Toddler Activity Pre-Plan: Part One

Teacher:
Mallory J. Dixon
Lead Teaching Date: 3/9/16
Part One: X
Submission Date: 2/22/16
Part Two
Revised Submission Date: 3/10/16
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?

This week, the toddlers will be exploring through making noise, dancing, and singing. I am referencing chapter 6 of TTD titled Singing, Dancing,
Noise Making. The toddlers will have the opportunity at flop & drop to explore the effect they have on the world around them as they read
books about moving their bodies and participate by copying those actions. The children may read a book about stomping and then stomp on
bubble wrap. At the large group activity, toddlers will have the opportunity to jump like frogs and sing along to Three Green and Speckled
Frogs. At dramatic play, the children will have the opportunity to wear beach day dress up clothing and dance with leis on. At blocks, the
toddlers will make sounds when blocks fall down and may copy words that the teacher says, such as crash! and fall down! Toddlers will
explore all these activities by making sounds, moving their bodies, dancing, and singing.

2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
2d: I set expectations, and explain and follow through on expectations appropriately.
3c: I hand out and collect props in an organized manner
3e: I manage all childrens behaviors in a large group efficiently.
4g: I make eye contact with children during one-on-one and large group activities
5c: I am courteous in my interactions with parents.

I would like you to observe my interactions with the parents at pickup and with the toddlers at large group. I want to set expectations for
children and follow through effectively and interact with parents in a positive and warm way.

Page 1
Teacher: Mallory J. Dixon
Part One: X
Part Two
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
Toddlers
Name
Benjamin
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. J
Goal and/or other skills to
IELG Outcome(s)
Put only the
Name of center and how the
What the teacher will do to
be practiced (Specific,
that relate(s) to the goal
interests or
activity will help the child
support the child at the
observable, and
Reference the domain, goal,
observations of
work on their goal or skill
activity (be specific, yet brief)
measurable with
age range, and child
child that connect
development. What will they
criteria/conditions)
indicator
to how you are
be doing as they practice their

planning for them
goal? (Be specific, yet brief)
today.

Ben will be able to label his
IELG D5 G52 Age 16 to 38
Benjamin has
Activity Title: Flop & Drop (We
While at this activity, the
colors accurately 2 times
Months CI11: uses attributes
previously spent
Can Move)
teachers will help Benjamin
per day in lab.
(descriptive words-big boy,
much of his time at This activity will help Benjamin
label his colors by modeling
red ball)
Flop & Drop reading
work on his goal of labeling
and providing verbal prompts.
with his teachers.
colors accurately 2 times per The teacher will read the book
day in lab. At Flop & Drop
with Benjamin and may say:
Benjamin will read books with He is wearing something red!
his teacher and will see many
What is red that he is
colors in the pictures that he
wearing? The teacher may
can label.
also directly ask: Is his shirt
blue or are his pants blue?
The teacher can also point out
colors and say: Look at that
red kite!

Page 2
Toddlers
Name
Part One: X
Part Two

observable, and
measurable with

IELG Outcome(s)
indicator
Put only the

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

Molly loves to move Activity Title: Row, Row, Row
and go down the
Your Boat
slide. Since she likes At this activity, Molly will have
the slide, I think that
the opportunity to describe
she will enjoy the
her feelings. She may say:
rocking boat, which
Whoa! and smile or laugh
is also an active,
while on the rocking boat. She
gross motor activity.
may also say: Im happy!
Molly
Molly will use her words to

ask for things she wants
twice daily by midterm and
will describe her feelings in
class.

Months CI1: vocalizes needs
and wants.
Adam
Adam will use two word

phrases including the word
please, at least 3 times a
day in lab.

Adam has spent lots
Months CI6:
of time at dramatic
May use common
play in previous
expressions of politeness
classes and I believe
(e.g. smiles and nods, yes;
that he will also
uses please and thank you; enjoy imaginative
uses hi and bye).
play with his peers
and teachers.
Page 3
Activity Title: Blocks (Make a

House)
While at blocks, Adam will
work on his goal using two
word phrases including the
word please. Since Adam has
spent much time at dramatic
play, I believe that he will
enjoy spending time at blocks
building houses. The book at
this center is titled: Lets Go
Home. Adam may look at the
words and pictures in the
book.

