2015 Fall 350a Four Toddler Activity Plan Part One Template

Teacher _______________ Part One Part Two
Lead Teaching Date___________ Submission Date _________ Revised Submission Date _____
Four 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. 15-The activities this week will promote interaction between children, expanding
language skills by labeling objects, following multiple-step directions, and motor skills such as crawling. Toddlers will be able to do this
through playing with props to act out stories in the Flop and Drop and gross motor areas, using blocks to build and take down things from
their own imaginations, and dramatic play as they pretend to be pirates which requires following directions.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day? Section 1 Criteria
b. I practice playground awareness and position myself to see the playground. As we will be playing on the playground, I need to be
aware of everything that is going on. I need to make sure all the toddlers are being watched. Am I in the proper place to see the most
amount of toddlers? Am I moving around so I can more efficiently see the students?
3. Briefly describe your planning for the 4 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.
Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)
1. Jared Jared will interact and play IELG D3 G28 Age 6 to 18 In Jared's Flop and Drop: Jared will be Dont fill out this section, you
alongside other children in Months paperwork it says able to work on his goal of will learn this in ECD 350B
the lab at least 3 times C13: he loves books and interacting with other
during class. Engages in parallel play or also trucks and cars children as he plays with the
briefly plays besides other props, which include trucks
children. and cars
Page 1
Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)
2. Gabriel Gabriel will use words to IELG D5 G52 Age 16 to 38 In Gabriel's Dramatic Play Center: Gabriel
label and request 4 times Months paperwork it says will be able to work on his
each day Cl1: he loves the goal of labeling and
Increasingly uses words Wheels on the Bus requesting through playing
and phrases song with toys that pertain to
wheels on the bus.
3. Kendall Kendall will follow two- IELG D5 G54 Age 16 to 38 In Kendall's Gross Motor Center: Kendall
step direction twice a day Months paperwork it says will be able to work on her
during lab. Cl2: Follows direction, she likes the stories goal of following two-step
moving from one step to of Nephi. One of directions through being on
two steps or three steps those stories the pirate ship and following
within a routine. includes him the Captain's orders.
building a boat, so
a pirate activity
would be perfect
4. Deegan Deegan will crawl on his IELG D2 G17 Age 6 to 18 In Deegans Block Center:
hands and knees to an Months Cl4: paperwork it says Deegan will be able to work
activity 4 times a day in Rocks back and forth on he enjoys Cat in the on his goal of crawling on his
lab. hands and knees and, later, Hat, which will be hands and knees while were
crawls, then creeps the theme of our setting up and knocking
block activity. down the wooden, and
waffle blocks. He will also be
able to sit up on his knees
while he is stacking the
blocks.
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Page 3
Four Toddler Activity Assignments & Set-up Plan
4. 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 Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Part One Donald That you will do Lead Teaching
Lead: your job as a lead. Checklist (turn in all
See Lead Teaching checklists at the end
Evaluation form. of your lead teaching
day)
Check- Minnie That you will Check-in/out
in/Check-out Mouse follow Checklist (turn in to
Person & instructions and lead teacher at the
Booth do your job as end of the teaching
Observer: CI/CO and booth day)
person
Greeter: Daisy Duck That you will Greeter Checklist
follow (turn in to lead
instructions and teacher at the end of
do your job as the the teaching day)
greeter
Page 4
the activity
outcome)
Flop & Drop: Donald IELG D5 G48 While in the Toddler (Orange) Paperback No small items Jared
Age 6 to 18 Flop and Drop 4 Trucks and Book: Five that can be
Months area, children Helicopter (198) Trucks by Brian choked on. No
CI:2 Reaches will be able to 2 School Buses Floca-P F2 food should be
for familiar have trucks and (199) Hardback Book: used. Don't
objects with cars with them 1 Fire Truck (199) Big Wheels by have too many
verbal to work 6 toy cars (200) Anne Rockwell- or sharp items
