Part One Activity Plank2

Teacher __Ciara Argyle_____________
Part One
Lead Teaching Date______6/18/15
Part Two
Submission Date __6/1/15_______
Revised Submission Date
_____
Toddler Activity Pre-Plan: Part One
1. What concepts or skills do you want the toddlers to explore or practice as they participate in your activities?
TTD Ch. 7. I would like to the children to explore working with cause and effect as they participate in the activities I have planned today. I
have planned some activities where they will be able to move, pull, or push objects and see what happens. They will be able to see that
they are able to affect the things around them. I hope that my activities will help them to want to explore what other areas of their life
can be changed by things that they do to them.
2. What would like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section2. Criteria c. Today I would like to promote independence in the toddlers. I would like on how I work with the toddlers. I believe
that I could do better about helping them to explore on their own. I would like to invite them to figure out how to do things on their own
so that they can work on becoming more independent in the things that they do.
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate them exploring and practicing
Toddlers
Name
Sam
skills as they participate in the activities below. Remember to talk to your teaching team before you begin this, so that you are not
planning duplicate activities each week.
Goal and/or other skills to
IELG Outcome(s)
Interests or
Name of center and how the What the teacher will do to
be practiced (Specific,
that relate(s) to the goal
observations of
activity will help the child
support the child at the
observable, and
Reference the domain,
child that connect
work on their goal or skill
activity (be specific, yet
measurable with
goal, age range, and child
to how you are
development. What will they
brief)
criteria/conditions)
indicator
planning for them
be doing as they practice
today.
their goal? (Be specific, yet
brief)
Sam will count the toys he is
playing with 3 times during
Toddler Lab.
IELG Ages 16 to 38 Months D4

G39 CI4: Counts rote, saying
number words, though not
always in the correct order.
Sams interests on his

paperwork include
playing with blocks.
Page 1
Blocks: Sam will be able to count

the blocks he is playing with in
the block area.
The teachers will count the

blocks they are using allowed
while Sam is in the block area.

Toddlers
Name
Part One
Part Two
_____

observable, and
measurable with
IELG Outcome(s)
indicator
Interests or
observations of
child that connect
to how you are
planning for them
today.
Name of center and how the

brief)
What the teacher will do to

brief)
Naomi
Naomi will use 2 word

sentences to express needs
and wants 3 times during
Toddler Lab.
IELG Ages 16 to 38 Months D5

G49 CI1: Vocalizes wants and
needs.
Naomis interests
include reading
books
Flop and Drop: Naomi will be

able to express what she wants
to do in the flop and drop area.
Tristan
Tristan will be able to

appropriately name the
primary colors by the end of
toddler lab.
Carter will engage in social
interaction by making eye
contact with teachers and
peers 2/3 time when
communicating.
IELG D1 G9
Use prior experiences to build
foundational memory.
Tristans interests on
his paperwork
include running.
Bowling: Tristan will work on

naming colors while running,
and kicking balls at the pins.
The teachers will ask Naomi if

she wants to read a book. They
will then give her two options
and ask her which one she
would like to read. The teachers
will say the titles of both books
so Naomi can repeat one back
to them.
The teachers will invite him
name the primary colors of the
balls he is kicking.
IELG D5 G50 CI7

Age 16-38 Months:
Attends to speaker with eye
contact and response for a
portion of a conversation, one
on one.
IELG D2 G18 CI16
Age 6-18 Months:
Stacks objects.
Carters interests on
his paperwork
include playing with
blocks.
Blocks: Carter will be able to

work on making eye contact
with his teachers and peers
while playing with the blocks.
The teachers will talk to Carter

about what they are doing and
try to make eye contact with
Carter.
Tank enjoys sensory

activities.
Blocks: Tank can explore looking

through kaleidoscope blocks
while stacking a tower of 4.
IELG D5 G54
36-60 months
Children demonstrate
comprehension and meaning
in language.
Michaels interests
on his paperwork
include reading
books.
Flop & Drop: Michael will be

able to work on listening to his
teachers instructions while
reading books in the flop and
drop area.
Teachers can guide Tank to the

block area and model looking
through the kaleidoscope
blocks. Teachers can hand
blocks to Tank while he stacks
them.
The teachers will ask Michael to
look them in the eye when
asking him to stop what he is
doing.
Carter
Tank
Tank will stack 4 items on top

of each other at least one
time in class every day.
Michael
When told no, Michael will

stop the inappropriate action
2/3 times each toddler lab
day.
Page 2

Part One
Part Two
_____
Toddlers
Name

observable, and
measurable with
IELG Outcome(s)
indicator
Interests or
observations of
child that connect
to how you are
planning for them
today.
Name of center and how the