Molly may recognize words to

describe her feelings but will
need to be prompted to say
them. The teacher can help
support Molly in this activity
by asking her questions, such
as: Molly was that fun? Say
fun! The teacher may also
tell Molly to say happy or
sad and by modeling what
the emotions may look like
with a smile or with a frown
and tears.
The teacher can support Adam
in this activity by engaging in
play with Adam at the blocks.
The teacher may model
indirectly for Adam how to ask
to play with a block or toy that
a peer has by saying the word
please. The teacher may also
directly prompt Adam to say
please when expressing a
desire to play with a toy.
Toddlers
Name
Amelia
Part One: X
Part Two

observable, and
measurable with

IELG Outcome(s)
indicator
Amelia will use words

instead of screams to
express what she wants and
ask for help at least 3 times
a day in lab.

IELG D5 G50 Ages 16-38

Months CI3: Uses words to
get others to help meet
wants and needs.
Put only the

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

Amelia likes to try
Activity Title: Gross Motor
The teacher will support
new things. I
(Balance Beam)
Amelia at this activity by
observed that she
This activity will help Amelia
providing verbal prompts. The
was very willing to
reach her goal of using words
teacher may say with
paint at the art
to communicate her wants and
excitement: Wow, Amelia!
center and
needs. Amelia have the
You walked across the balance
experiment with
opportunity to use her words beam! When Amelia wants to
different colors.
to express her excitement
walk on the balance beam and
Amelia will be up for about the balance beam and
needs to wait for her turn, the
this challenge.
walking on it. Amelia will ask
teacher may say: Amelia,
to walk on the balance beam what would you like? This will
and practice taking turns with
prompt Amelia to use her
peers. She may point to the
words to communicate that
beam and say: My turn!
she wants to go on the balance
beam.
Page 4
Toddlers
Name

observable, and
measurable with

Mason S.
Mason will share toys with

other children in the lab 3-4
times during the day.
Elizabeth
Elizabeth will share with

others 2/3 times during a
day.
Part One: X
Part Two
IELG Outcome(s)
indicator
Put only the

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

From observation, I Activity Title: Outdoor Activity
The teacher will support
Months CI9:
have seen that
#2 (Bean Bag Toss)
Mason S. at this activity by
Gives and takes back objects
Mason enjoys a
This activity will help Mason
providing direct verbal
during playful interactions
process of things
reach his goal of sharing toys prompts. The teacher may say:
with peers, with assistance.
and the cause and
with children 3 separate times
Mason - Hazel would like to
effect of that
in lab. Mason will have the
toss a bean bag into the
process. He begins
opportunity to let his peers
basket. Hazel, say: Mason can
an activity and
take turns with the bean bags I play? Mason, now we can let
carries it out for a so that they also can toss them Hazel toss a bean bag into the
while. He will enjoy
in the basket.
basket. Hazel now we say
the process of
thank you!
grabbing a bean
bag, tossing it into
the basket, and
picking it up again.
Elizabeth loves to
Activity Title: Gross Motor
The teacher will prompt
Months CI9:
move and is very
(Balance Beam)
Elizabeth verbally and if
Gives and takes back objects
active. She also
This activity will help Elizabeth needed, with tactile prompts.
during playful interactions
loves to try new
work on her goal of taking
The teacher may say:
with peers, with assistance. things and challenge
turns with others. Only one
Elizabeth, it is _______s turn
herself.
child will be allowed on the
right now. It is not your turn.
balance beam at once. A
When it is not your turn, you
teacher will help Elizabeth and
wait here by this line. The
other students understand
teacher may tap Elizabeth on
how to take turns.
the shoulder, look her in the
eyes, and tap the ground
where she should be standing.
Page 5
Toddlers
Name
Kenyon
Part One: X
Part Two

observable, and
measurable with

IELG Outcome(s)
indicator
Kenyon will engage in play

with his peers 2-3 times a
day in lab.

