Week At A Glance Lesson Plan

Date: March 12th-15th, 2018

Teacher(s): Alaetra Alvarez
Statement of Intent for Learning: We aim for the children to continue building positive relationships with their
peers and teachers. We also want to encourage them to explore different areas of the classroom and to help
them reach the developmental goals that have been set for them by their teachers.
Monday Tuesday Wednesday Thursday
Art/Easel Using different shapes and colors of paper, the toddlers will create their own collage on a
blank canvas.
Blocks Ramps and balls created by the assistant teachers will be incorporated in this area. The
teachers will be conducting research on how the toddlers use the materials, while the
children learn about movement and ramps.
Books There will be various books that are familiar and of interest to the children including
animals, colors and storybooks. These books will help them feel comfortable in the
classroom.
Writing Each child’s name will be written out and laminated for the toddlers to trace with a white
board marker. Each name will also have the child’s picture next to it to help them find
their name.
Dramatic A farm will be set up in the dramatic play area for the children to explore the tasks a
Play farmers has during the day, such as picking eggs and growing vegetables.
Quiet The quiet manipulatives will encourage a variety of fine motor and mathematic skills such
Manipulatives as matching, connecting and counting items. The children will explore puzzles, shape
sorters and other materials to support this.
Science Using a pipet the children will drop different colors of food coloring onto a paper plate.
Then the children will use the pipet to drop a mixture of baking soda and vinegar on top
of the food coloring. There will be a teacher present at this center at all times.
Sensory Using buckets and shovels the toddlers will be able to create sand castles and dig for sea
shells in the kinetic sand.
Light Table Using eye droppers and different colored water, the toddlers will be able to mix colors
and create new ones in clear trays.
Large Groups
As a group, we will sing songs, examine the weather, and read books.

Music & The children will use rain sticks, a tree works music chime and sound tubes to create their
Movement own music during our transition time after snack. There will also be songs playing on the
CD player for the children to accompany using their instruments.
Outside/Gross If it is warm enough for us to go outside (above 20 ), there will be wagons, shovels, and
o

Motor Lab buckets for the children to use. If we are in the gross motor lab there will be various types
of balls, sit & spins, and various other gross motor items set out for the children.
Snack Grilled Cheese Fruit Pizza Cereal Mix Bananas & Fruit Dip
Fruit Juice Milk Milk Milk
Small Group The children and teachers will continue to explore their small group investigation topics.
Activities Topics include animals, painting, sensory materials and movement.
 Book List

Title Author
Storybooks
Pajama Time! Sandra Boynton
Time For School, Mouse! Laura Numeroff and Felicia Bond
How Do Dinosaurs Love Their Dogs? Jane Yolen & Mark Teague
My Little Train Satomi Ichikawa
Penelope’s Perfect Purple World Book A Learning Readiness Program
Mrs. Wishy-Washy Joy Cowley
Factual Books
Rocket’s Mighty Words Tad Hills
Seek and Slide: In the Sea Published by Barnes & Noble, Inc.
All About Sounds Ruth Thomson
My First Body Board Book Published by DK Publishing, Inc.
Bear Sees Colors Karma Wilson & Jane Chapman
Shapes and Colors Published by BENDON Publishing International
Rhyming Books/Alphabet Books
ABC Dinosaurs Scott Hartman
WOW It’s A Cow Trudy & Jay Harris
ABC Eric Carle
Clifford’s Peekaboo Norman Braidwell
Wordless or easy reader books
Can You Count Gyo Fiyikawa
One Foot Two Feet Peter Maloney & Felicia Zekauskas
The Secret Birthday Message Eric Carle
Touch and Feel Puppy Published by DK Publishing, Inc.
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
A Mud Pie for Mother Scott Beck
How Do I Love You? Marion Dane Bauer
I Love My Potty Lara Jones

Check that books are age appropriate and that you have some books for each section. Provide a variety
of books (friendship, content areas, empathy, related to investigations, etc.) Highlight the books you
would like to keep for next week.
 Multicultural Analysis for Integration of Diversity:

Plans for the week of March 12th-15th, 2018

Lead Teacher Alaetra Alvarez
Age of Children 2-3 years
Cultures represented in class American, South African, Vietnamese
Differing abilities represented in class N/A

Cultural and Anti-bias materials: Pictures around the classroom represent our families and different
cultures. We have labeled materials in the classroom that are in different languages.

Families reflected in the environment: There is a family picture wall located in the classroom. Dramatic play
supports family interactions, we have a family communication binder in the observation booth and our
snack is served family style.

Music from Children’s Backgrounds: We have a variety of different music that we listen to throughout the
day that includes a variety of different cultures and languages at times.

Literature that reflects the children and families in the class: Books that represent children from all different
cultures will be set out in the book area.

Activities that reflect the children and families: Dramatic play is set up as a farm that includes hens that lay
eggs, food that is grown in a garden and different animals that can be found in a farm. We have books and
animals throughout the room that represent different cultures.

Group activities that have multicultural elements, anti-bias elements, or diversity elements: The teachers in
our classroom support and respect each child’s background. We embrace that all children come from a
different culture and are open and welcome new traditions to participate in. Each child has a choice in which
activity they wish to participate in.

