Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Toddler Activity Pre-Plan: Part Two

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. 9. This week’s plan focuses on giving the toddlers the opportunity to experience
poking, fitting, stacking, and dumping throughout the classroom. The toddlers will be able to fit objects onto their correct stick at the
fine motor center with the toddler stackers. In the sensory center, the toddlers will be able to dump bird seed into different pans and
the sensory table using different sized scoops. Also, in both of the outdoor activities, the toddlers will be able to stack different kinds of
blocks into different shapes, structures, and towers.

2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 3- Criteria E- I manage all children’s behaviors in a large group efficiently. I would like to work on this so that I can learn to have
more confidence in the classroom.

3. 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. 
Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
Josh Josh will speak at least one IELG D5 G49 Age 16-38 I have observed Josh Sensory- Josh will work on his The teacher will be there to
new word each lab (i.e. Months CI5: Uses single playing with bird toys goal by using his words to prompt Josh to say things like
labeling unfamiliar objects, words, phrases, or short while in lab. describe what he is doing while “bird food,” “seeds,” “plate,” or
using descriptive words, etc). sentences to convey wants scooping bird seed and playing other descriptive or new words.
and needs. with bird toys. He will talk about
repeat new words from teachers
and talk about how the bird
seed looks, feels, and smells.

Page 1
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
Kylie Kylie will be able to mimic 2 IELG D5 G52 Ages 16-38 Songs Large Group- Kylie will be able The teacher will be there to
word phrases in English. Months CI1: Increasingly uses to work on her goal by repeating verbally prompt 2 word
words and phrases. or independently saying 2 word sentences in English for Kylie.
phrases about what she is doing They will say things like “hide
at large group. She will talk strawberry,” “funny face,” “little
about the strawberries, the big mouse,” or other 2 word English
hungry bear, shaking, and phrases.
jumping.
June June will share by offering a IELG D4 G39 CI3 Ages 16-38 I have observed June Fine Motor- June will work on The teacher will be there to help
toy to a peer 2-3 times in Months: Begins to imitate stacking and putting her goal by sharing the stackers June rote count at least
each lab. counting, using number words things together. with other toddlers and numbers 1-7. They will help her
without one to one teachers. count the shapes and colors in
correspondence and without front of her. The teacher will be
order. there for her to imitate the
numbers they say or to help her
independently say the numbers.
Grace Grace will be able to correctly IELG D5 G51 CI2 Ages 16-38 I have observed Art- Grace will work on her goal The teacher will help Grace
label one body part per lab. Months: Points to body parts. Grace interested in by repeating the words the name or at least point to a body
painting. teachers say, and find the body part while she is painting. She
parts while she is painting. loves to paint so she will be
more comfortable at this center.
The teachers will say “do you
paint with your elbow? Where’s
your elbow?” or “do you paint
with your nose? Where’s your
nose?”
Emma Emma will independently IELG D5 G52 CI1 Ages 16-38 Books Large Group- Emma will work on The teachers will be there to
verbalize one new word each Months: Increasing uses her goal by repeating single help Emma try to say single
week in lab. words and phrases. words from the story. This words. The teacher may have to
activity has the same words help her segment the words by