brief)
What the teacher will do to

brief)
Kyla
Imlah
Kyla will be able to match the

colors pink, brown, white,
blue, and yellow at every
opportunity.
Kylas interests on
her paperwork
include imaginative
play.
Dramatic Play: Kyla will be able

to match the colors of the wigs
and hair tools in the dramatic
play area while pretending to do
hair.
Teachers self-talk about the

colors they are using while in
the dramatic play area.
Ruth
Ruth will express

needs/wants by putting two
signs together two out of four
opportunities.
Annabella will match objects
to another similar object or
picture every day in lab.
D1 G13
Age 16-38 months
CI 16
Notices and describes how
items are the same or
Different.
D5 G49 Age:16-38 months CI5
Uses single words, phrases, or
short sentences to convey
needs and wants.
IELG D1 G13 Aged 16-38
months C6:
Notices and describes how
items are the same or
different
IELG D3 G28 Aged 16-34
months CI3:
Initiates social interaction
with peers (e.g. brings toys to
child or takes toys away,
moves closer to child, or
stares at the child).
Ruths interests
include reading and
singing.
Flop and Drop: Ruth will be able

to express which book she
wants using sign language and
sing along with the teachers.
Dramatic play: Annabella will be
able to work on matching in the
dramatic play area where she
can match objects to other
similar objects.
Dramatic play: Collette will be
able to share the materials used
in dramatic play with her peers.
The teachers will ask Ruth what

book she wants to read by using
two signs to describe each book.
Annabella
Collette
Collette will share with

another child during free play
2/3 opportunities.
Annabellas interests
include dressing up
Collettes interests
on her paperwork
include dressing up.
Page 3
The teachers will self-talk about

what objects they are using and
ask Bella if she can find another.
The teachers will ask Collette to

share the curlers or other
objects with a peer while in the
dramatic play area.
Part One
Part Two
_____
Toddler Activity Assignments & Set-up Plan
1. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person responsible for setting up the activity
center, the materials needed, the book associated with the center and any set-up or safety instructions.
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part One Lead:
Ciara
Checkin/Check-out
Person & Booth
Observer:
Megan
Greeter:
Jade
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
That you will do
your job as a lead.
See Lead Teaching
Evaluation form.
That you will follow
instructions and do
your job as CI/CO
and booth person
That you will follow

instructions and do
your job as the
greeter
Page 4
Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)
Lead Teaching Checklist

(turn in all checklists at
the end of your lead
teaching day)
Check-in/out Checklist
(turn in to lead teacher at
the end of the teaching
day)
Greeter Checklist (turn in
to lead teacher at the end
of the teaching day)
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Part One
Activity Area
&
Activity
Title
Flop & Drop:

Garden
Part Two
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Ciara
IELG D5 G48 Age

16 to 38 Months
CI5:
Listens to short
and simple
stories.
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)
While in the flop
and drop area the
children will be able
to pretend to plant
flowers and see the
insects that live in
gardens while
listening to stories.
Materials Needed
whether you will be
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Garden Gloves (Y217), 3

Pots, Flowers (Y249), Big
Bugs (B168)
Flower:
Insects TP9, How

Many Legs TF1, This
Years Garden
HW18, Zinnias
Flower Garden
HW7, Are You a
Lady Bug HA5, I
Love Bugs HS37,
Bugs Bugs Bugs
HB2, Insects HE14,
About Insects HS21,
Popcorn Popping
on the Apricot Tree
TM10,
Make sure that

there is enough
space for the
children to read
and play in the
garden. Do not put
out any bugs that
are small enough to
put in their mouth.
Place the pots in
the seating area
along with some
flowers in and out
of the pots.
Bug:
Page 5
_____
Part One
Activity Area
&
Activity
Title
Block Area:
Sand and
kaleidoscope
blocks
Part Two
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Ciara
IELG D4 G43 Age

16-38 Months
CI2:
Repeats to see if
results are the
same. May look
to caregiver for
reaction or
explanation.
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
We will set up the
sand blocks along
with the
kaleidoscope blocks
for the children to
explore. They will
be able to see what
changes or stays
the same when
they move the
blocks around.
Page 6
_____
Materials Needed
whether you will be
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Kaleidoscope blocks (RR2

B177) Sand blocks (IWP)
Blocks:
Colors TC15
Set up the sand

blocks and
kaleidoscope blocks
along with the
regular blocks.
Build them on top
of the bigger blocks
so the children can
see them better.
Do not build higher
than the childs
height.
Part One
Part Two
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Dramatic Play:
Salon
Megan
IELG D3 G28 Age

16-38 Months:
CI3:
Initiates social
interaction with
peers
Gross Motor:
Tunnel
Ciara
IELG D2 G17 Age

