Taylor Smith 3rd Activity Plan Part 1 Revised

Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 3/28/18
TA Submission Date: 3/12/18 Faculty Submission Date: 3/19/18 Revised Submission Date: 3/26/18 TTD Chapter: 6
Toddler Activity Pre-Plan:
1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1. Criteria a. Consistently creates an inviting, accessible, safe, and positive environment that promotes independence in exploration, skill development,
and child-directed play.
Section 3. Criteria b. Always introduces activities, sets expectations for involvement, models how to participate, and hands out and collects props confidently
and appropriately.
Section 2. Criteria d. Consistently uses a variety of strategies to support every toddler in their skill development and language acquisition.
I would like you to observe how I maintain a positive and safe environment for the children that allow them to explore and engage in child directed play.
Am I allowing them to move around the room independently or am I helping them too much? I would like you to observe how I introduce the activities, and
model how to participate, so that the children can effectively engage in the activities given to them. Do the children seem to understand the activity from my
example? Am I explaining the directions to my activity well enough? I would like you to observe how I interact and encourage children to expand their language
skills while they engage in the activities given to them.
2.
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3. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching partner so
that you are not planning duplicate activities. 
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child indicator, activity you are them today planning them. (Be specific, support the child
any criteria/ Ex. D2 G51 16-38 planning for for the yet brief) at this activity (be
conditions) mo. CI2 them today (this child specific, yet brief)
does not relate to today
their goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Dramatic XXXXXX will have Teachers can
able to use 16 to 38 Months XXXXXX has the that XXXXXX enjoys Play the opportunity to encourage XXXXXX
pronouns (he, CI9: Uses personal ability to engage fantasy and work on his goal as to work on his goal
she, her, and pronouns. in make-believe pretend play with he interacts with by modeling the
him) correctly play. He will have his peers. XXXXXX the other children in correct way to use
four times the opportunity will be able to use pretend play. He will pronouns such as
during lab. to use this skill as pretend play at the be able to use “She is eating ice
he pretends he is dramatic play area pronouns correctly cream”, and “He is
running an ice where he is able to by saying, “He is helping him buy
cream shop by take on roles and using that scoop” ice cream” and
making ice cream react to the other and “She wants ice teachers will also
and selling it to children as if they cream”. encourage him to
his customers. are the characters ask for toys by
they portray. saying “Can I have
that toy”.
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their goal)
XXXXXX XXXXXX will be IELG D5 G51 Age XXXXXX has the I have observed Flop and XXXXXX will have Teachers can
able to identify 36 to 60 Months developmental that XXXXXX enjoys Drop the opportunity to encourage XXXXXX
the primary CI6: Begins to ability to turn singing. He will work on his goal as to work on his goal
colors (red, blue identify shapes and book pages one at have the he identifies colors by asking him
and yellow) colors. a time. He will opportunity to on the instruments close-ended
correctly 3 times have the create music and he is playing such as questions such as
during play opportunity to do sing as he explores “blue drum” or “What instrument
activities and this as he reads the different “green shaker”. matches the color
routines of the the many books instruments of your shirt?” and
class. on music in the provided to him in helping him match
flop and drop the flop and drop the colors of
area. area. objects to other
objects with the
same color.
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their goal)
XXXXXX XXXXXX will be IELG D5 G49 Age XXXXXX has the I have observed Blocks XXXXXX will have Teachers can
able to use 16 to 38 Months developmental that XXXXXX likes the opportunity to encourage XXXXXX
words clearly to CI6: Uses phrases ability to use his cars and animals. work on his goal as to use full
form 3-4 word or short sentences. words to He will have the he builds enclosures sentences to
sentences three communicate opportunity to play for the dinosaurs convey his wants
times during a wants and needs. with dinosaurs and and asks his peers and needs and
lab day when He will have the cars/helicopters in for blocks. He will encourage
communicating opportunity to the blocks area. have the communicating
with teachers use this skill as he opportunity to with his peers by
and peers. asks the other interact with the speaking clear
children for other children by enough for them
objects he may asking them to understand him
want to use and questions such as and modeling that
play with. “can I have that for him if needed,
dinosaur?” and teachers can also
playing beside encourage XXXXXX
them. to use his words by
asking him
questions that
require more than
one word such as,
“why do you like
painting?”.