Page 2
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
every time and many repetitious starting with the starting sound.
words/phrases which will The teacher can sound words
provide Emma with several out for her like “m” “m”
opportunities to imitate verbal “mouse” or “h” “h” “hide”.
words.
Jevan Jevan will interact with other IELG D3 G31 Ages 16-38 Hands on Activities Fine Motor- Jevan will socialize The teachers will be there to
children his age at least once Months CI5: Occasionally with his peers while sharing the invite other toddlers to come
every class by playing in the shares some objects, people, colored shapes that stack on the join Jevan. The teacher might
same area as another child or and space with peers; with pole. talk about the colors and shapes
sharing a toy with another adult assistance. of the stackers that are there.
child. The teacher might make a game
of stacking the stackers for
Jevan and another toddler one
at a time taking turns. The
teachers will also be there to
help Jevan be ok with others
around him.
Madison Madison will count to ten IELG D4 G39 Ages 16-38 I have observed Cause and Effect- Madison will The teacher will be there for
with help when asked to at Months CI3: Begins to imitate Madison interested count the dominos she stack or Madison to mimic the numbers
least once per lab. counting, using number words in musical lines up in a line. She can count and count the dominos she is
without one to one instruments in lab. the dominos in general, or just playing with. The teacher should
correspondence and without the ones with the same colors. be there to make counting into
order. a game. By sorting the colors
and counting those or counting
how many dominos get knocked
down.
Miguel Miguel will have at least 3 IELG D3 G30 CI5 Ages 16-38 I have observed Outside Activity 1- Miguel will The teacher will be there to
positive interactions with Months: Recognizes that Miguel having an have positive interactions with remind Miguel that we need to
peers each day (i.e. give hugs, certain behaviors will elicit interest with blocks his peers by building structures share and be kind to others.
in lab. They can also be there to help

Page 3
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
hand a toy over to another positive or negative responses with another toddler or sharing him build a structure. While
child, and give a high-five). from others. blocks with another toddler. sharing the blocks, teachers can
talk to Miguel about how
sharing made the other toddler
feel and how it makes him feel.
Yean-Hee Yeon-Hee will be able to say IELG D5 G52 CI10 Ages 16-38 Legos (building) Outside Activity 2- Yeon-Hee will The teacher will be there for
one to two words in English Months: Pronounces words work on her goal by learning Yeon-Hee to have her repeat
every day in toddler lab. with increasing articulation new words and describing what words like “swing club,” “golf
and clarity. she is doing while swinging the ball,” “golf club,” and many
golf club at the golf ball. She will other 1-2 word phrases that
say “swing club,” “golf ball, “ pertain to what she is doing.
and other 1-2 word phrases.
Oliver Oliver will verbalize when he IELG D3 G28 CI6 16-38 I have observed Cause and Effect- Oliver will The teachers will be there for
wants a toy that others are Months: Responds verbally Oliver has interest in work on his goal by verbalizing Oliver to acknowledge what his
playing with, or when he when interacting with peers. musical instruments his wants to teachers and other wants are and to help him get
wants others wo play with in lab. toddlers while lining the satisfaction. Some things to say
him. dominos up. He will ask a are “help you line blocks?”,
teacher for help to line them up. “green dominos please,” and
He can also say phrases like many other sharing phrases.
“help please,” “green ones
please,” and “here you go.”
Joseph Joseph, with help, will say 3-4 IELG D3 G38 CI4 Ages 16-38 I have observed Outside Activity 1- Joseph will The teachers will be there for
word phrases 2x’s during lab. Months: Uses vocabulary to Joseph having an say 2-3 word phrases while Joseph to help build on to what
name own feelings. interest in blocks in building structures with other he is saying. The teachers could
lab. toddlers. He will talk about what say phrases like “build a house,”
they is building, the size of the “knock down tower,” “big
blocks he is using, and where to square block,” and other 3-4
put certain blocks. word phrases.

Page 4
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
Erin Erin will speak a 3-4 word IELG D5 G 52 Age 18-36 I have observed Erin Art- Erin will speak 3-4 word The teacher will be there to
phrase each lab. Months CI8: Starts to use painting in lab. phrases as she is talking about verbally prompt Erin to say 3-4
short sentences. what colors of paint or yarn she word phrases about what she is
is using, or talk about what doing, like “you chose green
happens when the yarn with paint”, “long piece of yarn”, and
paint hit the paper. other phrases that pertain to
what she is doing.