16-38 Months
CI7:
Bends over
easily at the
waist without
falling
_____
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
We will put out
wigs, hairstyling
tools, and
hairdressing aprons
for the children to
pretend they are in
a hair salon. They
will be able to
initiate interactions
with each other by
pretending to do
their hair.
Materials Needed
whether you will be
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
All wigs, Curlers, Blow

Dryers, Curling irons,
Aprons RR2 (Y244)
Hair:
From Head to Toe

TC1
Set up the hair

dressing tools on
the table. Hang the
aprons and wigs on
the coat rack. Make
sure that no outlets
are exposed for
children to plug in
hot tools.
The children will be

able to bend over
without falling to
get into the tunnel
and then climb
through the tunnel
to the other side.
1 Tunnel GG
House for a Hermit

Crab TC23
Set up the tunnel

so that one end is
facing the slide and
the other is facing
the flop and drop
area. Place in the
middle so children
will not run into it
off the slide.
Page 7
Part One
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part Two
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
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).
Class Clean-up
(Lead Teacher
for the day is in
charge of this)
Ciara
IELG D3 G31 Age

60 Months
through
Kindergarten
CI5: Describes
and follows
classroom and
group routines.
Transition to
Large Group
Activities
(Lead Teacher
for the day is in
charge of this)
Ciara
IELG D5 G48 Age

6 to 18 Months
CI8:
Follow singlestep directions
without gestures
The lead teacher

will start the
transition activity to
help the children
gather to the large
group area.
We will sing the
transition song 3
times.
Large Group
Activity1. Speckled
Frogs
Ciara
On a tray we
will provide 3
props from 3 of
1. D2 G18 CI3:
Imitates hand
motions of
simple finger
1. We will all sing 4

green speckled
frogs. We will put
the rubber frogs on
Page 8
Materials Needed
whether you will be
_____
Book
(Title, author,
reference number,
and location)
Clean up song, CD player

or docking station, and
toy bins.
1. Frogs WR Cabinet 2
2. Brown Bear pictures
and felt bear paws
(already made in toddler
Set-up, Safety,
Routine
Instructions
(Be specific)
Play the clean-up

warning song 2
minutes before it is
time to clean up.
Put the bins down
during this time so
they will be ready
to go when cleanup starts. Model
clean up
procedures for
toddlers and give
them choices of
items to clean up.
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.
2. Brown Bear,
Brown Bear, What
Do You See? by Bill
Martin, Jr. & Eric
1. Make sure each

child has 4 frogs
and is able to put
them on their
Part One
Activity Area
&
Activity
Title
2. Brown Bear
3. Parachute
Movement
4. We are the
Dinosaurs
5. Shadow
Dancing
Part Two
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
the activities
for a child to
select from. I
will choose 1
toddler to
come up and
select what
activity we will
do. After that
activity I will
choose another
child to come
up and select a
second activity.
We will keep
track of who
chooses so
every child has
a turn.
plays or songs.
2. IELG D5 G48
Children
demonstrate the
meaning of
language by
listening.
3. IELG D4G46
Age 16-38
Months CI4:
Explores various
ways of moving
with or without
music. 4. D5 G51
CI9
Age
16-38 Months
Responds to
action words,
such as run,
open, touch,d or
stop.
D2 G21 CI2
Age 16-38
Months
Participates
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)
our fingers and The
students will
imitate the hand
motions to show
how many frogs are
left.
2. As Brown Bear,
Brown Bear, What
Do You See? is read
to the children,
they will cover their
eyes with the felt
bear paws and tell
the teachers what
they see when they
remove the paws.
3. Children and
teachers will each
hold one edge of
the parachute. The
song Hall of the
Mountain King
(classical music) will
be played and
children will follow
the music through
their movements.
We will practice
Page 9
_____
Materials Needed
whether you will be
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
closet)
3. Small Parachute (GG),
Hall of the Mountain
King Song (IWP)
4. Dinosaur feet (IWP)
Dinosaurs (15) RR2 Blue
166
Carle
fingers.
3. Instructions will
be given about how
to follow the
rhythm and
patterns of the
music. When the
music is quiet,
small movements
are made, loud
musiclarge
movements. The
children and
teachers will get
into a circle and the
small parachute will
be set out.
Instruction will be
given for the
children to stand
and grab one end
of the parachute
and we will practice
before the music is
played. After
practicing, the
music will be
played and the
Part One
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part Two
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
actively in
simple games,
dance, and
movement
activities
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)
small up and down
movements for the
softer music and
then larger
movements for
louder music.
4. Children will be
able to respond to
action words when
the lead teacher
says march, go,
and stop.
Children can march
around in a circle
while wearing
dinosaur feet and
holding a toy
dinosaur and
singing the chorus
to We Are the
Dinosaurs.
Page 10
Materials Needed
whether you will be
_____
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
children will follow

the rhythm of the
music.
Part One
Activity Area
&
Activity
Title
Transition to
outdoor play
(Lead Teacher
for the day is in
charge of this)
Please bold
one:
Large south
playground
Small north
playground
1st Outdoor
Activity:
Bowling
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part Two
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Ciara
IELG D5 G48 Age