Months CI2: Engages briefly
with peers in structured
play.
Put only the

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

Kenyon is shy
Activity Title: Large Group
around his peers
(Three Green and Speckled
and teachers but
Frogs)
has previously
This activity will help Kenyon
engaged in large
engage with his peers because
group by standing
many of his classmates and
nearby to the group teachers will be in a group. The
and observing. It is
group will be reading a book,
my hope that by
making noises, singing, and
focusing on getting hopping. Kenyon may observe
Kenyon involved he
his classmates and teachers
will join in and
and imitate their movements.
imitate his peers
This imitation is engagement
and teachers.
with others.
Page 6

The teacher will help Kenyon

find a seat next to a peer or
teacher and may prompt him
tactically if necessary, by
holding his hand and leading
him to a spot on the floor by
his peers. The teacher may
say: Its time to sing a song!
Come sit here. The teacher
will also help Kenyon put on a
frog headband for Three
Green and Speckled Frogs.
Toddlers
Name
Eli
Alyona
Part One: X
Part Two

observable, and
measurable with

IELG Outcome(s)
indicator
Eli will learn 3 new words by

the end of the semester.

Months CI5: Uses single
words, phrases, or short
sentences to convey needs
and wants
Alyona will say 6-8 full

sentences (5 or more
words) per day.
IELG D5 G55 36-60 Months

CI3: Talks in sentences.
Put only the

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

Eli loves stories with
Activity Title: Large Group
animals and loves to
(Three Green and Speckled
teacher will provide indirect
make noises.
Frogs)
verbal prompts to Eli by
Eli loves animals. The song that singing along to the song. All
we sing and hop to has frogs in teachers and some peers will
it and keeps Eli engaged in the model for Eli the actions to the
activity. Eli also loves to make
song, which will encourage
noises and will enjoy making
him to join along. If necessary,
noises and singing along to the
the teacher may provide a
song.
direct verbal and tactile
prompt by taking Elis hand,
looking him in the eyes, and
saying: Eli, lets go act like
frogs! The words that the
teachers emphasize could be:
frog, jump, and one.
Alyona loves to play
Activity Title: Beach Day
Alyona may need to be
At this activity, Alyona will
prompted to use full sentences
house. She
have the opportunity to speak by asking questions that allow
chooses to play at
in full sentences and have a
for a descriptive response,
dramatic play often.
conversation with a teacher. such as: Alyona, what are you
Alyona will use sentences to
doing? or Tell me about
describe what is at the
what you are doing, Alyona!
dramatic play activity, such as:
This looks fun.
It is a flower necklace! There
will be props at the activity for
Alyona to describe and use in
her play.
Page 7
Toddlers
Name
Part One: X
Part Two

observable, and
measurable with

IELG Outcome(s)
indicator
BrynnLe
Brynnle will walk 5-10 steps

independently in lab 3 times
per day.
IELG D2 G17 Age 16-38

Months CI1: Walks and runs
with skill; changing both
speed and direction.
Hazel
Hazel will practice her gross

motor skills (such as
jumping forward, peddling a
tricycle, and dressing
herself) at least 2 times per
lab.
IELG D2 G21, Ages 16-38

Months CI2: Participates
actively in simple games,
dance, and movement
activities (catches and kicks
a ball, plays chase).
Put only the

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

BrynnLe loves to
sing and sit in the
rocking boat.
Hazel likes activities

that involve gross
motor muscle use.
Page 8

Activity Title: Row, Row, Row

Your Boat


teacher may need to assist
BrynnLe in walking up the
steps and balancing on one
foot to enter the rocking boat.
Should BrynnLe attempt to
crawl up the steps, prompt her
by reaching for and holding
onto her hand while she steps
up and into the boat.
Activity Title: Outdoor Activity The teacher will support Hazel
#2 (Bean Bag Toss)
at this activity by modeling the
While at this activity, Hazel will activity and providing self-talk.
strengthen her leg muscles by
The teacher will say: I am
squatting to pick up bean bags squatting down and reaching
that she tosses into the
for the bean bag. Now, I grab it
bucket.
and stand up! I am going to
toss the bean bag into the
basket from right here. The
teacher might then say to
Hazel: Now, its your turn!
Toddlers
Name
Mason L.

observable, and
measurable with

Actively interacts with at

least one other child during
each lab.
Part One: X
Part Two
IELG Outcome(s)
indicator
Put only the

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

IELG D3 G28, Ages 16-38
Mason likes to read
Months CI7: Inquires about books and play with
other children (e.g. Wheres
cars.
Rafael? or Why is Crystal
crying?).
Page 9


