Rachel Nail and

Teacher _______________

Casie Bilmire

Lead Teaching Date___________

9/29/2015

Part One

Rachel and Casie

Submission Date _________

9/21/2015

Part Two

Cassie Ashcroft

Revised Submission Date

_____
9/29/2015

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. 5 This chapter focuses on homemade books and how reading to children allows for stronger
literacy skills as they develop. Some of this skills include increasing vocabulary and it also helps to share the
childs brain to be receptive to language. A child can learn that books are entertainment when they can cuddle up
with a parent and read a book. Children can learn how to share because it is something that they can enjoy
together. They Children learn how to pay attention as they tune out everything around them and learn how to
focus on a book. Children also are given a room for imagination as they are exposed to language and beautiful
pictures. In the flop and drop area, children will have the opportunity to read a variety of stories as well as look at
the homemade class book with pictures of all the children in our lab. In the block area, children will explore The
Book the wheels on the bus. The children in the lab love this song and they can connect cars, planes, and trucks
to the cars they play with. Children will read My Day with Animals in the Dramatic Play Area as they are either
animals or people camping in the jungle. This book explore lots of different animals.

2. What would you like me to specifically observe about your teaching/guidance skills during your lead
teaching day?
3. Large Group Activity Teaching Instructions & Engagement of Children
e. I manage all childrens behaviors in a large group efficiently.
4. Teacher Presence During Class & Gathering Time.
b. I am enthusiastic in attitude.
f. I am confident presenting and interacting with children in large group activities.

1. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate
them exploring and practicing their goal as they participate in the activities you have planned. Remember
to talk to your teaching team before you begin this, so that you are not planning duplicate activities each

Page 1

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

_____
9/29/2015

week. J
Toddler
s Name

Claire

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)
Claire will share objects IELG D3:G31:CI5 (16- Wheels on the Claire will work on sharing Claire will share in the
3 times everyday in 38 months) Occasionally bus, Itsy Bitsy
as she shares with her
dramatic play area as a
toddler lab.
peers
in
the
dramatic
play
teacher guides her by
shares some objects, Spider, stories,

people, and space with

peers; with adult
assistance.

Julian

Julian will be able to IELG D5:G49:CI5

learn 8 new words (16-38 Months)
in English by the
Uses single words,
end of the
phrases, or short
semester.
sentences to convey
needs and wants.

Running,
jumping, balls,
cars, Wheels on
the Bus

Page 2

area.

saying, Claire, this child

wants to play with that
toy. The teacher will
indicate and then give
specific instructions if
there is no response from
least intrusive to most
intrusive.

Julian will learn the

names of animals in
english as he
participates in large
group.

The teacher will teach

through direct instruction
different animals and then
repeat them in spanish so
that Julian can connect
between english and
spanish.

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Toddler
s Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

_____
9/29/2015

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)

Elisabeth Elizabeth will be

play with brother,

Elisabeth will share
The teacher will
IELG D3:G28:CI9
read
stories.
materials
with
her
peers
in
encourage
Elisabeth to
able to exchange
(16-38 months)
the dramatic play area by share materials by playing
toys with other
Gives and takes
playing side by side with
with the children and
toddlers 3 times
back objects during
another child as she plays demonstrating through
throughout the day. playful interactions
with her brother at home, non-direct instructions
while toddlers use the
about taking turns. Oh it
with peer, with
same
and
play
together.
looks
like that child wants
assistance.
to use that toy.

Ashtyn

IELG D3:G31:CI5 (16Ashtyn will share

38
with another toddler months) Occasionally
willingly 2 time each shares some objects,
people, and space with
lab class.
peers; with adult
assistance.

legos

Ashytn will offer toys to

The teacher will
her peers and
encourage Ashytn to play
acknowledge her peers with her peers with verbal
while playing by offering
instructions.
toys in the block area.
J

Page 3

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Toddler
s Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

Hamilton

By Midterm,
Hamilton will only
cry for 5 minutes
after Mom leaves

_____
9/29/2015

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)

IELG D3:G34:CI1
(16-38 months)
Uses a few
strategies to ease
separation from
primary caregivers
in familiar settings
outside
the home
environment (e.g.
waving bye-bye and
watching them
leave, sucking a
thumb, sitting in
a quiet place,
finding a toy or
book to look at, or
sitting on another
caregivers lap and
crying
softly).