and gestural together acting Dramatic Play R12 on floor for
cues. out the story we (yellow) Firefighter tripping.
are reading, 4 traffic vests (224) Frank by Defined space
while showing 3 hard hats (225 Monica to move around.
they recognize Wellington- W8 Set Up:
those objects I'm Taking a Trucks and toy
we'd just read Trip on my cars will be set
about. Train by Shirley up around the
Neitzel-N2 Flop and Drop
The Little area, alongside
Engine That the books the
Could by Watty toys correspond
Piper-P10 with. The traffic
The Little Fire vests and hard
Engine by Lois hats will be
Lenski-L8 hung up on the
Machines at side so the
Work by Byron children can
Page 5
the activity
outcome)
Block Area: Minnie IELG D2 G18 In this activity, Manipulatives: The Cat in the Do not stack Deegan
Mouse Age 6 to 18 we will look Small waffle blocks Hat by Dr. Seuss blocks taller
Months through the (43) (I will bring) than toddlers.
CI16: Stacks book, The Cat in Dramatic Play Any items to be
objects the Hat, and the (yellow) used for a block
toddlers will be 12 Cloth Hats (226) activity must
able to create Blocks (Blue) pass the choke
their own Foam Blocks (189) tube test. No
imaginary I will provide: throwing of
world like in Cat stuffed animal cats blocks. Avoid
in the Hat having too many
through stacking objects on the
the waffle and floor that can
foam blocks cause tripping.
while wearing Set Up:
their own hats. The stuffed
They can knock animal cats will
down and be set up
restack the around the
blocks as they block area,
please. some wearing
cloth hats to
connect to the
book. The waffle
and foam blocks
Page 6
the activity
outcome)
Dramatic Play: IELG D1 G14 Children will be Toddler (Orange) The Wheels on Children should Gabriel
Daisy Duck Age 16 to 38 able to sing the 12 School Buses the Bus by have room to
Months song, "The (199) Mary Alice move around.
CI:4: Initiates Wheels on the Dramatic Play Moore- Do not use food
play with Bus" and be (Yellow) Location: S M7 in the activities.
another child provided with 9 Dress up (218) All props used
through props to act it 6 Police Officer should pass
gestures, out with one Hats and Uniforms choke test and
offering toys, another, (224) also sanitized.
smiling, and hopefully 4 Boys Clothes Don't have too
eye contact. initiating play (218) many items on
with other the floor, to
students. avoid tripping.
Set-up
Dress up clothes
will be hung up
while we are
reading the
book and
singing the
song, while the
school buses
will be with
each child so
they can be
Page 7
the activity
outcome)
Gross Motor: Donald IELG D2 G17 Children will be Gross Garage How I Became a Objects/props Kendall
Age 16 to 38 on a pirate ship, 2 Balance Beams Pirate by must be
Months wearing their Dramatic Play Melinda Long sturdy,strong
CI8: pirate costumes, (Yellow) and David and stable. If
Walks in a and will have 5 Dress up (218) Shannon (I will using large
straight line the opportunity I will bring bring) objects make
to sword fight, 4 eye patches sure they are
be a Captain, 1 pirate ship not taller than
steer the ship, the toddlers.
and walking Define a large
a plank which gross motor
will test their area using duct
ability to walk in tape or
a straight line. furniture.
Set-up
There will be a
pirate ship in
the Gross Motor
Center, with a
plank (the 2
balance beams)
coming off the
side. Swords
and dress up
will be on the
Page 8
the activity
outcome)
Class Clean-up Donald IELG D3 G31 Age The children and Clean up song, CD Play the clean-up
(Lead Teacher 60 Months will clean up all of player or docking warning song 2
for the day is through the toys and station, and toy bins. minutes before it
in charge of Kindergarten activities with is time to clean
this) CI5: Describes teacher support. up. Put the bins
and follows They will place all down during this
classroom and the toys in the time so they will
group routines. correct bins, and be ready to go
stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Page 9
the activity
outcome)
Transition to Donald IELG D5 G48 Age The lead teacher Transition Activity Towards the end
Large Group 6 to 18 Months will start the (Please put any of clean up,
Activities CI8: transition activity materials you need teachers will
(Lead Teacher Follow single- to help the or words to songs create a large
for the day is step directions children gather to you use here and list group area with
in charge of without the large group any other materials the shelves so
this) gestures area. your lab uses for this that children have