Activity Title: Blocks (Make a

House)
At this activity, Mason will
work on his goal of socializing
with his peers. Mason will
work side by side with his
peers by stacking blocks,
creating houses, and driving
cars. Mason may imitate what
his teachers and peers do.
Mason may also read the book
at blocks with a teacher and a
peer.

teacher can help Mason L. by
modeling how to interact with
others. The teacher may see
that Adam is stacking blocks
and then say aloud: Adam is
stacking his blocks. Adam
can we help you stack your
blocks? The teacher would
proceed to stack blocks with
Adam. She may then invite
Mason by saying: Mason
come stack blocks with us!
The teacher may need to
provide a tactile prompt, such
as a tap on the shoulder. The
teacher should look in Masons
eyes while communicating
with him.
Part One: X
Part Two
Toddler Activity Assignm ents & 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.
Activity Area
Person
Activity
Activity
Materials Needed
Book
&
Responsible Outcome/IELG
Description
(Be specific with
(Title, author,
Activity
for Set-up of (This is the skill
(This is a
item name, the
reference
Title
Center
you want
detailed
number you need,
number, and
(See Teaching
children to
description of
the reference and
location)
Calendar for practice at this what the activity
location of the
Helpers)
activity)
is and how the
item, and whether
children will be you will be bringing
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Part One
Mallory

That you will do
Lead Teaching

Lead:
your job as a
Checklist (turn in all
lead. See Lead checklists at the end
Teaching
of your lead
Evaluation form.
teaching day)
J
Part One
Hannah

That you will
Check-in/out

Helper 1 -
follow
Checklist (turn in to
Checkinstructions and lead teacher at the
in/Check-out
do your job as
end of the teaching
Person &
CI/CO and booth
day)
Booth
person J
Observer:
Part One
Stephanie

That you will
Greeter Checklist

Helper 2 -
follow
(turn in to lead
Greeter:
instructions and
teacher at the end
do your job as
of the teaching day)
the greeter J
Flop & Drop: Stephanie
IELG D5 G48
The children will -2 Rain Sticks (RR2
Have at least 12
Page 10
Set-up, Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned for in
this activity
Put the books in
Benjamin
Activity Area
&
Activity
Title
Part One: X
Part Two
Person
Activity
Activity
Description
(This is a
Center
you want
detailed
(See Teaching
children to
description of
Helpers)
activity)
is and how the
children will be
exploring,
playing and
practicing the
activity
outcome)
We Can Move
Age 16 to 38
look at stories
Months:
and read books
Performs
with a teacher.
simple actions
The theme of
with verbal cue
Flop & Drop is
jump, wave,
moving. So,
get, come).
many of the
books will have
words that act as
prompts for the
child to do
something, like
pretend to eat
food.
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)
Toddler #191)
-4 Squares of
Bubble Wrap (RR2
Beautiful Junk Wall
Shelf 4 #262)
-4 Streamers (RR2
Beautiful Junk Wall
Shelf 4 #270)
-1 Bongo (WR
Cabinets 4 & 5 Shelf
2)
-2 Tambourines (WR
2)
-2 Egg Shakers (WR
2)
-5 total Bells, Noise
Makers, and Sound
Shakers (WR
3)
-1 Metal Pot and 1
Page 11
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
books listed
the book shelf,
here:
arrange the
1. Little Yoga
furniture so that
(WR W13)
it is welcoming
2. The Foot Book and aesthetically
(WR S11)
pleasing. The
3. Were Going
various materials
on a Bear Hunt
will be arranged
(WR TR9)
in the area. The
4. All Fall Down
Bubble wrap will
(WR TO5)
be taped on the
5. Clap Your
floor for the
Hands (WR
children to step
TC22)
on. The pictures
6. Two Feet (WR
of the feet will
BP4)
be taped on the
7. Silly Sally (WR
floor in a path
BW8)
for the children
8. I Went
to walk on. The
Walking (WR
music makers
BW7)
are meant for
9. Splash (WR
the children and
BM7)
teachers to use
Name of
toddler(s)
planned for in
this activity
Activity Area
&
Activity
Title
Block Area:
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Frying Lid (Small
shed)
-Masking Tape
(Toddler Lab Office
Supplies)
-8 Laminated
pictures pairs of
feet
Hannah
IELG D1 G5 Age
The child will
-10 Plastic People
Page 12
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
10. Over in the