Wheels on the
Bus

Page 4

Hamilton will become less The teacher will focus

attached to his mother as Hamiltons attention on
he is encouraged to
reading stories rather than
participate in reading
thinking about his mother
stories as he cries softly in not being there. He loves
a teachers lap.
wheels on the bus and in
the block area, this book
will be set out. The
teacher will distract him
by reminding him that his
mom will come backk.

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Toddler
s Name

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

Ellie

Ellie will use words IELG D5:G49:CI5

3-5 times in one (16-38 months)
class period.
Uses single words,
phrases, or short
sentences to convey
needs and wants.

Levi

Baylor

_____
9/29/2015

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)

Levi will play side by IELG D3:G28:CI5

side with peers in (16-38 months)
the class and make Shows preference
friends that he for familiar
enjoys playing with playmates.
by midterms.
Baylor will follow 2 IELG D5:G51:CI3
step directions. (16-38 months)
Follows one to three
step directions.

hearing stories,

throwing balls

Ellie will vocalize what Ellie will be encouraged to

book she wants to read as communicate her wants
she explores the books in
by being asked by a
the flop and drop area.
teacher what book she
wants to read.

Levi will play with his

The teacher will
peers in the gross motor
encourage several
area by tossing the
students to this area to
colored ball into the
allow room for social
correctly colored basket. interaction and encourage
the children to play
together by playing the
game with them.
Water, slides, run,
Baylor will be given The teacher will make sure
jump, cars
instructions to put the to be clear as she gives
Baylor instructions to
cars in the bucket and
clean
up and come to
then come to circle
circle time by playing the
time.
transition song and
encouraging him to come
without verbal
instructions.

Page 5

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Toddler
s Name

Emrie

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

_____
9/29/2015

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)

Puzzles, crafts,
Emrie will play with her
The teacher will
Emrie will take turns IELG D3:G28:CI8
peers
in
the
dramatic
play
encourage
Emrie to take
books, running,
with her peers 2 (16-38 month)
area
by
imagining
being
in
turns
with
the different
organize, play,
times during the Takes turns during
the
jungle
and
being
an
costumes
as
they explore
class.
play with peers, with read, shy but
animal
with
the
other
the
different
animal
becomes
considerable adult
children
in
the
dramatic
costumes.
outgoing.
play area. The children
assistance.

will take turns being

different animals.
Peekaboo,
Matias will be given
The teacher will make sure
running, jumping, simple cues in the large
to be seen and will
cars, fingerpaint, group activity to follow encourage Mati to do the
books, animals,
the movements the
movements. The song will
teacher does.
also be repeated so it will
become familiar to Matias.

Mati
(Matias)

Matias will be able IELG D5:G51:CI3

to follow one step (16-38 months)
directions 2 times in Follows one to three
a single day.
step directions.

Owen

Blocks, riding
Owen will play with other
The teacher will help
Owen will share
IELG D.3G28 CI9
bikes,
reading,
children
in
the
block
area
Owen
to take turns with
with children
(16-38 mos) Gives
Curious George, as they build structures
his peers with a verbal
around him by
and takes back
pretend cooking, for cars and planes that reminder by just saying,
understanding that
objects during
outdoors,
they are playing with.
Owen lets play together.
sharing is ok and if playful interaction
digging.
Owen will use the same
toys as the other children
someone else has a
with peers, with
to play together.
toy he needs to wait
assistance.
his turn.

Page 6

Rachel
Rachel
Nail
Nail
and
and
Casie
Casie
Bilmire
Bilmire
Teacher _______________
Rachel
Rachel
RachelNail
Nail
Nailand
and
andCasie
Casie
CasieBillmire
Bilmire
Rachel
Nail
and
Casie
Bilmire
Billmire
Bilmire

Part One

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Toddler
s Name

Scott

Rachel
Racheland
and
andCasie
Casie
Casie
Rachel
and
Casie
Rachel
Rachel
and
Casie
Rachel
and
Casie

Part Two

Cassie
Cassie
Cassie
Cassie
Cassie
Cassie
CassieAshcroft

Revised Submission Date

_____
9/29/2015

Goal and/or other

skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)

IELG Outcome(s)
Put only the
Name of center and What the teacher will
that relate(s) to the
interests or
how the activity will
do to support the
goal
observations of help the child work on child at the activity (be
Reference the
child that
their goal or skill
specific, yet brief)
domain, goal, age connect to how development. What
range, and child
you are
will they be doing as
indicator
planning for
they practice their
them today. goal? (Be specific, yet
brief)
NO
INFORMATION
Scott
will
communicate
The teacher will ask
Scott will be able to IELG D5:G50: CI2:
what
he
wants
for snack Scott what he wants for
communicate with (Age 16-38 mos)
by using sign language or snack. If Scott doesnt
others using sign
Initiates
using words.
respond the teacher will
language or using communication
ask Scott, do you want a
his words instead of using jargon, words,
cracker while signing
screaming.
signs, gestures, and
the word for cracker?

facial expresion (i.e.

says hi and
touches a friend. )

Toddler Activity Assignments & Set-up Plan

3. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the center
and any set-up or safety instructions.

