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Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Part Two
Revised Submission Date

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. 13 Peek-A-Boo This weeks plan focuses on supporting peekaboo experiences that promote cognitive
development and problem solving. Toddlers will be able to do this as they climb the stairs of the slide by
pulling up the paper (acting as a curtain) from the windows and looking through to see who or what is on the
other side. They will be able to use suitcases (being a form of peekaboo) in dramatic play as they put things
in the suitcase, close it, and open the suitcase back up. The toddlers will be able to put blocks in a box with
holes and watch the blocks disappear. The toddlers will also be able to read books. Reading books is another
great way to explore with peekaboo as the toddlers turn the pages to see what is next.

2. What would you like me to specifically observe about your teaching/guidance skills during your
lead teaching day? Section 1. Criteria e. I lead the routines of the classroom independently and confidently.
Section 2. Criteria e. I use a variety of strategies to engage children and support them.
I would like you to
observe how I do at leading the class on my own and how I do at promoting language development, social
awareness, and interactions between the toddlers. Many of our toddlers have goals related to taking turns
and developing language. Am I supporting these goals by using parallel and self talk? Or by helping toddlers
communicate by taking turns?

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 week.

Page 1

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Toddler
s
Name

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Carter

Carter will be able to


take turns three
times a day.

IELG D3 G28 Takes


turns during play with
peers, with
considerable
adult assistance.

Carter loves
trains.

Page 2

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Dramatic Play: Carter
will be able to work on
his goal as he takes
turns with other boys
and girls with the train
and the suitcases.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers will model


how to take turns and
use parallel talk. We
can have Carter play on
the slide as he waits for
other children to play
on the train.

Toddler
s
Name

Lily

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Lily will be able to


share with three
other children each
day.

IELG D3 G29 Engages


with caregivers and
peers to solve
problems or
communicate
solutions.

Lily likes to
read books.

Page 3

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Flop And Drop: Lily will
be able to work on her
goal by having the
opportunity of sharing
a book with another
child and teacher. The
teacher will invite
another child to read
with her and Lily. Lily
and the other child are
sharing by reading the
same book. There will
also be a flannel board
with felt pieces of a
face that Lily will have
the opportunity to put
the face together with
another toddler.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Lily can work on her


goal as we encourage
her to read with us as
well as have other
children join us. Help
Lily ask for part of the
book or felt pieces she
will be sharing that the
other child has. Then
help the other child
understand Lily wants
to share with them.
Help them answer the
request and then help
Lily express
appreciation. Teacher
talks and show the
benefits of sharing.

Toddler
s
Name

Elijah

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

When asked where


his mouth, nose,
eyes, and ears are,
Elijah will be able to
identify the parts of
his face by pointing
to each body part
once a day

IELG D4 G44 Age 16


to 38 months CI2:
Points to, identifies,
and describes self
and others.

Elijah loves
moving around.

IELG D5 G51 CI2:


Points to body parts.

Page 4

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Flop And Drop: Elijah
can work on his goal by
reading about where
the body parts on his
face are and by singing
Head, Shoulders,
Knees, and Toes.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers can teach the


song Head, Shoulders,
Knees, and Toes to
Elijah and show him the
actions. We can point
to our face then his and
we can use the play
people and the books
to show teach him
where things on his
face are.

Toddler
s
Name

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Davi

Davi will be able to


speak two English
words in lab to label
or request
something.

ELG D5 G55 Age 16 to


38 months: Responds
to peers with words.

Davi loves
animals and
playing with
blocks.

Ruth

During routines Ruth


will communicate
using verbal words
with signs to make
her wants known.

IELG D5 G49 Age 1638 months C1:


Vocalizes wants and
needs.

Ruth loves
music and
animals.

Page 5

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Blocks: Davi can use
his fingers to point, use
sign language, or use
words to label or
request what he wants.
Davi loves doing fine
motor tasks and the
blocks gives the
teachers the
opportunity to use
language to identify the
colors and shapes of
the blocks.