while reading
Meadow (WR
the books. In the
TC25)
books are
11. What Do You movements that
Do With a Tail
the children
Like This (WR
should be
P13)
encouraged to
12. I Can, Can
do, such as
You? (WR TP6)
stomping,
13. From Head
spinning, or
to Toe (WR TC1)
walking. The
14. Clap Your
shakers and
Hands (smaller
noise makers can
version, WR
be used while
TC22).
doing all these

movements to
help the toddlers
engage in the
activity and for
the specific
movements to
be emphasized.
Lets Go Home
The blocks
Name of
toddler(s)
planned for in
this activity
Adam and
Activity Area
&
Activity
Title
Make Your
Home
Dramatic
Play: Beach
Day
Part One: X
Part Two
Person
Activity
Activity
Description
(This is a
Center
you want
detailed
(See Teaching
children to
description of
Helpers)
activity)
is and how the
children will be
exploring,
playing and
practicing the
activity
outcome)
16-38 Months:
play with the
Increasingly
blocks in the
follows through classroom and
with own ideas with additional
in play
blocks that can
and
be used to create
interactions.
a house. The
children will
have the
opportunity to
make a house or
building with
these blocks and
knock it down.
They will engage
in this activity by
making a plan
and following
through with it.
Mallory
IELG D3 G33
The children will
Age 16 to 38
dress up with
Months CI6:
leis, skirts,
Exhibits
sunglasses, and
Materials Needed
(Be specific with
item name, the
number you need,
the reference and
location of the
item, and whether
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
(RR2 Toddler #205)

-5 Wooden
Furniture items
(RR2 Blocks
Wooden Furniture
#176)
-5 Wooden Doors
and Windows items
(RR2 Blocks #176)
-5 Toy Cars (RR2
Toddler #200)
(WR R8)
should be set up
so that there are
small houses.
There should be
people and cars
spread out
among the
blocks in an
aesthetically
pleasing way.
Mason L.
-All Beach Day items

(RR2 Dramatic Play
#248)
-2 Beach Chairs
What Can You

Do in the Sun?
(WR TH11)
The clothing
should be hung
on the stand, the
food on the table
Alyona
Page 13
Activity Area
&
Activity
Title
Part One: X
Part Two
Person
Activity
Activity
Description
(This is a
Center
you want
detailed
(See Teaching
children to
description of
Helpers)
activity)
is and how the
children will be
exploring,
playing and
practicing the
activity
outcome)
physical humor
beach themed
(e.g. dancing,
clothing. They
falling down,
will eat food at
crawling,
the beach,
looking
dance, and be
backward
silly. The children
through legs).
will practice
being silly by
mimicking the
teachers
dancing, silly
faces, and beach
outfit.
Materials Needed
(Be specific with
item name, the
number you need,
the reference and
location of the
item, and whether
any of the items)
(RR2 Dramatic Play

#254)
-5 Plastic Fruits (RR2
Dramatic Play #234)
-3 Cloth Hats (RR2
Dramatic Play #226)
-2 Pitchers (RR2
Dramatic Play #233)
-2 Cameras (RR2
Dramatic Play #222)
-1 Table Cloth (RR2
Dramatic Play #220)
-1 Beach Ball (RR2
Dramatic Play #229)
-2 Plastic Chips and
Fries (RR2 Dramatic
Play #235)
-4 Plastic Plates
(RR2 Dramatic Play
#232)
-4 Plastic Cups (RR2
Dramatic Play #232)
-3 Pairs Child
Page 14
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
and in the
cabinets, the
beach chairs set
up on the side of
the slide, and all
kitchen utensils
on the kitchen
table. Beach Day
items should be
set up in an
inviting and
exciting way.
Name of
toddler(s)
planned for in
this activity
Activity Area
&
Activity
Title
Gross Motor:
Balance
Beam
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Sunglasses (Will
bring own)
Hannah
D2 G20 Age 16 The children will
1 Balance Beam
to 38 Months
strengthen their
(Gross Garage)
CI3: Attempts gross motor skills
to balance, and by balancing and
has increasing
walking on a
success
wide, wooden
balancing on
beam.
low ledges and
curbs.
Combines
motor
actions in
sustained play
(e.g. playing on
small slides,
climbing on
small
structures,
using wheel
toys,
carrying objects
Page 15
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned for in
this activity
Susan Laughs
(WR W20)
The balance
beam will be set
up between the
sensory table
and the slide and
Flop & Drop.
There should be
a line of bright
tape surrounding
the area with the
balance beam
that will be
closed off to all
toddlers but the
teacher and the
toddler walking
on the balance
beam. The
balance beam
should not
obstruct the end
Amelia and
Elizabeth
Activity Area
&
Activity
Title
Class Cleanup (Lead