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their goal)
able to correctly 36 to 60 months XXXXXX plays that XXXXXX enjoys Play the opportunity to encourage XXXXXX
identify colors CI6: Begins to make believe. She make believe play work on her goal as to identify colors
(red, blue, identify shapes and will have the and play food. She she identifies colors by identifying a
yellow, green, colors. opportunity to do will have the found in the color such as
purple, orange) 3 this as she opportunity to use dramatic play area “pink” and asking
times during lab. pretends she is a these things in the such as blue for the her “what else is
customer or dramatic play area cotton candy ice pink?” and by
worker at the ice as she pretends to cream and pink for modeling the
cream shop. mix some ice the apron and hat. correct names of
cream in the ice the colors seen in
cream maker. the dramatic play
area such as saying
“I’m going to put
on this blue visor”.
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their goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Blocks XXXXXX will have XXXXXX can work
able to clearly 16 to 38 Months XXXXXX is able to that XXXXXX enjoys the opportunity to on his goal as we
speak 2-3 word CI8: Starts to use build 6 block playing with cars speak in 2-3 word encourage him to
sentences at short sentences. towers. He will and blocks. XXXXXX sentences as ask questions and
least once a have the will have the teachers ask him model how to ask
week in lab. opportunity to opportunity to do questions while in questions in
use this skill as he this as he builds the blocks area, complete
stacks blocks to with blocks and such as “Which sentences such as
build enclosures drives the cars dinosaur do you “What is that?”
for the dinosaurs around in the like?” which he may and “What is he
in the blocks area. blocks area. respond with “the doing?” and
big one” or “scary encouraging him to
dinosaur”. answer questions
by modeling how
to answer by
answering some of
our own questions
by saying “that’s a
helicopter” and
“flying in the air”.
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their goal)
XXXXXX XXXXXX will be IELG D5 G53 Age Developmentally, I have observed Gross XXXXXX will have XXXXXX can work
able to say 16 to 38 Months XXXXXX is able to that XXXXXX enjoys Motor the opportunity to on his goal as we
simple words to CI1: Uses words swing his legs to kicking objects. practice saying encourage him to
communicate and phrases. kick a ball. He will XXXXXX will have simple words such name simple
and label wants have the the opportunity to as “ball” or “kick” as objects he sees
and needs once opportunity to do this as he kicks he talks about the such as “ball” or
a day in lab. use this skill as he the hover balls soccer activity in the “goal” and use
kicks the hover toward the soccer gross motor area simple words to
balls toward the goal. and engages by communicate with
soccer goal in the kicking the balls his peers, such as
gross motor area. toward the goal. “I want” or “Me
play” and
modeling
words/language
through play.
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their goal)
XXXXXX XXXXXX will be IELG D5 G57 Ages XXXXXX is I have observed Flop & XXXXXX will have XXXXXX will work
able to identify 16 to 38 months developmentally that XXXXXX enjoys Drop the opportunity to on her goal as we
colors, letters, CI1: Names able to ask reading books. At practice her goal of encourage her to
and numbers familiar pictures in questions and the flop and drop identifying letters identify letters and
twice a day in books. listen to stories. area, there will be and numbers such numbers seen on
lab. She will have the plenty of books for as “that is an N” or each page by
opportunity to XXXXXX to choose “five” as the asking her
use this skill as from. teachers read to questions such as
she listens to XXXXXX from many “what letters do
stories and asks different kinds of you recognize?”
questions about books. and encourage her
the stories being to use her words
read to her. into phrases such
as “I see A” or
“that three” as she
reads with a
teacher.
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their goal)
XXXXXX XXXXXX will be IELG D5 G57 Age Developmentally, I have observed Flop and XXXXXX will have Teachers will
able to label 36 to 60 months XXXXXX is able to that XXXXXX enjoys Drop the opportunity to model how to say
letters of the CI8: Begins to turn book pages music. She will work on her goal as the correct name
alphabet twice a recognize letters one at a time. She have the she reads the books for each letter and
day in lab. familiar words and will have the opportunity to in the flop and drop encourage her to
names them. opportunity to do create music as she area and identifies work on her goal
this as reads the explores the letters of the by asking her what
many books on different alphabet such as “E” letters she
music in the flop instruments or “A”. recognizes on each
and drop area. provided in the page such as
flop and drop area. asking her “Do you
see an ‘E’ like in
your name?”
which she may
respond by
pointing to the
correct letter.