Large Group: Ruth will


be able to sign the
animals and use their
sounds to learn the
names of the animals.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teacher can model for


him by saying the
shapes and colors of
the blocks and asking
Davi what shape of
block he wanted or
what color he wanted
to give him the
opportunity request
what he wants. We can
also label the colors
and the shapes and
break down the words
to help Davi
understand.
Teacher can sign the
animal as she says it.
The teacher can make
eye contact with Ruth
and ask her what sound
the animal makes and
then the teacher waits
10 seconds for Ruth to
respond.

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Toddler
s
Name

Goal and/or other


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

Phoebe

During routines
Phoebe will
communicate with
verbal words three
times a day.

Lila

Kaleigh

Name two colors


once a day.

Three new words


every couple weeks.

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

IELG D5 G49 Age 1638 months C1:


Vocalizes wants and
needs.

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.
Phoebe likes
pretend-play.

IELG D2 G17 Age 1638 months C3:


Pounds objects with
intent and precision.
IELG D1 G13 Age 3660 months CI7:
Matches, sorts, and
classifies objects
based on one or more
attributes (e.g. shape,
size, textures, or
color).
IELG D5 G49 Age 1638 months CI1:
Vocalizes wants and
needs.

Lila likes trying


new things
even if for a
short time.

Kaleigh enjoys
pretend play.

Page 6

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Dramatic Play: Phoebe
will be able to work on
her goal as she labels
objects she wants.
These objects could be
a stuffed animal or a
dress.

Blocks: Lila will be able


to label the colors of
the blocks as she puts
the blocks through the
holes. She can say the
color of the block
before she puts it
through the hole.
Dramatic Play: Kaleigh
will be able to work on
her goal as she labels,
signs, or points objects
she wants. These
objects can be a stuffed
animal or a dress.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers can
encourage Phoebe by
modeling good
language skills and
having her ask for what
she wants instead of
just handing it to her.

Teachers can model for


Lila by saying the color
of the block and then
can encourage Lila to
say the color of the
block as she puts the
block through the hole.
Teachers can model
words/language
through play. Teachers
can also have her ask
for something instead
of just handing her
something.

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Toddler
s
Name

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Bruin

Can develop and


focus on a fine motor
activity such as place
puzzles, grasping and
building/stacking
blocks once a day.

IELG D2 G18 Age 1638 months


Coordinate arms,
hands, and fingers to
accomplish
purposeful fine-motor
tasks.

Bruin loves
playing with
blocks.

Israel

Israel will be able to


sit and listen to a
book being read once
a day.

IELG D1 G4 Age 16-38


Months: Maintains
attention to and
extends favorite
activities by repeating
them.

Israel enjoys
reading books,
just not for long
periods of time.

Page 7

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Blocks: Bruin can work
on his goal by spending
time in the block area
grasping blocks and
putting them through
the holes on the box.

Flop & Drop: Israel can


work on his goal as he
sits with a teacher to
read a book. The cloth
people and using the
song, Head, Shoulders,
Knees, and Toes can
be some methods to
engage Israel.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers can
encourage Bruin to play
with them in the blocks.
While there, teachers
can describe what they
are doing as they play
with the blocks then
describe what Bruin is
doing modeling parallel
and self-talk.
Teachers can engage
Israel while reading a
book by using different
voice tones and
creating momentary
actions that go with the
book. Israel can also
hold a cloth person as a
prop to keep him
engaged in a story.

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Toddler
s
Name

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Tenley

Tenley will be able to


take turns three
times a day.

IELG D3 G28 Age 1638 months C8:


Takes turns during
play with peers, with
considerable
adult assistance.

Tenley is
interested in
pretend play.

Page 8

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Dramatic Play: Tenley
will be able to take
turns playing and
exploring with the train
as there will only be
four boxes that the
children will need to
take turns being in the
boxes.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers can
encourage Tenley to
take turns in the train,
filling a suitcase with
another peer, and
handing things to other
peers to put in the
suitcase. Teachers do
this by helping Tenley
ask for a turn with the
suitcase or train. By
helping her be
understood by the
other child and doing
something interesting
while she is waiting for
her turn. Teacher
explains the benefits of
taking turns.

