I will ask they children what animal they think dances that way. Then I will
say, lets turn the page and find out if we were right! Then I will tell the children to dance. While we dance I
will sing Dance dance dance. I like to dance. I like to dance a lot. Dance dance dance. After the story, I will
turn the music on and let them dance with the scarves and encourage them to use some of the new animal
dance moves we just talked about.
Closing Script (What will you say and do to end the activity and transition to the next thing?):
Wow! We were able to dance like so many different animals. We danced like a lady bug, a caterpillar, a bear,
an elephant, a lizard and a duck! Now lets hand your scarves to a teacher and dance on over to get ready to go
outside! If not going outside transition to indoor inclement weather activities instead. Have the children help
push tables back over to the tile.
Collecting props (how will you collect the props?) Have the support teachers go around collect the
scarves.
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