transition). a defined space
Please put what to participate in
the children will the large group
be doing here: activity. (Please
put any other set-
up or routine
instructions
here).
Large Group See detailed
Activity- activity
description at end
(Please refer of plan for
to a detailed specific
description of instructions and
the large script for the lead
group activity teacher to follow.
in the box at
the end of the
plan).
Page 10
the activity
outcome)
Transition to Donald IELG D5 G48 Age Children get ready Emergency backpack Help toddlers put
outdoor play 6 to 18 Months to go outside by and rope (behind on coats and
(Lead Teacher CI8: putting on their door), check in/out backpacks and
for the day is Follow single- coats and will sheet (Please list any line up. Teachers
in charge of step directions lining up on the other materials your will help the
this) without rope. Teachers lab needs). children grasp the
Please bold gestures will help the rope and sing
one: children grasp the while the children
Large south rope and sing walk to the
playground while the children outside play area.
walk to the
Small north outside play area.
playground
Page 11
the activity
outcome)
1st Outdoor Minnie IELG D2 G21 Students will be No materials Students cannot Kendall,
Activity: Mouse Age 16 to 38 playing hide and needed. push each other. Deegan,
Months CI2: seek out on the There should Jared, Gabriel
Participates playground. The only be one
actively in student that's person to a
simple games, "it" will be with hiding place.
dance, and a teacher to Set-up
movement count, then find One student will
activities (e.g. the other be "it" and will
catches and children who stand in one
kicks a ball, are hiding and place with a
plays chase). tag them when teacher to count
they are found. while the other
children hide.
After the
student and the
teacher count to
20, they will go
find all the
other students
and tag them, in
which case they
help find the
rest of the
students.
Page 12
the activity
outcome)
2nd Outdoor Daisy Duck IELG D2 G18 Children will be Letter Paint Chalk should Kendall,
Activity: Age 16 to 38 able to use Stamps not be put in Deegan,
Months chalk to draw on Chalk and Erasers the mouth. Jared, Gabriel
CI:2 Scribbles the sidewalk, (8) Students should
with drawing helping develop only have one
and writing their fine motor piece of chalk at
tools. skills. a time.
Set-up
Chalk will be put
on the sidewalk
where students
are allowed to
draw.
Beforehand
students will be
taught they
should only use
one piece at a
time, but are
free to draw
whatever they
want.
Page 13
the activity
outcome)
Inclement Donald IELG D2 G18 Students will be Manipulatives Puzzle pieces
Weather Fine Age 16 to 38 putting together 5 Puzzles (41) should not be
Motor Indoor Months a few large put in the
Activity: CI:12 puzzles. Can be mouth. Puzzles
Completes done inside or should be on a
(This can stay
the same on simple insert outside. harder surface
your plan until puzzles (uses so they don't
you use it) shape sorter break.
box or puts Set-up
pegs into peg There will be a
board). variety of
puzzles set up
for the children
to put together.
The pieces
should be put
out on the
ground so
students can
more easily find
pieces.
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.
Page 14
the activity
outcome)
Title:
IELG Outcome:
The skills this activity promotes:
Activity Description:
Adaptations for individual toddlers:
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?):
Expectations for children (What will you say and do to show the children how to participate in the activity?):
Handing out props (how will you hand out props):
During the activity (What are you saying and doing during the activity for the children to model?):
Closing Script (What will you say and do to end the activity and transition to the next thing?):
Collecting props (how will you collect the props?)
Page 15

2015 Fall 350a Four Toddler Activity Plan Part One Template

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2015 Fall 350a Four Toddler Activity Plan Part One Template

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Teacher _______________ Part One Part Two

Four Toddler Activity Pre-Plan: Part One

Four Toddler Activity Assignments & Set-up Plan

The skills this activity promotes:

Adaptations for individual toddlers:

Handing out props (how will you hand out props):

Collecting props (how will you collect the props?)

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