Page 7

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Part One
Lead:

Rachel and
Casie

Part One
Meagan
Helper 1 Checkin/Check-out
Person &
Booth
Observer:
Part One
Rebecca
Helper 2 Greeter:

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

That you will do

Lead Teaching
your job as a Checklist (turn in all
lead. See Lead
checklists at the
Teaching
end of your lead
Evaluation form.
teaching day)
J
That you will
Check-in/out
follow
Checklist (turn in to
instructions and lead teacher at the
do your job as end of the teaching
CI/CO and booth
day)
person J
That you will
Greeter Checklist
follow
(turn in to lead
instructions and teacher at the end
do your job as of the teaching day)
the greeter J

Page 8

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Flop & Drop: Rachel
Big Red Barn

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

D5:G58 CI 6
(16-36
mo)Communica
tes a desire to
be read to
(locates a book
and takes it to
the reader.)

Children will be butcher paper barn

exploring
(IWP)
different books
Animal Hand
focused on farm
Puppet (WR)
animals.
Stuffed Animals
Children will be
(WR)
able to choose a wooden cow (gross
book and
garage)
communicate
D1:G4 CI6 (16- their desire to
38 mos)
read it.
Listens and
participates in
Children will
story time
participate in the
(turning pages story process by
of book or
actively looking
using hand
at pictures and
motions, such helping to turn
as claps.)
pages.

Page 9

Old MacDonald
Had a Farm
(A1
Animal Sounds
(TB6)
Big Red Barn
(TB10)
Find the Duck
(C12)
Find the Piglet
(TC6)
Baby Farm
Animals (D7)
My Animals
(TE2)
Baby Animals
(TF4)
Spot Goes to
the Farm (TH7)
On the Farm
(TK7)
Sheep In a
Jeep(TS4)

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

Move the rocking

chair over. Hang
up butcher paper
barn on the wall
between the
bookshelf and
observation
booth. Make sure
not to block the
emergency exit
door with
anything. Set out
books and
position across
area and both
bookshelves.
Bring out stuffed
animals and
hand puppets.
Spread them
through the flop
and drop area
for the children
to use while
reading.

Hamilton
Claire
Elisabeth
Matias
Baylor
Emrie
Owen
Levi
Ellie

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Block Area:
Planes,
Trains, and
Cars

Rebecca

D3:G28 CI 3
Children will
(16-38 mos)
initiate
Initiates social friendship while
interaction with playing in the
peers (brings
block area.
toys to child or
takes toys
Children will
away, moves
demonstrate
closer to child, their fine motor
or stares at the
skills by
child.
manipulating
small objects
D2:G18 CI6 without problem.
(16-38 mos)
Manipulates
small objects
with ease

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

car mat
planes
cars and trucks
(RR2 Blue 178)
planes
(RR2 Blue 180
helicopters
(RR2 B179)

Page 10

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Wheels on The Lay-out car mat

Bus by
in block area. Set
Scholastic (TS11) out car, trucks
and planes for
children. Make
sure that
children use the
cars to play and
not to hit one
another. Make
sure that
children have a
big enough area
to set-up and
play with cars,
trucks and
planes.

Name of
toddler(s)
planned for
in this
activity

Matias
Owen
Baylor
Hamilton
Cristian

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Dramatic
Casie
Play: Walking
in the Jungle

D3:G28 CI3
(16-38 mos)
Interacts with
peers in play,
playing
common
themes and
taking turns
using the same
materials and
activities.
D4:G44 CI 8
(16-38 mos)
Actively selects
and engages in
pretend play
with familiar
activities and
routines such
as cooking,
cleaning, and
caring for baby
or yard work.