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Toddler
s
Name

Goal and/or other


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

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

Put only the


interests or
observations
of child that
connect to
how you are
planning for
them today.

Levi

Levi will interact with


two other children
every day.

IELG D3 G28 Age 1638 months C4:


Shows enthusiasm
about the company of
other children by
touching or hugging a
child, offering toys,
giving eye contact, or
by addressing the
other child using
words or sounds.

Levi likes
trains.

Part Two
Revised Submission Date

Name of center and


how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Gross Motor: Levi will
be able to work on his
goal as he plays
alongside other peers
using the small trains
to pull. He can put
objects in his little cart
or help another child do
so.

What the teacher


will do to support
the child at the
activity (be specific,
yet brief)

Teachers can help Levi


by encouraging him to
play with the train with
one other peer.
Teachers do this by
modeling for Levi by
pulling the train
themselves and talking
to the other children
around them.

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 9

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Part One
Lead:

Marisa

Part One
Helper 1 Checkin/Checkout
Person &
Booth
Observer:
Part One
Helper 2 Greeter:

Emily

Flop &
Drop:

Emily
Alyssa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Alyssa

IELG D5 G48
(16-38

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

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)

That you will


follow
instructions
and do your
job as the
greeter
Children with
teachers will

Greeter Checklist
(turn in to lead
teacher at the
end of the
teaching day)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

Name of
toddler(s)
planned
for in this
activity

From Head to
Toe by Eric

Arrange the
cloth people

Eli
Lily

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)

Class picture
book (cupboard

Page 10

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Learning
About Me

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Months)
C15:
Listens to
short and
simple
stories.
IELG D5 G52
(16-38
Months)
C6: Imitates
and repeats
words

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)
be able to sing
and do the
actions to
Head
Shoulders,
Knees, and
Toes. They
will also be
able to read
different
books about
the body. The
props to
explore with
while reading
the books will
be some
plastic and
cloth people.
This will help
toddlers be
able to

Part Two
Revised Submission Date

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)

Book
(Title,
author,
reference
number, and
location)

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

Name of
toddler(s)
planned
for in this
activity

in classroom), All
of the plastic
people and cloth
people (RR1
Manipulative
Resources
White #45), Felt
Body Parts (RR2
in long drawers
below puppets),
Felt Board (IWP),
Easel (classroom
or toddler closet)

Carle (RR2 B
C9),
All About
You by
Catherine
Anholt (RR2 B
A5),
Ears/Orejas
by Cynthia
Klingel (RR2 B
K3),
Eyes/Ojos by
Cynthia
Klingel (RR2 B
K4),
Nose/Nariz by
Cynthia
Klingel (RR2 B
K5), Skin/Piel
by Cynthia
Klingel (RR2 B
K7),

among
pillows. Place
books on
shelves where
title can be
seen as well
as arrange the
plastic people
with the books
where they
can be seen.
Be careful of
not having too
many items
on the floor
that can cause
tripping. Put
the easel next
to the books
and put the
felt board on
it. Make sure

Israel

Page 11

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(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)
become
familiar with
and be able to
label a few
parts on their
bodies.
Toddlers will
also be
exploring with
peekaboo by
reading books.
Turn the page
of a book and
the picture
goes away.
Then turn the
page back and
it appears
again!

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)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

Mouth/Boca
by Cynthia
Klingel (RR2 B
K6), Baby
Faces by
Dutton (RR2 T
D7),
See,

it is secure so
that it doesnt
fall over.
Place felt face
and face body
parts on felt
board.