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their goal)
XXXXXX XXXXXX will be IELG D5 G57 Age Developmentally, I have observed Blocks XXXXXX will have Teachers can
able to identify 36 to 60 months XXXXXX is able to that XXXXXX enjoys the opportunity to encourage XXXXXX
letters of the CI8: Begins to build 6 block playing with cars work on his goal as to work on his goal
alphabet 2-3 recognize letters towers. He will and blocks. XXXXXX he plays with by asking him what
times per day in familiar words and have the will have the dinosaurs and reads letters in the book
lab. names them. opportunity to opportunity to do the book that goes he recognizes and
use this skill as he this as he builds along with the by encouraging
stacks blocks to with blocks and activity and him to name
build enclosures drives the cars recognizes letters letters that are
for the dinosaurs around in the such as “D” for found in his own
in the blocks area. blocks area. dinosaur. name by asking
questions such as
“What letter does
your name start
with/end with?”
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their goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Gross XXXXXX will have Teachers can
able to use 2- 16 to 38 Months XXXXXX has the that XXXXXX enjoys Motor the opportunity to encourage XXXXXX
word sentences CI8: Starts to use ability to kick. He kicking objects. work on his goal as to work on his goal
to express what short sentences. will have the XXXXXX will have he kicks the hover by asking yes or no
he wants 3 times opportunity to do the opportunity to balls with other questions such as
during lab as this as he kicks do this as he kicks toddlers by “Do you like
well as saying the hover balls in the hover balls answering simple kicking?” or “Do
“yes” and “no” the gross motor toward the soccer questions such as you want to kick it
clearly. area. goal. “What color is that really hard or sof
ball?” which he may this time?” and
answer with “it encouraging him to
green” or “don’t answer his peers
know”. who may also ask
questions such as
“Do you want to
try?” which he may
answer with a
“yes” or “no”
clearly.
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their goal)
able to use 16 to 38 Months XXXXXX is able to that XXXXXX enjoys Play the opportunity to encourage XXXXXX
words to label CI3: Vocalizes repeat words playing dress up work on her goal as to work on her
objects 3 times a wants and needs. overheard in and make believe. she asks for toys or goal by asking
day. conversations. XXXXXX will have costumes from her close-ended
XXXXXX will have the opportunity to peers and answers questions such as
the opportunity play make believe simple questions “What flavor is
to use this skill as and dress up as a such as “Which ice that?” or “Do you
teachers and customer or ice cream do you like ice cream?”
other toddlers cream shop want?” which she and encourage her
use parallel play employee while in may answer with to name simple
beside her. the dramatic play “that one” or objects she may
area. “green”. see or play with in
the dramatic play
area such as
money or a purse.
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Toddler Activity Assignments & Set-up Plan
4. Lead Teacher – Taylor

Check-in/out Helper - XXXXXX
Booth Helper - XXXXXX
5. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise indicated.
Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific planned
Title helpers. the children detailed item name, the number, and with how you with any for in this
See can practice description of number/amount location want this safety activity
Teaching while at this what the you need, the activity set-up instructions
Calendar activity activity is and reference and for set-up or
for assigned how the location of the during the
helpers children will be item, and activity
explore, play whether you
and practice will provide
the activity (IWP) any of the
outcome items
Flop & Drop: XXXXXX IELG D5 G51 While the Keyboard (WR, I Make Switch the Make sure XXXXXX
Music Time Age 16 to 38 children are in Cabinet 6 Shelf Music: By bookshelf and that the XXXXXX
Months CI4: the Flop and 3), Bongos (WR, Eloise divider so that books aren’t XXXXXX
Points to Drop area, they Cabinet 6 Shelf Greenfield the divider thrown or
pictures in will have the 1), 2 Musical (WR, T G3), holding the torn, and that
books. opportunity to Bells (WR, Pots and books is front no books are
pick out, look Cabinet 3 Shelf Pans: By and center for put into their
at and point at 4), 1 Patricia the children to mouths. Be
pictures in Tambourines Hubbell (WR, see when they careful to not
books about (WR, Cabinet 3 T H13), Jingle enter the have too
music as they Shelf 2), 2 Dancer: By area. Place all many items
sit on the sof Rhythm Sticks Cynthia of the books on the floor,
couches. They (WR, Cabinet 3 Leitich Smith in the so that
will also have Shelf 4), (WR, S29), bookshelf so children
the opportunity Xylophone (WR, Olivia Forms that the titles aren’t
to interact and Cabinet 6 Shelf a Band: By are facing out. tripping.