Others:

Not well integrated Middle Well integrated

Self rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Toddler Morning Classroom Lesson Plan
Mentor Teacher: Samantha Kinder

Week of: March 12th-15th Head Teacher: Alaetra Alvarez

What have we observed the children What can we do to help further the children’s learning
doing, thinking and learning? and support their thinking?

Art Area • I have observed the children
explore with many different
materials at the art table. Loose
pieces and glue are materials
that we haven’t explored this
semester. I will be interested to
see how much participation
there is with these new
materials.
Skills and Learning Addressed
Fine motor skills, color recognition, materials exploration
• Various colors of scrapbook paper cut into small
squares
• White sheets of paper
• Glue Pods
• Assist children when needed
Ask open-ended questions about the activity. “How
many colored squares will you use in your picture?”
or “What kind of picture can you create?”

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?

Reading Area • Books are often used as a transition • Familiar books about animals, babies, rhyming
tool into the classroom. Many words, families
children head toward this area when • Books will be place in a book basket in the
other areas are crowded or they reading area
want one on one interaction with a • Read to children and allow for time to ask
teacher. questions both about the book and that are
open ended to allow for conversation
Skills and Learning Addressed
Literacy, print, picture recognition, book interactions, recognition of words, listening skills

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?

Block Area • The children have had one week of • The assistant teachers will choose the
balls and ramps and showed a lot of materials they would like to use. Please refer
interest in the setup. I will be to their lesson plan.
interested to see how they react to a
different set up of the ramps and
balls.
Skills and Learning Addressed
Fine motor, large motor, mathematics, science and inquiry, communication and language
 What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?

Dramatic Play • I have observed the children
Area enjoying different centers that have
incorporated a farm element. Having
a farm theme for the dramatic play
will allow the children to explore the
farm element at a larger level.
Skills and Learning Addressed
Cooperation, pretend/role play, communication, social etiquette, self-help skills
• Farm: Barn, Chicken Coop, Vegetable Garden
• Fake straw, plastic eggs, brown cloth as dirt,
fake vegetables, animal stuffed animals
• Children will explore and play in the dramatic
play by picking eggs from the chicken coop,
growing and picking vegetables from the
garden and play with the stuffed animals that
resemble animals found on a farm.
Ask open ended questions about their play and
interactions with peers such as, “What can you do
with the different materials found here?” or
“What stories will you act out?”

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?

Light Table • There has been a lot of interest
shown in centers that have
incorporated water. It will be
interesting to see how the
children react to the different
colored water that will be on the
light table.
Skills and Learning Addressed
Fine motor, communication, science and inquiry exploration
• Deviled egg trays
• Clear cups
• Water
• Food coloring
• Large Toddler Eye Droppers
• Asking open-ended questions such as, ”What
colors can you create?” or “How many colors of
water can you mix together?”

What have we observed the What can we do to help further the children’s learning and
children doing, thinking and support their thinking?
learning?
Sensory Table • The children have shown • Kinetic Sand
interest in burying items in • Buckets and Shovels
the sensory table as well as • Sea Shells
building things up. Using the • Ask open ended questions like, “How many sea shells
kinetic sand, the children will can you find in the sand?” or “What does the kinetic
be able to build sand castles sand feel like in your hands?”
and bury sea shells in the
sand.
Skills and Learning Addressed
Fine motor skills, problem solving, communication, sharing, direction following
 What have we observed the children What can we do to help further the children’s learning
doing, thinking and learning? and support their thinking?

Writing Table • The children have explored • Laminated name labels (with their picture next to
creating lines throughout the their name)
semester on paper, with chalk • Dry erase markers
and on a white board. They have • Ask open-ended questions such as, “What letters
also explored with letters by do you see?” or “How many lines are in this
doing a letter hunt in the sand. letter?”
This activity will incorporate
both letters and drawing lines.
They will get familiar with the
letters in their names and learn
to trace the lines of those
letters.
Skills and Learning Addressed
Fine motor, letter recognition, inquiry

What have we observed the What can we do to help further the children’s learning and
children doing, thinking and support their thinking?
learning?
Quiet • This is often an area where • Puzzles
Manipulative children go when there are • Bead rollercoaster
Area too many others at an area • Colorful calming bottles
they were previously at. • Shape Matching
They like to interact with
their peers in this area of the
classroom
Skills and Learning Addressed
Fine motor, communication, collaboration, matching, recognition, sharing

What have we observed the
children doing, thinking and
learning?
Science Area • This semester we have done
a lot of exploring different
materials in the science
center. We have yet to do a
science experiment to get
the children asking questions
about how things work. This
activity will encourage the
children to inquire about the
experiment.
Skills and Learning Addressed
Fine motor, science and inquiry, color recognition
What can we do to help further the children’s learning and
support their thinking?
• Food Coloring
• Paper Plates
• Large Toddler Eye Droppers
• Baking Soda and Vinegar
• ¼ cup measuring cup
• Ask open ended questions about “What picture can
you create with the food coloring dots?” or “What
happens to your dots when the mixture is added?”
 What have we observed the children doing, What can we do to help further the children’s
thinking and learning? learning and support their thinking?