Toddler Activity Assignments & Set-up Plan

4. 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 Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Part Two Lead: Laura That you will do Lead Teaching
your job as a lead. Checklist (turn in all
See Lead Teaching checklists at the end

Page 5
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Evaluation form. of your lead teaching
 day)
Helper 1 – Sophi That you will Snack Checklist
Support follow instructions (turn in to lead
Teacher: and do your job as teacher at the end of
snack person  the teaching day)
Helper 2 - Taylor That you will Photographer
Photographer: follow instructions Checklist (turn in to
and do your job as lead teacher at the
the photographer end of the teaching
 day)
Art: Yarn Art Taylor IELG D4 G46 The toddlers will 6 Yarn strings 12 Let’s Discover Place a sensory Grace
Age 16-38 be able to make inches long (RR1 Colors by Block mat under the art Erin
Months CI2: marks by dipping orange 9) Board Books (WR table. Put the art
Participates in their yarn in paint T B11) table by the sink.
messy play and moving it Butcher paper 3 3ft Cover the table
activities such around on the pieces (RR1 Over the completely in
as painting, paper. counter) butcher paper.
water play, and Put tin foil in the
building sand Sign- Red: Take Red Tempera Paint paint trays and fill
structures your pointer 3tbs (RR1 Shelves) them with paint
without undue finger and run it and dish soap.
stress. from your bottom Blue Tempera Paint Place the 3 paint
lip to your chin. 3tbs (RR1 Shelves) trays in the
middle of the
Green Tempera Paint table. Place 3
3tbs (RR1 Shelves) strings of yarn on
the table spread

Page 6
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Tin Foil 3 sheets (RR1 out. Place the
Shelves) smocks on each
chair. 4 chairs at
3 Paint Trays (RR1 the center.
Cabinet A Drawer 1) Watch to make
sure children do
Tape (Classroom not put the yarn
Cabinet) in their mouths.
Make sure the
Dish Soap (Under yarn does not
Classroom Sink) leave the art
center.
Smocks 4 (Classroom
Drawers)
Sensory: Bird Sophi IELG D2 G19 The toddlers will Bird Seed (enough to Find the Bird by Place the sensory Josh
Seed Ages 16-38 be able to engage fill 1 inch of the Stephen table by the door.
Months CI8: with their peers sensory table) (RR2 Cartwright (WR T Put a sensory mat
Plays with while they dump, Green 126) C8) under the table.
materials of scoop, and feel Fill the sensory
different the different size Measuring Cups 2 bin with 1 inch of
textures (sand, seeds in bird seed. (RR2 Green 121) bird seed. Put 2
water, leaves). measuring cups
Sign-Bird: Take Funnels 2 (RR2 Green in the bird seed.
your thumb and 120) Put the 2 birds in
pointer finger and the bird seed.
put them up to Birds 2 (RR2 Blue Watch to make
your lips. Now 168) sure no child eats
make the in the the bird seed.

Page 7
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
shape of a beak Make sure the
and open and bird seed stays in
close them. the sensory table,
not on the floor
or in other
centers.
Fine motor: Laura IELG D2 G18 CI5 The toddlers will Colorful Wooden Shapes: Triangle Place the colorful June
Wooden Shape Ages 16-38 work on their fine Shape Stackers 2 by Simon & Wooden Shape Jevan
stackers Months: Uses motor skills while (Toddler Closet shelf Schuster (WR T Stackers on the
forefinger to screwing different 2) T1) rhombus shaped
thumb grasp shapes onto tables that are in
with precision. different sized the middle of the
sticks by using room on the
their forefinger to carpet. Place
thumb grasp. them in the
shape of a circle.
Sign- Blue: Make Watch to make
the letter “B” sign sure the shapes
(Fingers strait and are being shared.
together thumb in Make sure the
palm). Waive the shapes are not
“B” sign. being put in a
toddler’s mouth.
Make sure the
shapes are not
being thrown. Put
the book standing
up on one of the