Hear, Touch,
Taste, Smell
by Melvin
Berger (RR2 B
B27),
I Like Me! by
Nancy Carlson
(RR2 B C18),
Clap Your
Hands by
Lorinda Bryan
Cauley (RR2 B
C19),
Everybody
feels... Angry

Page 12

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(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
(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)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

Name of
toddler(s)
planned
for in this
activity

Put the
cardboard box
in the middle

Lila
Bruin
Davi

by Jane
Bingham (RR2
T B14),
Everybody
feels... Happy
by Jane
Bingham (RR2
T B15),
Everybody
feels... Scared
by Jane
Bingham
(RR2 T B16),
Everybody
feels... Sad by
Jane Bingham
(RR2 T B17),
Block
Area:
Disappeari

Chelsea

IElG D2 G18
Age 16-38
Months CI12:

Children will
be able to put
blocks into

Cardboard box
with holes in it
for blocks (IWP),

Page 13

Peek-a-Boo! I
See you by
Joan Philips

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

ng Blocks

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Completes
simple insert
puzzles (uses
shape sorter
box or puts
pegs into
peg board).

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)
holes on a big
cardboard
box. The
holes will
match the
different
shapes of the
blocks. This
allows for
experimenting
with peek-aboo as the
block
disappears
through the
big box.

Part Two
Revised Submission Date

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)

Book
(Title,
author,
reference
number, and
location)

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

30 colored shape
blocks (RR2
Blocks Blue
#26)

(WR T P7)

of the block
area and keep
the colored
shape blocks
in their
container next
to the
cardboard
box. Make
sure the
toddlers do
not throw the
blocks by
playing beside
them and by
modeling how
to use the
blocks. Model
how to put the
different
shapes
through the

Page 14

Shapes:
Square by
Simon &
Schuster

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Dramatic
Play:
Travel By
Train

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Marisa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D1 G15
Age 16-38
Months CI10:
Uses theme
play when
presented
with props or
prompts
(animals go
to the barn;
babies are
fed and put
to bed).

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 will
be able to
pretend to
travel
somewhere by
train. There
will be
suitcases for
them to pack
cloths and
animals in
providing a
peekaboo
experience for
them. They
will be able to
climb into a
train made
out of
cardboard

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)

Train made out


of paper boxes
(IWP), 2
suitcases (RR2
Dramatic Play
Yellow #254),
dress up cloths
(RR2 Dramatic
Play Yellow
#218), Bunny,
Lizard, Dog, and
Cat stuffed
animals (WR on
top of cabinets),
2 stuffed dolls
(RR2 Dramatic
Play yellow #1)

Page 15

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

The Little
Engine That
Could by
Watty Piper
(RR2 B P7),
Let's Go! by
Barbara
Shook Hazen
(B H7)
Freight Train
by Donald
Crew (B C26)

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

holes on the
box.
Put the
dramatic
playhouse set
up stuff in the
toddler closet
to clear the
space. Put
the train in
that area with
suitcases next
to it with the
animals and
dress cloths
inside them.
Model for
children how
to share
playing with
the train to
avoid pushing.

Name of
toddler(s)
planned
for in this
activity

Carter
Tenley
Phoebe
Kaleigh

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Gross
Motor:
Pull The
Train

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Emily
Alyssa

IELG D2 G21
Age 16-38
Months CI1:
Attempts
new
activities
that require
familiar and
unfamiliar
physical
movement,
with or
without adult
assistance.

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)
boxes.
The toddlers
will pull two
small trains
made out of
boxes to give
rides to dolls
and stuffed
animals.

Part Two
Revised Submission Date

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)

Book
(Title,
author,
reference
number, and
location)

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

Name of
toddler(s)
planned
for in this
activity

2 wagon box
trains (IWP), any
6 small stuffed
animals (WR on
top of the
cupboards), 2
stuffed dolls
(RR2 Dramatic
Play yellow #1)

Up, Down,
and
Around by
Katherine
Ayres (WR B
A6)

Place the
trains in front
of the slide
where the
runway is.
Make sure
that the trains
block the
runway but
that they
dont cause
tripping. Help
the children
take turns
pulling the
trains to avoid
pushing and
angry
children. Limit
one child per
box. There

Levi

Page 16

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Class
Clean-up
(Lead
Teacher
for the
day is in
charge of
this)

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Marisa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D3 G31
Age 60
Months
through
Kindergarten
CI5:
Describes
and follows
classroom
and group
routines.