Teacher for
the day is in
charge of
this)
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
of varying sizes
and shapes,
throwing
and catching,
dancing, and
marching).
Mallory
IELG D3 G31
The children and
Age 60 Months will clean up all
through
of the toys and
Kindergarten
activities with
CI5: Describes teacher support.
and follows
They will place
classroom and all the toys in the
group routines. correct bins, and
stack the bins
and all other
Clean up song, CD
player or docking
station, and toy
bins.
Page 16
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
of the slide and

should be on the
carpet. One
toddler is
allowed on the
balance beam at
a time and if
needed, a
teacher must be
there to help the
children balance
by holding their
hand.
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
Name of
toddler(s)
planned for in
this activity
N/A
Part One: X
Part Two
Activity Area
&
Activity
Title
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
props on the
slide. (Do not
place anything
on top of the
lockers).

Transition to Mallory
IELG D5 G48
The lead teacher
Transition Song:
Large Group
Age 6 to 18
will start the
It is time for us to
Activities
Months CI8:
transition activity
all go to large
(Lead Teacher
Follow singleto help the
group, it is time for
for the day is
step directions
children gather
us to all go to large
in charge of
without
to the large
group. We will be
this)
gestures
group area.
with our teachers,
The children will we will be with our
help the teachers friends, it is time for
put toys in the
us to all go to large
buckets that will
group.
be put on the

floor in the

cleaning warning
song.
Page 17
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
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. Large
group takes
place in the
middle of choice
time. Teachers
will not create a
Name of
toddler(s)
planned for in
this activity
N/A
Activity Area
&
Activity
Title
Large Group
Activity-
Three Green
and Speckled
Frogs

(Please refer
to a detailed
description of
the large
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Mallory
IELG D4 G39
Age 16-38
Months CI6:
Imitates
counting
rhymes or
songs such as
Five Little
Monkeys.
The toddlers will

practice singing
along to a
rhyming song
that involves
counting down
from three to
one. The
toddlers will use
their fingers to
Three Green and

Speckled Frogs
poster board, three
frogs that Velcro
onto poster board,
21 frog headbands
in bag, and words to
song taped onto the
wall.
Page 18
Book
(Title, author,
reference
number, and
location)
N/A
Set-up, Safety,
Routine
Instructions
(Be specific)
boundary with
the furniture but
will give the
toddlers the
choice to attend
large group
activity or spend
time at other
activities.
Children may be
prompted to
come play with
the group.
Frog headbands
will be in a
covered bucket
on the shelf in
the large group
area. The
tumbling mats
from the toddler
room will be set
up in the blocks
Name of
toddler(s)
planned for in
this activity
Kenyon and
Eli
Part One: X
Part Two
Activity Area
&
Activity
Title
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
group activity
show how many
in the box at
frogs are left on
the end of the
the log (following
plan).
Ms. Mallorys
example) and
will say the
number aloud.
They will be
interacting with
each other as
they pretend to
be frogs and hop
like frogs. The
children will
imitate each
others actions
when they hop
and will practice
language skills by
saying: Ribbit,
ribbit! The
toddlers will
strengthen large
Page 19
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
area. Teachers
will need to
make sure that
toddlers stay on
the mat. Mallory
will introduce
the activity while
the toddlers and
teachers are
standing on the
mat. When she is
finished
introducing the
activity she will
ask Ms. Courtney
to pass the
headbands out.
All teachers will
help the children
put the
headbands on.
During the
activity, toddlers
Name of
toddler(s)
planned for in
this activity
Activity Area
&
Activity
Title
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
motor skils by
hopping from a
crouching
position to a
standing
position.
Page 20
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
and teachers are

expected to hop,
dance, sing
along, and stand.
After we have
sung through the
song 3 times,
Mallory will
conclude the
activity. She will
then ask all
teachers to
collect the
headbands
(except for Ms.
Courtney). After
all the
headbands are
put away, Kelsie
will set the bin
on the counter
and Mallory will
introduce
Name of
toddler(s)
planned for in
this activity
Activity Area
&
Activity
Title
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Transition to Mallory
outdoor play
(Lead
Teacher for
the day is in
charge of
this)
Please bold
one:
Large south
playground