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outcome items
play with the 2) Ian Falconer Place the Make sure
different (WR, F13), keyboard and toddlers do
instruments Song and bongos on the not use any
that make Dance Man: floor next to of the
music in the By Karen the bookshelf. instruments
flop and drop Ackerman Place all other as weapons
area. (WR, A1), instruments or throw
Hey, Diddle on the shelves them.
Diddle (WR, P in the flop and Anything
J3), Do Your drop area. used in this
Ears Hang activity needs
Low?: By to be passed
Caroline through the
Jayne Church Choke Tube
(WR, S C1), Test.
Hickory
Dickory Dock:
By Jenne
Abramowitz
(WR, S J11),
If You’re
Happy and
You Know It!:
By James
Warhola
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outcome items
(WR, S J1),
Popcorn
Popping: By
Mike Muir
(WR, T M10),
The Little
Drummer
Boy: By Jack
Ezra Keats
(WR, S E4),
Twinkle
Twinkle Little
Star: By
Sylvia Long
(WR, S L2)
Block Area: Jurassic Taylor IELG D1 G14 While the 6 Dinosaurs (RR2 Dinosaur Place book on Do not let the XXXXXX
Park Age 16 to 38 children are in Blue 167), 3 Roar!: By top of the children XXXXXX
Months CI8: the blocks area, Helicopters (RR2 Paul block shelf so throw the XXXXXX
Stacks, builds, they will have Blue 166), 5 Strickland it is near the blocks or
and knocks the opportunity Small Cars (RR2 (WR, T S9) blocks and stack towers
down blocks. to practice the Blue 176), Slate dinosaurs. higher than
activity Blocks (RR2 Blue Leave most of themselves.
outcome as 169) the blocks on Make sure
they stack the shelf so toddlers do
blocks on top they may use not put any of
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outcome items
of each other their own the items in
and knock creativity, but their mouths.
them down. take a few Anything
They will also blocks from used in this
have the the classroom activity needs
opportunity to and slate to be passed
interact with blocks and through the
their peers as create a Choke Tube
they build and couple small Test.
play with the cages and
dinosaurs and place the
vehicles dinosaurs
provided to inside. Place
them. the cars and
helicopters
around the
blocks so that
it looks fun
and inviting
for the
children.
Dramatic Play: Taylor and IELG D1 G15 While the Lemonade Stand The Ice Place the Make sure XXXXXX
Ice Cream Shop XXXXXX Age 16 to 38 children are in (Gross Garage), Cream Store: lemonade the children XXXXXX
Months CI9: the dramatic Ice Cream Sign By Dennis stand in the do not throw XXXXXX
Initiates play play area, they (Front Office), Lee (WR, L6) dramatic play or put toys in
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outcome items
with another will have the Tape (Toddler area next to their mouths.
child through opportunity to Classroom), 1 the slide. Tape Also make
gestures, engage in Cash register the ice cream sure toddlers
offering a toy, spontaneous and play money sign on the share the toys
smiling, and imaginative (RR2 Yellow bottom of the with each
eye contact. play as they 218), Ice cream stand at the other. Also
pretend they Mixer (RR2 toddler’s level. make sure
are running an Yellow 248), Place the fake there aren’t
ice cream shop Mini Ice Cream money in the too many
and exchange Cones and cash register items on the
ice cream and popsicles (RR2 and place the ground that
money with Yellow 248), Ice cash register could be
other toddlers cream scooper on the tripped over.
by using (RR2 Yellow lemonade Have the
gestures, 248), Ice cream stand. Place toddlers help
smiling, and bowls and the ice cream clean up the
eye contact spoons (RR2 mixer, ice area as
while Yellow 248), 2 cream needed.
portraying Visors (RR2 tubs/flavor Make sure all
customers as Yellow 248), 4 sign and toys stay in
well as other Aprons (RR2 scoops on the the area.
items in the Yellow 252), 2 counters by Anything
shop. Purses (RR2 the window. used in this
Yellow 216) Ice Place serving activity needs
Cream Tier dishes and to be passed
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outcome items
Server (RR2 bowls on the through the
Yellow 248), Ice counters next Choke Tube
Cream and to the slide. Test,
Flavors/Toppings Place all including the
Signs (RR2 costumes on fake money
Yellow 248), Ice the coat inside the
cream/cones hanger in the cash register.