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).

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)

Clean up song,
CD player or
docking station,
and toy bins.

Page 17

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

can be two
children in the
big box.
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

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

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

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Marisa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures

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

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)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

We will be
singing these
words: Come
over, come over;
come sing, and
dance, and play.

Children will
be move to
their carpets
for the large
group activity.
Large
Group
Activity-

Marisa

D1 G16 Age
16-38
Months CI9:

Children will
have fun
learning

19 carpets
(Toddler closet),
19 Stuffed

Page 18

Animals and
Their Sounds
by Marisa

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

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.
Place carpets
on the floor as
children are
coming over.
Make sure
there is a
large defined

Name of
toddler(s)
planned
for in this
activity

Ruth

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Act That
Animal
(Please
refer to a
detailed
description
of the large
group
activity in
the box at
the end of
the plan).

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Makes
animal
noises and
seeks
recognition
of that sound
from others.

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)
animal sounds
while holding
a stuffed
animal. The
children will
also be able to
do actions
with each
animal.

Part Two
Revised Submission Date

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)

Book
(Title,
author,
reference
number, and
location)

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

Animals: Pig,
Cat, Dog, Cow,
Horse, Chicken,
Tiger, Frog, and a
Bear (WR in
large bins on top
of cupboards)

Dawson

space for the


activity. Put
the carpets on
the floor
facing the
lead teacher.
Each teacher
needs a
carpet as well
as a stuffed
animal to
model for the
children.
Remember to
watch the
cues of
children for
potential
pushing.
See detailed
activity

Page 19

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Transition
to outdoor
play
(Lead
Teacher
for the
day is in
charge of
this)
Please bold
one:
Large
south
playgroun

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Marisa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures

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

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)

Emergency
backpack and
rope (behind
door), check
in/out sheet
We will be
singing a song
that relates to
going outside.
Walk, walk,
walk outside,
Were following
the teacher!
Hold onto the

Page 20

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

description at
end of plan for
specific
instructions
and script for
the lead
teacher to
follow.
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.

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(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)
play area.

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)

Children will
use chalk on
the sidewalk
creating their
own drawings
(scribbling
and making
marks). This
will help them
work on their
fine motor
skills.

1 bucket of chalk
(RR1 #8)

Small north
playground

1st
Outdoor
Activity:
Fun With
Chalk

Emily
Alyssa

IELG D2 G18
(16-38
months) CI2:
Scribbles
with drawing
and writing
tools.
IELG D2 G18
(16-38
months) CI3:
Begins to

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

rope, so no one
gets lost,
So we can play
outside!
(Repeat as much
as needed)
(To the tune of
Row, row, row
your boat!)

Page 21

Put chalk out


on the upper
sidewalk right
next to the
ramp. Make
sure they are
off to the side
so that
toddlers do
not trip over
them. Do not
let them eat

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(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
(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)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

the chalk.
imitate
marks
(scribbled
lines, a
circle).

2nd
Outdoor
Activity:
Bowling

Emily
Alyssa

IELG D2 G17
(16-38 months)
CI5: Throws a
ball

Children will
be able to roll
a ball on the
ground to
knock over
pins that are
set up on the
floor. They
also will be
able to set up
pins again.
This activity
promotes
gross motor

Bowling set
(Gross Garage)

Page 22

Make sure
there is a
defined space
and that there
isnt anything
that the
children and
trip on. Set
up pins on the
grass next to
the small
slide. Put the
balls three
feet away

Name of
toddler(s)
planned
for in this
activity

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Activity
Area
&
Activity
Title

Inclement
Weather
Fine
Motor
Indoor
Activity:
Squeeze
And Shape
(This can
stay the
same on
your plan
until you
use it)

Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)

Marisa

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D2 G18
16-38
Months CI5:
Uses
forefinger to
thumb grasp
with
precision.