Small north
playground
IELG D5 G48
Age 6 to 18
Months CI8:
Follow singlestep directions
without
gestures
Children get
Emergency
ready to go
backpack and rope
outside by
(behind door),
putting on their
check in/out sheet
coats and will
*Bring any leftover
lining up on the
handouts and take
rope. Teachers
home activities.
will help the
Transition to
children grasp
outdoor play song:
the rope and sing Were holding to
while the
the rope now, the
children walk to rope now, the rope
the outside play now! Were holding
area.
to the rope now, its
time to go outside!
Were following our
teachers, our
teachers, our
teachers! Were
following our
Page 21
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Courtney for the

next large group
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.
Name of
toddler(s)
planned for in
this activity
N/A
Part One: X
Part Two
Activity Area
&
Activity
Title
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
teachers, its time
to go outside!
1st Outdoor
Mallory
D2 G17 Age 16 The toddlers will -1 Wooden Rocking
Activity: Row,
to 38 Months
practice
Boat (Gross Garage)
Row, Row
CI6: Balances balancing on one -1 Red Rocking Boat
Your Boat
on one foot
foot when they (Gross Garage)
briefly.
enter the rocking
boat with one
foot at a time.
The children will
enter in the boat
and exit the boat
on the steps
right next to the
rocking boat. The
children will
strengthen leg
muscles and
balance as then
enter and exit
the boat.
Page 22
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned for in
this activity
The Red Rocking

Boat will be
turned upside
down right next
to the Wooden
Rocking Boat to
be used by the
toddlers as stairs
to go into the
rocking boat. The
rocking boat will
be set up on the
lawn north of the
large play set.
Make sure that
toddlers enter
the rocking boat
at the stairs and
one at a time.
There should be
no more than 4
BrynnLe
Activity Area
&
Activity
Title
Part One: X
Part Two
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
2nd Outdoor
Mallory
Activity: Bean
Bag Toss
Inclement
Weather Fine
Motor Indoor
Activity:
Stephanie
Book
(Title, author,
reference
number, and
location)
IELG D2 G17
Age 16 to 38
Months CI7:
Bends over
easily at that
waist without
falling.
The toddlers will

toss the bean
bags into the
box. The toddlers
will strengthen
hand-eye
coordination,
gross motor skills
including leg
muscle strength.
Children will
squat or bend
over to pick up
the bean bags on
the ground or in
the basket.
-4 Bean Bags (WR

1)
-1 Plastic Bucket
(Small Shed)
IELG D2 G18 16
to 38 Months
CI13:
Completes
Children will
stack toys, rings,
and cups with
their fingers and
-Stacking Cups and

Colorful Rings (RR2
Toddler #207)
-Stacking Toys (RR2
Page 23
Set-up, Safety,
Routine
Instructions
(Be specific)
children in the
rocking boat.
The bean bags
will be placed 1
or 2 feet from
the box. The box
will be on the
lawn north of the
large play set.
Children must be
watched to
ensure that they
do not throw
bean bags at
others and that
they do not trip
or run over the
box or bean
bags.
Three tables will
be pushed
together and the
materials will be
Name of
toddler(s)
planned for in
this activity
Mason S. and
Hazel
N/A
Part One: X
Part Two
Activity Area
&
Activity
Title
Person
Activity
Activity
Materials Needed
Description
(Be specific with
(This is a
item name, the
Center
you want
detailed
number you need,
(See Teaching
children to
description of
the reference and
location of the
Helpers)
activity)
is and how the
item, and whether
exploring,
any of the items)
playing and
practicing the
activity
outcome)
Stacking Cups
simple insert
hands. Toddlers Toddler #191)
and Rings
puzzles (uses
love to make

shape sorter
things fit and
(This can stay
box or puts
then take them
the same on
pegs into peg
apart. Toddlers
your plan
board).
will fit pieces
until you use
together and
it)
then take them
apart. This will
strengthen their
fine motor
muscles and
hand-eye
coordination.