Page 8
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
corners of the
table.
Cause & Laura IELG D1 G8 CI3 The toddlers will 10 Dominos (RR2 Peekaboo This center will Madison
Effect/Peek-a- Ages 16-38 see the effects of Red 146) Penguin- be on the round Oliver
boo: Dominos Months: cause and effect Numbers & table by the
Experiments when stack and Counting By Ruth dramatic play
with the effect line dominos in a Owen T K 11 area. Place the
of own actions line or a tower cymbals, 2 noise
on objects and and knock one makers, and 3
people. over causing a rhythm shakers
chain reaction. on the table
spread out. Make
sure the
instruments don’t
go in toddlers
mouths. Make
sure the
instruments stay
around that table
and don’t wander
into different
centers. Help the
toddlers share
the instruments.
Make sure the
instruments are
not being beat

Page 9
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
with another
instrument.
Class Clean-up Laura IELG D3 G31 The children and Clean up song, CD Play the clean-up
(Lead Teacher Age 60 Months will clean up all of player or docking warning song 2
for the day is in through the toys and station, and toy bins. minutes before it
charge of this) Kindergarten activities with is time to clean
CI5: teacher support. up. Put the bins
Describes and They will place all down during this
follows the toys in the time so they will
classroom and correct bins, and be ready to go
group routines. stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Transition to Laura IELG D5 G48 The lead teacher (To the tune of Towards the end
Large Group Age 6 to 18 will start the Shortin’ and Bread) of clean up,
Activities Months CI8: transition activity Everybody take a teachers will
(Lead Teacher Follow single- to help the seat, take a seat, create a large
for the day is in step directions children gather to take a seat. group area with
charge of this) without the large group (clapping, gathering the shelves so
gestures area. children) that children
Everybody take a seat have a defined
The toddlers will on the floor. (point to space to
come over to the floor) participate in the
large group area

Page 10
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
and start to clap Everybody take a large group
with the teachers seat, take a seat, activity.
and take a seat. take a seat.
(clapping)
Everybody take a seat
on the floor. (point to
floor, start getting
children to sit)
Not on the ceiling,
not on the door.
(point to ceiling and
door)
Everybody take a seat
on the floor. (point to
floor)
Not on the ceiling,
not on the door.
(point to ceiling and
door)
Everybody take a seat
on the floor. (point to
floor, everyone
seated)
Repeat until all
toddlers are seated.
Large Group Laura 1.IELG D5 G48 1.The toddlers will 1.Strawberry Sticks 1.The Little 1.The toddlers Kylie
Activity – CI5 Ages 16-38 practice sitting (Toddler Closet Class Mouse, The Red, will all be sitting. Emma
still as they listen Shelf) Ripe Strawberry, Have another

Page 11
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
1.The Big Months: Listens to a story and and the Big teacher help hold
Hungry Bear to short and hold their prop 2. “Freeze Song” By Hungry Bear by the book. All
2. Freeze Song simple stories. (picture of a The Kimboomers: Don and Audrey toddlers and
3. “We are the strawberry), as Electronic copy (IWP) Wood (WR B W9) teachers will have
Dinosaurs” 2. IELG D2 G20 they participate. Radio (Classroom) 2. N/A a strawberry
4. Bean Bag Ages 16-38 They will pretend Scarves (2 for each 3. N/A stick. Read the
Boogie Months CI3: be the mouse in toddler + teachers= 4. N/A story and engage
5. We’re Going Attempts to the story and 40) (WR Cabinets 2/3 5. N/A the toddlers.
on a Bear balance, and protect their Shelf 3) 6. N/A
Hunt! has increasing strawberry. Lyric Papers 7. N/A 2. The toddlers
6. Parachute success (Classroom Cabinet) will stand and we
Popcorn 2. Toddlers will will practice the
balancing on
7. Shake My dance to song and 3. “We are the movements
low ledges and
Sillies Out freeze when Dinosaurs” Disc before we turn
curbs. Combines directed by song (Hannah’s box) the song on. We
motor actions in directs them to. Toy Dinosaurs for will practice
sustained play Toddlers will Fingers 32 (Toddler dancing, hopping,
(e.g. playing on develop the ability Closet on shelf to the skipping, and
small slides, to balance in left when you first twirling. Then the
climbing on different positions walk in). teachers will
small structures, and coordinate hand out 2
using wheel where they are in 4. Turtle Bean Bags scarves per child
toys, carrying space so they can 19 (WR Cabinets 7/8 and teacher.
objects of avoid running into Shelf 1) Then we turn the
varying sizes each other. “Bean Bag Boogie” by music on and
Toddlers can Greg and Steve CD listen to the
and shapes,
mimic teachers or (IWP) directions it
throwing and
Stereo (Classroom) gives.