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)
skills and
hand-eye
coordination.
Toddlers will
be able to
have fun by
shaping the
play dough
while using
their
forefinger to
thumb to
grasp play
dough to
squeeze and
shape it.

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)

Part Two
Revised Submission Date

Book
(Title,
author,
reference
number, and
location)

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

Name of
toddler(s)
planned
for in this
activity

from the pins.

Play Dough (on


our shelf in the
lab room), play
dough tools (RR2
Sensory
Resources Green
124)

Page 23

Put play
dough on
tables and
distribute
tools to each
table for the
children to
play with.
Watch for
children
throwing or
eating play
dough.

Israel

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Part Two
Revised Submission Date

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: Act That Animal
IELG Outcome: D1 G16 Age 16-38 Months CI9: Makes animal noises and seeks recognition of that sound from
others. D5 G51 Age 16-38 Months CI12 If learning two languages simultaneously responds to requests in
either language. D5 G48 Age 16-38 Months CI3 Performs simple actions with verbal cue (jump, wave, get,
come). D3 G28 Age 16-38 Months CI2 Observes and imitates another childs behavior or activity. D1 G4 Age
16-38 Months CI6 Listens and participates in story time (turning pages of book or using hand motions, such as
claps).
The skills this activity promotes: Peer interaction through observing and imitating one another, language
development through learning the names of animals and responding to the signs and actions of each animal,
and sustaining attention to tasks by listening and participating with the animal book.
Activity Description: The children will sit on carpets that are arranged facing the teacher while the teacher reads Animals
and Their Sounds by Marisa Dawson. With each animal in the book, the teacher will model the animal sound and act like the
animal then the toddlers will practice with the teacher. Each toddler will be holding a stuffed animal for a prop. When an
animal in the book is talked about, the children holding that animal can hold it up and everyone can act that animal out.
Adaptations for individual toddlers: The book was chosen so that Davi, Israel, and Elijah would be able to see the
picture of the animal and the word of that animal as animal sounds are taught. Another adaptation is using the signs of the
animals as we say them. The final adaptation made for this activity is saying the animals name in Portuguese and English
to help Davi with understanding the animals names in English.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): I will tell each
child to get a stuffed animal from a teacher.
I will start by saying Do you remember learning about the animals and their sounds? We learned what sounds the dog, cat,
chicken, horse, and other great animals say.
Expectations for children (What will you say and do to show the children how to participate in the activity?):
Then I will say, I am going to ask you what sound each animal makes, and after we will all make the sound the animal
makes and act like that animal. I will model for them before I start the book by asking what sound the monkey makes. I will
make the sound and do the actions of the monkey. Finally, I will have the children and teachers do the same thing with me.
Handing out props (how will you hand out props): While the children are being gathered for large group, the support
lead teacher will put the carpets on the floor while the other teachers are getting the children together. At the beginning of
the activity, the teachers will hand each child a stuffed animal when I ask the children to get a stuffed animal from a
teacher.

Page 24

Name of
toddler(s)
planned for
in this
activity
Ruth

Teacher __Marisa_____________

Part One

Lead Teaching Date__10/22/15_________


10/20/15_____

Submission Date _10/5/15________

Part Two
Revised Submission Date

During the activity (What are you saying and doing during the activity for the children to model?): What
sound does this animal Davi is holding makes? Can you act like this animal? I am asking the children what sound the
animal makes then I am showing them how the animal sounds and acts. As I say the name of the animal, I will say the
name in Portuguese and sign the animal.
Closing Script (What will you say and do to end the activity and transition to the next thing?): Boys and girls
pick up your carpet and hand it to a teacher. Put your animals in the basket. Before we go outside I need you to get
your stuff from your cubby then grab hold of the rope.
Collecting props (how will you collect the props?) I will tell the children to give their carpets to a teacher and to put
their stuffed animal in the basket. As the carpets are the collected, by all the teachers, the lead teacher will have the basket
so the children can put their animals in it.

Page 25

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