6 to 18 Months
CI8:
Follow singlestep directions
without gestures
Megan
IELG D2 G17 Age

16-38 Months
CI4:
Kicks and throws
a ball, but with
little control of
direction or
speed.
_____
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Children get ready
to go outside by
putting on their
coats and will lining
up on the rope.
Teachers will help
the children grasp
the rope and sing
while the children
walk to the outside
play area.
Materials Needed
whether you will be
Emergency backpack and

rope (behind door), check
in/out sheet
Help toddlers put

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

throw balls at the
pins to try and
knock them down.
Bowling set GG
We will have the

bowling set up on
the grass in
between both play
structures. Make
sure that children
are not in an area
where they can get
hit with a ball.
Page 11
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Part One
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part Two
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
2nd Outdoor
Activity:
Ball and Mallet
Megan
IELG D2 G18 Age

16-38 Months
CI12:
Completes
simple insert
puzzles.
Inclement
Weather Fine
Motor Indoor
Activity:
Kinex
(This can stay
the same on
your plan until
you use it)
Ciara
IELG D2 G19 Age

16-38 Months
CI:
Exhibits eyehand
coordination
(builds with
blocks, puts
items in a
container,
completes
simple puzzles,
or strings large
beads).
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
The children will be
able to hit the balls
into the holes to
complete the insert
puzzle
Materials Needed
whether you will be
The students will

work on their handeye coordination as
they build things
using the kinex.
Kinex RR2 O197
Ball and Mallet RR2

(O192)
_____
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)
We will set up the

ball and mallet set
on the ledge of the
grass where the
bricks are. Make
sure the students
are only using the
mallets for hitting
the balls.
Put the kinex in the
block area for
children to play
with. Make sure
that the children do
not hit each other
with the sticks or
run with them in
their hands.
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:
Page 12
Part One
Activity Area
&
Activity
Title
Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)
Part Two
Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)
Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Materials Needed
whether you will be
IELG Outcome:
The skills this activity promotes:
Activity Description:
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?)
Adaptations for individual toddlers:
Page 13
_____
Book
(Title, author,
reference number,
and location)
Set-up, Safety,
Routine
Instructions
(Be specific)

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Teacher __Ciara Argyle_____________

Lead Teaching Date______6/18/15

Submission Date __6/1/15_______

Revised Submission Date

Toddler Activity Pre-Plan: Part One

IELG Ages 16 to 38 Months D4

Sams interests on his

Blocks: Sam will be able to count

The teachers will count the

Teacher __Ciara Argyle_____________

Submission Date __6/1/15_______

Revised Submission Date

Goal and/or other skills to

Name of center and how the

What the teacher will do to

Naomi will use 2 word

IELG Ages 16 to 38 Months D5

Flop and Drop: Naomi will be

Tristan will be able to

Bowling: Tristan will work on

The teachers will ask Naomi if

IELG D5 G50 CI7

Blocks: Carter will be able to

The teachers will talk to Carter

Tank enjoys sensory

Blocks: Tank can explore looking

Flop & Drop: Michael will be

Teachers can guide Tank to the

Tank will stack 4 items on top

When told no, Michael will

Teacher __Ciara Argyle_____________

Submission Date __6/1/15_______

Revised Submission Date

Goal and/or other skills to

Name of center and how the

What the teacher will do to

Kyla will be able to match the

Dramatic Play: Kyla will be able

Teachers self-talk about the

Ruth will express

Flop and Drop: Ruth will be able

The teachers will ask Ruth what

Collette will share with

The teachers will self-talk about

The teachers will ask Collette to

Teacher __Ciara Argyle_____________

Lead Teaching Date______6/18/15

Submission Date __6/1/15_______

Revised Submission Date

Toddler Activity Assignments & Set-up Plan

Part One Lead:

That you will follow

Lead Teaching Checklist

Teacher __Ciara Argyle_____________

Lead Teaching Date______6/18/15

Flop & Drop:

Submission Date __6/1/15_______

IELG D5 G48 Age

Revised Submission Date

Garden Gloves (Y217), 3

Insects TP9, How

Make sure that

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____

Teacher Ciara Argyle___________

Submission Date 6/1/15_____