Page 12
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
catching, other toddlers Body Part Pictures of
dancing, and dancing. knee, tummy, elbow, 3. We will make
marching). 3. Toddlers will forehead, ear, sure the CD is in
march around in a shoulder, and finger the disc player
3. IELG D3 G31 circle to the song (IWP) and each teacher
Ages 16-38 “We are the will have 6
Months CI7: Dinosaurs” while 5.Binoculars 18 dinosaurs in their
Participates in holding toy (Toddler Closet Class aprons to hand
loosely dinosaurs on their Shelf) out 2 to each
structured fingers. Bear Stuffed Animal child and 2 for
group play and (WR Medium Stuffed themselves.
4. Toddlers will Animal Bin).
activities, such
follow music and Hill, River, and Log 4. Each toddler
as chasing each
the teachers as Pictures (Classroom and teacher will
other or singing they dance to the Cabinet) be given one
and moving to bean bag song bean bag. Be sure
music together. and follow its 6. Popcorn Bucket that bean bags
instructions on (Toddler Closet are not thrown at
4. IELG D2 G21
what to do with Column 3 Shelf 1) the other
CI2 Ages 16-38
the bean bag. Medium Parachute children. They
Months: (GG) will be passed out
Participates 5. The toddlers CD with Popcorn using a tub and
actively in will gather Song (IWP) collected by
simple games, together to sing Printed Song Lyrics having the
dance, and and move to (IWP) Pictures of children return
movement “Goin’ on a Bear Popcorn (IWP) the bean bags to
activities (e.g. Hunt”. The lead the tub.
teacher says one

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Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
catches and verse, and the 7. Egg Shakers 18 5. Have the
kicks a ball, class repeats it. As (WR Cabinet 7/8 children stand in
plays chase). the class sings Shelf 2) a group. Hand
through the Homemade Posters out the
5. IELG D1 C16 verses the (Shake, clap, jump, binoculars to the
CI6 Ages 16-38 children will yawn) (Katie’s Cubby) children before
Months: Uses express their Lyric Papers the song/story
symbolic emotions by (Classroom Cabinet) begins. Make
expression in acting out sure there are no
dramatic play different small parts or
and creative movements and pieces that the
using their children could
activities.
binoculars. choke on. We will
Expresses
then sing the
emotion and 6. Toddlers will song and do the
experiences hold on to the movements.
through parachute and Make sure the
movement, move it up and children are
drawing, music, down by waving spread apart
or singing. their arms to enough that they
make the loofas won’t hit anyone
6. IELG D2 G21 (popcorn) move. when they are
Ages 16-38 There will be a participating. At
Months CI2: popcorn song the end the
Participates playing in the children will hand
actively in background that their binoculars
simple games, the teachers can back to the
sing along to. nearest teacher.

Page 14
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
dance, and 6. Have the
movement 7. Toddlers will toddlers sit on
activities. shake the shaker the ground while
and look to adults you introduce the
7. IELG D1 G8 for examples on activity and talk
Ages 16-38 what to do for the about popcorn.
Months CI8: actions of the Have the toddlers
Experiments song (shake, clap, line up on the
with effects of jump, and yawn). wall while the
own action on They will teachers get out
objects and experiment to see the parachute.
what happens Let the toddlers
people.
when they shake come to the
the shaker or clap parachute and
their hands. grab hold of it.
Turn the music
on. Have them
wave it up and
down to make
the Loofas move.
Let the teachers
get the loofas
that fall off.