Group Time • This entire semester the children have
sat really well at group time and have
participated in the songs we have sung. I
will incorporate a book relating to our
farm themed dramatic play center. I’ve
also chosen books that talk about
sharing and emotions. I’ve observed that
there are some children that struggle to
express their emotions and some
struggle to share. These books will help
them explore different ways of
expressing their emotions and what they
can do when they are frustrated.
Skills and Learning Addressed
Reading and literacy, listening, regulating emotions, friendship and sharing, concepts of print
• Sing familiar songs to help with transitions
• Address the helpers for the day (clean-up,
weather, song, snack)
• Sing song from song cube (two if extra
time)
• Read books that are familiar to the
toddlers:
o M/T: Click, Clack, Moo Cows That
Type (Doreen Cronin and Betsy
Lewin)
o W: I Will Be Okay (Laurie N Wright)
o Th: There’s a Bear on My Chair
(Ross Collins)

What have we observed the children What can we do to help further the children’s learning
doing, thinking and learning? and support their thinking?

Transition After • The children will explore • Rain Makers

Snack different sounds made with • Tree Works Music Chime
different instruments. They can • Sound Tubes
blow through the sound tubes, • Music in CD player
turn the rain makers upside
down and use a stick to create
music with the tree chime.
Skills and Learning Addressed
Music, rhythm, listening, fine and large motor skills

What have we observed the
children doing, thinking and
learning?
Outside/Gross • I think the children enjoy the
Motor Room openness of the gross motor
room and the ability to move
freely. They can go on the
slide, the soft climbing
structure, use the sit and spins
or other various materials in
the room.
Skills and Learning Addressed
Gross motor, hand-eye coordination, body awareness, teacher-child interactions, child-child interactions, sharing
What can we do to help further the children’s learning
and support their thinking?
• Gross Motor: slide, soft climbing structure, tunnels,
balls, sit and spins, hula hoops, ball pit
• Outside: Wagons, playhouses with dishes and snow
• Teachers must know where children are at all times,
do a head count at least twice when outside on the
playground
Goals for the Week of:
Key Focus this week: Teachers will observe the children in order to pick up on
more interests that they might have. Teachers will also help guide the children to
be good friends to their peers and continue working on sharing and regulating their
emotions.

Staff Goals:
• Teachers will interacting with parents during drop off and pick up times in order
to obtain information about their night/morning as well as let them know how
their day at preschool was.
• Teachers will wash hands when entering the classroom, before and after
working/eating food, and when needed.
• Teachers will use gloves to protect themselves when changing diapers/toileting.
• Teachers will create relationships with children and families and support the
needs of children and families in times of transitions.

Specific areas of development for assessment:

Teachers will assess and obtain observations for developmental checklists.
• All children should explore the multiple areas of the room.
• Children should build relationships with their teachers and peers
• Children will follow transitional ques, such as singing wheels on the bus
during clean up and choo choo train to go to snack

Mon/Wed Children’s Goals:

o Owen: To engage in associative play with peers during free play.
o Jacey: To join in and sing at least one song a week when singing songs at group time.
o Luke: To engage in associative play with peers during free play without the assistance of
his twin brother.
o Pete: To engage in associative play with peers during free play without the assistance of
his twin brother.
o Logan: To engage in associative play with peers during free play and outside/gross motor
room time.
o Olivia: To improve color recognition in the classroom through multiple centers.
o Jayce: To encourage him to express his feelings to peers and teachers.
o Alexis: To engage in associative play with peers during free play and small group.
o Avalyn: To work towards using the tripod grasp with various writing materials.
o David: To engage in associative play with peers during free play.
o Tate: To engage in associative play with peers and less time with teachers.
o London: To encourage sharing and how to ask for a toy that a peer has.

Tues/Thurs Children’s Goals:

o Bronson: To manipulate writing utensils using the palmer grasp.
o Cora: To share and take turns using materials when appropriate.
 o Ledger: To manipulate materials to increase hand strength toward using a scissors.
o Mackenzie: To engage in associative play and communicate with peers.
o Carmen: To encourage interactions with other teachers and peers.
o Emerson: To encourage activities that work on fine motor skills such as scissors and
writing utensils.
o Aubrey: To improve her scissor skills by working on her ability to open scissors after
making a cut.
o Ian: To work on communicating with strong, clear consonants.
o Leyla: To engage in associative play with peers.
o Whitaker: To improve on separating from parent or nanny with little to no crying.

Weekly Ongoing Adjustments Form:

Center Name Why: Rationale Changes Children’s Evaluation of
for the Change Made Responses Change

Prevocational Open Ended Questions

Art Table:
How many colored squares will you use in your picture?
What kind of picture can you create?

Dramatic Play:
What can you do with the different materials found here?
What stories will you act out?

Science Table:
What can you create with the food coloring dots?
What happens to your dots when the mixture is added?

Writing:
What letters do you see?
How many lines are in this letter?

Light Table:
What colors can you create?
How many colors of water can you mix together?

Block Area:
The assistant teachers will create the open-ended questions with their lesson plan