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Children will use Animal Costumes

My Day With
Create a jungle
animal costumes (RR2 Yellow 61)
Animals by
scene using trees
and/or camping
Streamers(IWP) Christine Powers taped to the wall
things to play
Trees(IWP)
(Workroom TP8) and streamers
and imagine they
Camping (RR2
hanging from the
are in the jungle
Yellow54)
ceiling. Set out
while taking
Hard Hats (Yellow
costumes
turns using
RR2)
throughout the
materials.
area and lay out
sleeping bags
Children will play
and vests. Put
in pretend
hard hats in an
situations while
easy accessible
following a
area. Make sure
routine of taking
that nothing will
a walk in the
fall off the wall
forest.
and that this
area looks like a
jungle scene.

Page 11

Name of
toddler(s)
planned for
in this
activity

Hamilton
Ashtyn
Elisabeth
Cristian
Owen

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Gross Motor: Meagan
Balancing Act

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

D2:G20 CI 3 Children will use Colored Pails (IWP) Colors by Jane- Set up pails in a
Attempts to
their body to
Colored
Conteh Morgan line.(3) Lay out
balance, and
balance while
Balls(Toddler
(WR TC15)
the
has increasing traveling from
Closet)
corresponding
success
one side of a
Colored Tape (IWP)
color to each pail
balancing on rope to another.
. Have balls in a
low ledges and
bucket (red,
curbs.
Children will try
yellow, and blue)
Combines
a new activity
for children to
motor actions and require or
walk across the
in sustained
not require the
yarn while
play.
assistance of an
balancing to put
D2:G21 CI 1
adult.
the correct
Attempts new
colored ball in
activities that
the pail.
require familiar
and unfamiliar
physical
movement, with
or without adult
assistance.

Page 12

Name of
toddler(s)
planned for
in this
activity

Matias
Emrie
Levi
Hamilton

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Class Clean- Rachel and
up (Lead
Casie
Teacher for
the day is in
charge of
this)

Attempts to
balance, and
has increasing
success
balancing on
low ledges and
curbs.
Combines
motor actions
in sustained
play. (16-38
mos)

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

The children and Clean up song, CD

will clean up all player or docking
of the toys and
station, and toy
activities with
bins.
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).

Page 13

_____
9/29/2015

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 clean-up
starts. Model
clean up
procedures for
toddlers and give
them choices of
items to clean
up.

Name of
toddler(s)
planned for
in this
activity

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

Transition to Rachel
Large Group
Activities
(Lead
Teacher for
the day is in
charge of
this)

Let gather around

its large group,
large group,
large group, lets
gather around its
large time with all
our friends.

The lead teacher

will start the
transition activity
to help the
children gather
to the large
group area.

Page 14

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

Towards the end All toddlers

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.

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
Large Group
ActivityBrown Bear,
Brown Bear

Rachel

D5:G48 CI3
Children will
(16-38 mos)
sing a song
Performs
using simple
simple actions actions while
with simple
singing and
cue.
follow the
D3:G31 CI 7
teacher.
(16-38 mos)
Participates in
loosely
structured
group play and
activities , such
as chasing each
other or singin
and moving to
music together.

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Brown Bear, We are going to

Brown Bear (WR) read a story as
Brown Bear,
Brown Bear story
a class and play
Oso Cafe, Oso peek- aboo as
on sticks (IWP)
Cafe (WR)
children
Bear paws (IWP)
anticipate the
animal that
comes next.

Page 15

Name of
toddler(s)
planned for
in this
activity

Ellie
Levi
Matias
Hamilton
Ashtyn

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

Transition to Rachel
outdoor play
(Lead
Teacher for
the day is in
charge of
this)

Emergency
backpack and rope
(behind door),
check in/out sheet

Large south
playground
Small north
playground

Attempts new
activities that
require familiar
and unfamiliar
physical
movement, with
or without adult
assistance. (1638 mos)

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.

Lets lineup now

and play outside,
play outside, play
outside, lets line
up and play outside
with all our friends.

Page 16

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

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.

Claire
Matias
Hamilton
Baylor
Ashtyn
Elisabeth
Ellie
Cristian
Levi
Owen
Scott
Emrie

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)
1st Outdoor
Activity:
Rocking
Boats

Casie

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

D2:G21:C11 The children will

Rocking
(16-38 mos)
have the
Boats(Gross Garage)
Attempts new opportunity to
activities that
explore the
require
rocking boats
familiar and
with friends as
unfamiliar
they each use
physical
their weight to
movement,
push down and
with or
get them to rock.
without adult
assistnace.
D2:G21 CI 12
(16-38 mos)
Engages in
brief social
games (e.g.
rolling the
ball, ring
around the
rosy, chase)

Page 17

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

Take the boats

out of the gross
garage and place
them in the
grass area
between the
sidewalk and the
sandbox. Mnitor
children so they
dont fall off.