7. Hang Posters
on the wall in
order- shake,
clap, jump, and

Page 15
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
yawn. Have the
teachers have the
shakers in their
aprons before
class starts.
Practice with the
toddlers the
actions shake,
clap, jump, and
yawn. Hand out
shakers to the
toddlers. Turn the
song on and
listen to the
instructions.
When done
gather shakers
back into aprons.
Transition to Laura IELG D5 G48 Children get ready Emergency backpack Help toddlers put
outdoor play – Age 6 to 18 to go outside by and rope (behind on coats and
(Lead Teacher Months CI8: putting on their door), check in/out backpacks and
for the day is in Follow single- coats and will sheet line up. Teachers
charge of this) step directions lining up on the Hippo Prop (in will help the
Large south without rope. Teachers classroom cabinet) children grasp the
playground gestures will help the (To the tune of rope and sing
children grasp the “Following the while the children
Small north rope and sing Leader”) walk to the
playground while the children outside play area.

Page 16
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
walk to the We’re following the
outside play area. hippo, the hippo, the
hippo
We’re following the
hippo all the way
outside. Repeat until
outside.
1st Outdoor Taylor IELG D1 G8 Ages The toddlers will Large Waffle Blocks 8 Place all of the Miguel
Activity: Large 16-38 Months build structures (GG) large waffle Joseph
Waffle Blocks CI8: Repetitively up and knock blocks halfway
uses fill/dump, them down with from the gate to
build up/knock large waffle the slide, by the
down, and blocks. tree. Make a box
push/pull with an open
strategies. side. Watch to
make sure the
toddlers are
sharing the
blocks. Watch to
make sure a
toddler does not
hit another
toddler with a
block. Make sure
the blocks are not
being stepped on.
2nd Outdoor Sophi IELG D2 G17 CI4 The toddlers will 2 Golf Sets (GG) Place the wooden Yeon-Hee
Activity: Golf Ages 16-38 use their large blocks in the

Page 17
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Months: Kicks motor skills that grassy area in
and throws a they use to throw front of the gate.
ball, but with balls to swing the Watch to makes
little control of golf club and hit sure the blocks
direction or the golf ball. are not made in
speed. towers taller than
the toddler
making it. Make
sure the blocks
are not thrown or
stepped on.
Inclement Sophi IELG D2 G17 The toddlers will Bowling Set (GG) Set up the pins
Weather Gross Ages 16-38 use their large where the
Motor Indoor Months CI4: motor skills to dramatic play
Activity: Kicks and throw the bowling area was. Place
Bowling throws a ball, ball toward the them in a triangle
but with little pins (a specific in front of the
control of area) to knock observation
direction or them down. booth. Place the
speed. bowling ball
about 4 feet
away from the
pins. Make sure
the toddlers are
not throwing the
ball in any other
direction other
than the pins. Try

Page 18
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
to get them to
roll it. The ball
and the pins stay
in the dramatic
play area.

Page 19
Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

Large Group Activity Lyrics Name of
toddler(s)
1. N/A planned for
2. Let's play the Party Freeze game! in this
activity
Dancing Dancing all around
Dancing dancing dancing
Dancing any way you please
But STOP when I say FREEZE

Hopping Hopping all around
Hopping hopping hopping
Hopping any way you please
But STOP when I say FREEZE

Skipping Skipping all around
Skipping Skipping skipping
Skipping any way you please
But STOP when I say FREEZE

Twirling twirling all around
Twirling twirling twirling
Twirling any way you please
But STOP when I say FREEZE