(IWP), Ice cream area. Place
Tubs (IWP), Blue the blue
Tablecloth (IWP), tablecloth on
Hershey’s syrup the low round
containers table and put
(IWP), Serving the ice cream
dishes/bowls tier in the
and spoons middle of the
(IWP), Ice Cream table with the
Banner (IWP) ice cream
cones placed
inside. Place
the Hershey’s
bottles and
toppings sign
on the
shelves. Place
a serving dish
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outcome items
and spoon
with ice cream
at each of the
four spots at
the table.
Gross Motor: XXXXXX IELG D2 G17 The toddlers Soccer goal and The Foot Place the goal Teachers will XXXXXX
Soccer Practice Age 16 to 38 will have the 4 hover balls Book: By Dr. against the have to XXXXXX
Months CI5: opportunity to (Toddler Closet), Seuss (WR, lef wall next model kicking
Kicks a ball, but kick the balls Tape (Toddler S11) to the lockers the balls into
with little towards the Classroom) and place a the net/goal.
control of goal while piece of tape Make sure
direction or improving their 3 feet back for children do
speed. gross motor the toddlers not push each
skills. to form a line other and
behind to take that they
turns kicking leave the
the balls into balls on the
the goal. Place ground and
the hover do not throw
balls next to them.
the line. Children will
also need to
stand behind
the tape line
and take
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outcome items
turns.
Class Clean-up Taylor IELG D3 G31 The children Clean up song, Play the clean- Make sure All
(Lead Teacher for Age 60 Months and will clean CD player or up warning toddlers do toddlers
the day is in charge through up all of the docking station, song 2 not fight over
of this) Kindergarten toys and and toy bins. minutes any toys
CI5: Describes activities with before it is while
and follows teacher time to clean cleaning up
classroom and support. up. Put the and that each
group routines. They will place bins down toddler has
all the toys in during this the
the correct time so they opportunity
bins, and stack will be ready to put toys
the bins and all to go when away.
other props on clean-up
the slide. (Do starts. Model
not place clean up
anything on top procedures for
of the lockers). toddlers and
give them
choices of
items to clean
up.
Transition to Large Taylor IELG D5 G48 The lead 11 Carpet Towards the Make sure All
Group Activities Age 6 to 18 teacher will Squares, end of clean the toddlers toddlers
(Lead Teacher for Months CI8: start the Lyrics to Time for up, teachers do not fight
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outcome items
the day is in charge Follow single- transition Large Group (To will create a over any
of this) step directions activity to help the tune of “Oh large group carpet
without the children My Darling area with the squares and
gestures gather to the Clementine”): shelves so that they
large group “Time for large that children each have a
area. group, time for have a defined defined space
large group, Oh, space to that is arms-
The children it’s time for participate in length away
will be Large Group the large from other
participating As we gather group activity. toddlers
while I read the altogether and enough to
story by we sit beside our The children move their
covering their friends!” will be coming arms around.
eyes and over to
uncovering participate in
them to large group by
discover new grabbing a
animals on carpet square
each page and and sitting in a
stating what half-circle
animals they around the
see. lead teacher
as they wait
for further
instructions
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outcome items
and materials.
Large Group Taylor 1. Brown Bear- 1. Brown Bear- 1. Brown Bear- 1. Brown 1. Brown 1. Brown All
Activity – IELG D3 G31 The children 24 Brown Bear Bear, Brown Bear- The Bear- Make toddlers
On a tray Age 16 to 38 will have the Small Paws Bear, What book and box sure the
1. Brown we will Months CI7: opportunity to (Toddler Closet- Do You See?: will be kept on children do
Bear provide 3 Participates in participate in a Large Group), 12 By Eric Carle the counter not put the
props from loosely group activity Brown Bear (WR, B C11) until large bear paws in
2. Five Little 3 of the as they use Large Paws group and their mouths.
structured
Speckled Frogs activities for words and (Toddler Closet- 2. NA then brought Make sure
group play.