Claire
Elisabeth
Ashytn
Ellie
Emrie
Matias
Owen

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Activity Area
Person
Activity
Activity
&
Responsible Outcome/IELG
Description
Activity
for Set-up of (This is the
(This is a
Title
Center
skill you want
detailed
(See
children to
description of
Teaching practice at this
what the
Calendar for
activity)
activity is and
Helpers)
how the
children will be
exploring,
playing and
practicing the
activity
outcome)

Materials Needed
Book
(Be specific with (Title, author,
item name, the
reference
number you need, number, and
the reference and
location)
location of the
item, and whether
you will be
bringing any of
the items)

_____
9/29/2015

Set-up, Safety,
Routine
Instructions
(Be specific)

Name of
toddler(s)
planned for
in this
activity

2nd Outdoor Rachel

Activity: My
Waffle House

D21:G17 CI17 The children will large waffle blocks

(16-38 mos)
have the
(Gross Garage)
Bends over
opportunity to
easily at the
play in a house
waist without
made out of
falling.
waffle blocks.
They can go in
D3: G28 C8
and out explore
(16-38 mos) with their friends
Takes turns
in the class.
during play
with peers with
considerable
adult
assistance.

The waffle
blocks will be
pulled out of the
gross garage and
constructed to
make a house in
the grass area by
the bike path.

Claire
Hamilton
Ashtyn
Levi
Baylor
Emrie
Owen
Matias

Inclement
Meagan
Weather Fine
Motor Indoor
Activity:
Piping Fun

D2:G18 CI5 Children will use

their fine motors
Uses
as they bend
forefinger to
them and
thumb grasp
manipulate them
with
while fitting
precision.
them through

The strainers will

be set out on the
table with
multiple colors
around of pipe
cleaners. String
some through to
demonstrate the
activity.

Cristian
Owen
Matias
Emrie

Yarn
Beads (Cut pool
noodles) (RR2 #

the holes.

Page 18

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Page 19

_____
9/29/2015

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

_____
9/29/2015

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: Brown Bear, Brown Bear
IELG Outcome: D5:G48 CI3 Performs simple actions with simple cue.
The skills this activity promotes: Following a sequencing of events, following directions, associating cues with movement.
Fine Motor, Gross Motor, Social and Emotional Development
Activity Description:
Adaptations for individual toddlers: Make sure that all children can see teacher and follow the movements.
Teacher Script
Introduction Script: I want to read a book today! But we dont know who comes next so Im going to start and then you
cover up your eyes to see who comes next! Are you ready? Proceed to read Brown Bear, Brown Bear.

Expectations for children (What will you say and do to show the children how to participate in the activity?): I will show a
page and say cover your eyes, lets see what comes next.
Handing out props (how will you hand out props): I will have the props in a few baskets and give them to the other
teachers to hand out.
During the activity: Children will cover their eyes using the bear paws to anticipate the next animal.

Page 20

Name of
toddler(s)
planned for in
this activity
Matias
Hamilton
Baylor
Levi
Julian

Rachel
Teacher _______________
RachelNail
Nailand
andCasie
CasieBillmire
Billmire

Part One

Racheland
andCasie
Casie
Rachel

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Chorus: We're going on a bear hunt...

Uh-uh!
A snowstorm!
A swirling whirling snowstorm.
We can't go over it.
We can't go under it.
Oh no!
We've got to go through it!
Hooo wooo! Hooo wooo! Hooo wooo!
Chorus: We're going on a bear hunt...
Uh-uh!
A cave!
A narrow gloomy cave.
We can't go over it.
We can't go under it.
We've got to go through it!
Tiptoe! Tiptoe! Tiptoe!
WHATS THAT!
One shiny wet nose!
Two big furry ears!
Two big goggly eyes!
ITS A BEAR!
Quick!
Back through the cave!
Tiptoe! Tiptoe! Tiptoe!

Page 21

Part Two

Cassie Ashcroft

Revised Submission Date

_____
9/29/2015

Teacher _______________

Part One

Part Two

Lead Teaching Date___________

9/29/2015

Submission Date _________

9/21/2015

Revised Submission Date

Back through the snowstorm!

Page 22

_____
9/29/2015