Page 24
Book
(Title, author,
reference
number, and
location)
Set-up, Safety,
Routine
Instructions
(Be specific)
spread out on
the tables for the
children. The
chairs will be left
at the tables for
the children to
sit at during their
play.
Name of
toddler(s)
planned for in
this activity
Part One: X
Part Two

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: Three Green and Speckled Frogs

IELG Outcome: IELG D4 G39 Age 16-38 Months CI6: Imitates counting rhymes or songs such as Five Little Monkeys.

The skills this activity promotes: understanding of numbers, gross motor skills, interacting within a large group

Activity Description: The toddlers will sing along and jump to a rhyme called Three Green and Speckled Frogs. Toddlers will have
headbands with a frog on them and will act like frogs by jumping when the frogs in the song jump into the pool.

Adaptations for individual toddlers: BrynnLe will need a teacher to hold the back of her shirt or under her arms so that she can
balance while standing and jumping.

Teacher Script

Introduction Script (What will you say and do to get their attention and introduce the activity?): Hi boys and girls! Today we are
going to act like frogs! Gather round and stand up. This is what a frog looks like: (show picture of a frog on the board). It is green and
hops!

Expectations for children (What will you say and do to show the children how to participate in the activity?): The toddlers will hop
like frogs when the frog in the song jumps into the pool. The toddlers will sing along, say the number of the frogs left on the log, and
use their fingers to show how many frogs are left on the log.

Handing out props (how will you hand out props): Alright, toddlers Its time to put our frog headbands on! This is the headband
we are going to be wearing: (show toddlers one headband). It is green and there is a picture of a frog on it! (Show toddlers the frog
on the headband.) Ms. Hannah will hand you a headband and another teacher will help you put it on.

During the activity (What are you saying and doing during the activity for the children to model?): Okay now we all have our frog
headbands on and are ready to hop, hop, hop! Frogs like to jump and hop and we are going to act just like them. Lets all practice
our hopping: (hop several times and encourage toddlers to hop, as well). Boys and girls we are ready to begin our song! Now, we are
going to sit like frogs and only hop when Miss Mallory hops! THREE green and speckled frogs sat on a speckled log, eating some
Page 25
Name of
toddler(s)
planned for
in this
activity:
Kenyon and
Eli

Part One: X
Part Two
most delicious bugs Yum! Yum! One jumped into the pool where it was nice and cool! Then there were TWO green speckled frogs!
(Emphasize TWO by pausing after Then there were. And, show two fingers when saying TWO loudly. Point to board and the two
frogs left on the log.) Ga-guh! Ga-guh! TWO green and speckled frogs sat on the speckled log eating some most delicious bugs
Yum! Yum! One jumped into the pool where it was nice and cool! Then there was ONE green speckled frog! (Emphasize ONE by
pausing after Then there were. And, show one finger when saying ONE loudly. Point to board and the one frog left on the log.)
Ga-guh! Ga-guh! One green and speckled frog sat on a speckled log, eating some most delicious bugs Yum! Yum! One jumped into
the pool where it was nice and cool! Then there were NO green and speckled frogs! Oh no! (Point to board and the log that has no
frogs on it.) Where did all the frogs go? (Point to the water.) Thats right! They jumped in the water. (Point to board and water and
sign water in baby sign language.) Lets sing it again! Repeat the whole process two more times.

Closing Script (What will you say and do to end the activity and transition to the next thing?): Boys and girls today we acted like
frogs when we jumped and hopped. Now it is time to put our frog headbands away. After Ms. Hannah has collected the headbands
and put the bucket on the counter, say: Thank you for your help, boys and girls! Now it is time for Courtney to teach us. Here is Ms.
Courtney! (Give Courtney the stage.)

Collecting props (how will you collect the props?): Find a teacher and give them your headband. Thank you for your help, boys and
girls!
Page 26
Part One: X
Part Two
Page 27
Part One: X
Part Two
Page 28

Toddler Activity Pre-Plan: Part One

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Toddler Activity Pre-Plan: Part One

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Lead Teaching Date: 3/9/16

Submission Date: 2/22/16

Revised Submission Date: 3/10/16