a child to phrases to Large Group) to the large the area is
3. Old select from. identify 3. Old group area for defined and
MacDonald I will choose 2. Five Little animals, and 2. Five Little MacDonald large group. cleaned up so
Had a Farm 1 toddler to Speckled Frogs- answer Speckled Frogs- Had a Farm: there are not
come up IELG D4 G47 questions such Five Little By R.W. Aley 2. Five Little any tripping
4. Who Lost a and select Age 16 to 38 as “What Speckled Frogs (WR, T A1) Speckled hazards.
Shoe? what months CI2: animal do you poster board Frogs- The
activity we Imitates see?” and (toddler closet), 4. Who Lost a poster board 2. Five Little
5. Dear Zoo will do. movement “What color is frog wristbands Shoe: By will be kept on Speckled
Afer that afer the horse?” and sheet of Barbara the counter Frogs- Make
6. Popcorn activity I will participating in song words Shook Hazen until large sure that the
Popping choose or watching 2. Five Little (toddler closet (WR B H7) group and children do
another others perform Speckled Frogs- on class shelf) then brought not put the
child to The children 5. Dear Zoo: to the large props in
games, dance,
come up will have the 3. Old By Rod group area at mouths or
or songs.
and select a opportunity to MacDonald Had Campbell the attempt to
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outcome items
second IELG D5 G56 participate in a Farm- (Cranmer’s appropriate pull them
activity. We Ages 16 to 38 the large group Container with Office) time. The apart.
will keep months CI6: activity by animal pictures poster board
track of Recites phrases imitating on popsicle 6. NA will lean 3. Old
who from familiar movements the sticks for each against the MacDonald
chooses so rhymes. teachers do as toddler and wall while we Had a Farm-
every child they sing a teacher (IWP), 8 sing the song Have plenty
has a turn. song. As they by 11 pictures of and each child of props for
3. Old
become farmer, dog, will receive a children to
MacDonald familiar with cow, duck, and wristband as use and
Had a Farm- the rhyme they horse (IWP), they are manipulate.
IELG D1 G16 will be able to lyrics of song receiving Make sure
Age 16 to 38 recite phrases (IWP) some props are
Months CI6: along with the instruction. durable.
Makes animal teachers. 4. Who Lost a Make sure
noises and Shoe?- Wings 3. Old the area is
looks to 3. Old props (IWP), MacDonald defined and
caregiver for MacDonald Who lost a Shoe Had a Farm- cleaned up so
recognition. Had a Farm- book (WR BH7) The lead there are not
The lead Tape ( RR1 O32) teacher will any tripping
teacher will hand out hazards.
4. Who Lost a
have the 5. Dear Zoo- props to
Shoe?- IELG D1
animal props Dear Zoo bin toddlers and 4. Who Lost a
G10 Age 16 to ready to hand (Toddler Closet) teachers to Shoe?- Have a
38 months CI2 : out to the prepare for large defined
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outcome items
Demonstrates a toddlers when 6. Popcorn activity. space for the
sequence of they come to Popping- 1 large large group
behavior afer large group. parachute (GG 4. Who Lost a activity, have
observing She will hand shelf 1), 1 bucket Shoe?- See plenty of
another child out the props, of orange loofas detailed props for the
or adult. introduce the (toddler closet) activity children to
activity, and tell description at use and
expectations. end of plan for manipulate,
5. Dear Zoo-
When it is a specific make sure
IELG D3 G31 specific instructions props are
Age 16 to 38 animal’s turn in and script for durable.
Months CI7: the song, the the lead Make sure
Participates in teacher will put teacher to area is clear
loosely up a picture of follow. of toys or
structured play the animal. She tripping
and activities. will then 5. Dear Zoo- hazards.
prompt the See detailed
6. Popcorn children that activity 5. Dear Zoo-
Popping- IELG have that description at None
D2 G17 Age 16 animal to say end of plan for provided
what sound it specific
to 18 months
makes. We instructions 6. Popcorn
CI6: Jumps in
then will sing and script for Popping-
place. that animal the lead Teachers will
sound part in teacher to watch to
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outcome items
the song. The follow. make sure
children will be the children
able to practice 6. Popcorn don’t bounce
their animal Popping- See into each
noises and look detailed other or hit
to teacher for activity each other as
recognition as description at they move
they sing along. end of plan for their arms up
specific and down.