Dancing Dancing all around
Dancing dancing dancing
Dancing any way you please
But STOP when I say FREEZE

3. We are the dinosaurs, marching, marching
We are the dinosaurs
WHADDAYA THINK OF THAT?

We are the dinosaurs, marching, marching
We are the dinosaurs, we make the earth flat
We make the earth flat

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Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

(Get down and pretend to eat)
We stop and eat our food, when we're in the mood
We stop and eat our food on the ground
We stop and eat our food, when we're in the mood
We stop and eat our food and then we march around

'Cause we are the dinosaurs…(Back to chorus)
(Get down and pretend to sleep)
We stop and take a rest, over in our nest
We stop and take a rest at the end of the day
We stop and take a rest, over in our nest
We stop and take a rest and then you'll hear us say

That we are the dinosaurs… (Back to chorus)
And then we ROAR!
'Cause we are the dinosaurs!

4. Put your beanbag on you head, while you move your body to the sound.
Now, put your beanbag on your shoulder, don’t let your beanbag touch the ground.
Now, put your beanbag on your elbow and move your body all around. Yeah, yeah!
Now, hold that beanbag in your hand and boogie while you can. Come on and jump, do the bean bag boogie. Come on and jump, do
the bean bag boogie. Everybody jump, do the beanbag boogie. Come on and jump, do the bean bag boogie.

Put your beanbag on your forehead, while you move any way you choose.
Now put your beanbag on your finger, and get your whole self in the groove.
Now put your beanbag on your ear, and let the music make you move. Whoa, Whoa!
Now hold that beanbag in your hand and boogie while you can. Come on and shake, do the beanbag boogie. Everybody shake, do the
beanbag boogie. Let me see you shake, do the beanbag boogie. Everybody shake, do the beanbag boogie.

Put that beanbag on your tummy, lean back, boogie to the sound.
Put that beanbag on your back, remember don't let it touch the ground.
Now put that beanbag on your knee and boogie, boogie to the sound. Oh yeah!

5. “We’re going on a bear hunt (repeat)
We’re gonna catch a big one! (repeat)
Let’s go out the door! (repeat) (Squeak like a door)

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Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

We’re going on a bear hunt (repeat)
We’re gonna catch a big one! (repeat)
Look a river! (use binoculars) (repeat)
Let’s swim through the river! (Swimming motions)

We’re going on a bear hunt (repeat)
We’re gonna catch a big one! (repeat)
Look a hill! (repeat) (use binoculars)
Let’s climb up the hill! (Climbing motion)

We’re going on a bear hunt (repeat)
We’re gonna catch a big one! (repeat)
Look a log! (repeat) (use binoculars)
Let’s crawl under the log! (Climb under motion)

We’re going on a bear hunt (repeat)
We’re gonna catch a big one!(repeat)
Look a cave! (use binoculars) (repeat)
LOOK A BEAR!!! (pull out bear)
Scream AHHHH!!
Quick crawl under the log!
Quick climb over the hill!
Quick swim through the river!
Open the door!
Wooh! We’re safe at home!

6.We put the oil in the pot, and we get it real hot. We pour the popcorn in and we start to grin. And it goes sizzle, sizzle, sizzle, sizzle. Pop, pop,
pop. Pop, pop, pop. Pop, pop, pop. Pop, pop, pop.

7. I’ve gotta shake, shake, shake my sillies out
Shake, shake, shake my sillies out
Shake, shake, shake my sillies
And wiggle my waggles away

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Teacher __Laura Ray______ Part One Part Two X

Lead Teaching Date___11/17/16 Submission Date _10/31/16________ Revised Submission Date 11/14/16_____

I’ve gotta clap, clap, clap my crazies out
Clap, clap, clap my crazies out
Clap, clap, clap my crazies out
And wiggle my waggles away.

I’ve gotta jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
And wiggle my waggles away

I’ve gotta yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
And wiggle my waggles away.

Page 23