4. Who Lost a instructions
Shoe?- The and script for
children will the lead
have the teacher to
opportunity to follow.
use their gross
motor skills by
flapping their
wings in this
activity as well
as work on as
well as
cognitive
recognition of
the animals in
the book.
Page 25
outcome items
5. Dear Zoo-
This activity
provides the
toddlers with
the opportunity
to participate in
a structured
reading activity.
6. Popcorn
Popping- As we
sing the song
“Once There
Was A Kernel”
we will bounce
a loofa in the
parachute by
waving it up
and down. We
will also bend
down when we
sing “small,”
stand when we
sing “tall,” and
Page 26
outcome items
jump when we
sing “pop.”
Transition to Taylor IELG D5 G48 Children get Emergency Help toddlers Have a All
outdoor play – Age 6 to 18 ready to go backpack and put on coats teacher toddlers
(Lead Teacher for Months CI8: outside by rope (behind and backpacks standing at
the day is in charge Follow single- putting on their door), check and line up. both ends
of this) step directions coats and will in/out sheet Teachers will holding the
Please bold one: without lining up on the help the ropes. Make
Large south gestures rope. Teachers Lyrics to Friend children grasp sure the
playground will help the Song (To the the rope and children do
children grasp tune of “We’re sing while the no push each
Small north the rope and following the children walk other and
playground sing while the Leader” from to the outside stand in a line
children walk Peter Pan): play area. holding on to
to the outside We’re following the rope.
play area. our friends, our
friends, our
friends.
We’re following
our friends to go
and play
outside.”
1st Outdoor XXXXXX IELG D5 G62 While the 2 Chalkboards Place the Do not let the XXXXXX
Activity: Age 16 to 38 children are (RR1 White 51) chalkboards children XXXXXX
Chalk Fun Months CI8: outside, they Box of Chalk and box of throw chalk XXXXXX
Page 27
outcome items
Scribbles and will have the (RR1 White 51) chalk on top or move the
make marks on opportunity to 10 Magnetic of the chalkboards
paper practice the Letters (RR1 overlook on to a different
purposefully. activity White 45), Tape the wood area. Make
outcome as (Toddler structure. sure all toys
they draw on Classroom) Tape a letter pass the
chalkboards to each post. choke tube
and attempt to test.
mimic drawing
letters.
2nd Outdoor XXXXXX IELG D2 G17 While the 5 Large Foam Place the Have a All
Activity: Age 36 to 60 children are Blocks (Gross foam blocks in teacher toddlers
Climbing Months CI4: outside, they Garage Shelf 5 & the flattest standing by to
Adventure Climbs on play will have the 6) grass clearing. make sure
equipment. opportunity to Make sure the children
practice the they are on a are careful
activity flat surface when
outcome as and not on a climbing and
they move and hill. Place the do not fall off
climb on the foam blocks 1 or push each
large foam foot apart in a other. Make
blocks. cluster, not in sure the foam
a line. blocks stay in
the same
area.
Page 28
outcome items
Inclement Weather XXXXXX IELG D2 G18 While the Clear Prism Have the A teacher All
Fine Motor Indoor Age 6 to 18 children are in Legos (RR2 Blue Legos and needs to be toddlers
Activity: Months CI15: the fine motor 178), Playdough Playdough on present to
Making Shapes Stacks two to inclement (Toddler Closet) the counter make sure
three objects. weather area, ready to set toddlers do
they will have up. Place the not put any of
the opportunity Legos on the the materials
to practice the fine motor in their
activity table. Take the mouths.
outcome as Playdough out Make sure
they stack Lego of the Ziploc toddlers do
blocks together bags and not try to eat
and make make an the
imprints in the imprint with Playdough or
Playdough with one of the throw any of
the Legos. Legos to the materials.
demonstrate All items used
what the need to be
children will passed
be doing in through the
this activity. Choke Tube
Test.
Page 29

Taylor Smith 3rd Activity Plan Part 1 Revised

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Taylor Smith 3rd Activity Plan Part 1 Revised

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Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 3/28/18

Toddler Activity Pre-Plan:

Toddler Activity Assignments & Set-up Plan

4. Lead Teacher – Taylor

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