Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

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 14- This week’s plan focuses on mimicking and pretending. While the children are in the flop and drop area they will have the
opportunity to mimic farm animal sounds, like the mooing sound of a cow or the crowing of a rooster. Mimicking is a great opportunity
to teach a child something new. In the dramatic play area they will have the opportunity to pretend to camp by sitting around a campfire
or playing in the tent. Pretending is a child’s way of showing the beginning of abstract thinking. In the gross motor area children will have
the opportunity to practice mimicking as they watch their friends cross a balance beam and practice taking turns. In the block area the
children will have the opportunity to pretend they are in a city as they drive cars across bubble wrap. Outside the children will have the
opportunity to mimic the movements of their peers and teachers in both activities as they watch them squirt rubber ducks and play on
the gym mat.

2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
I want you to observe 3d, “I transition appropriately between activities.”
1. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate them exploring and practicing
their goal as they participate in the activities you have planned. Remember to talk to your teaching team before you begin this, so
that you are not planning duplicate activities each week. 

Toddler’s Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name 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, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)

Sofia Sofia will participate in large IELG D3 G31 CI 7 Participates I have observed that Dramatic Play: Sofia will work on The teachers will help Sofia
group once a week and in 1-2 in loosely structured group Sophia likes to play her goal of participating in a free participate in the dramatic play
free play activities a day. play and activities, such as with pretend food. play activity by making food area by showing her how to
chasing each other or singing over the camp fire. make food over the campfire.
and moving to music together.

Page 1
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name 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, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)

Jaiden Jaiden will label 1-2 objects IELG D5 G52 CI 9 Uses single I have observed that Flop and Drop: Jaiden will be The teachers will help Jaiden to
each day in lab. words to communicate. Jaiden likes to play able to work on his goal as he label a farm animal either
with animals. plays with the farm animals and through verbally saying it, or
reads stories of them. He will learning the sign for that animal.
learn the different signs of the The teachers will also read the
farm animals. Some of those stories to him.
animals will be a cow, horse,
chicken, and goat.
Isaac Isaac will interact with a IELG D3 G28 CI3 16 – 38 I have observed that Blocks: Isaac will be able to work The teachers can model how to
toddler at two different months Initiates social Isaac likes playing on his goal as he plays with cars play near another toddler by
activities each day in lab. interaction with peers (e.g. with cars and blocks. next to another toddler and playing with the cars next to
brings toys to child or takes they experience what different Isaac. This will show him how he
toys away, moves closer to noises the bubble wrap makes can interact with his peers.
child, or stares at the child). as it pops.

Imogen Imogen will be able to walk IELG D3 G31 CI 7 Participates I have observed that Dramatic Play: Imogen will have The teachers can guide Imogen
into lab and participate in one in loosely structured group Imogen likes to play the opportunity to work on her to the Dramatic Play area when
activity without crying. play and activities, such as with baby dolls. goal by seeing the baby dolls she first comes in. Then help her
chasing each other or singing near the camping when she find a doll to redirect her
and Moving to music together. comes into lab. attention.
Jaeda Jaeda will Interact with other IELG D3 G28 CI9 I have observed that Gross Motor: Jaeda will have the The teachers will help Jaeda to
toddlers through turn taking 16 to 38 months Gives and Jaeda likes to balance opportunity to work on her goal wait her turn by telling her how
twice every lab. takes back objects during while she plays of turn taking as she waits her many toddlers she has to wait
playful interactions with outside. turn to go across the balance for in order to cross the balance
peers, with assistance. beam. beam safely.

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name 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, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)

Aaron Aaron will participate in the IELG D3 G28 CI4 16 to 38 I have observed that Large Group: During large group The teacher will help Aaron
large group activity every lab Months: Shows enthusiasm Aaron likes to do the I will give him the option to choose an activity from three
and two free-play activities. about the company of other motor boat large choose which large group he choices. They will use sign
children by touching or group. wants to do. One of the options language with him to remind
hugging a child, offering toys, will be the motor boat song. him of what each activity is.
giving eye contact, or by Some of those signs are fish,
addressing the other child duck, ball, block, popcorn, and
using words or sounds. boat.

Taysom Taysom will use three words a IELG D5 G52 CI 9 Uses single I have observed Outdoor Activity 1: Taysom will The teacher will show Taysom
day in lab. words to communicate. that Taysom enjoys work on his goal by playing in the sign for water and duck as
playing with water. the water and hearing the words he plays with them outside.
water and duck, he will also
have the opportunity to learn
the sign for both.
Parley Parley will use five words and IELG D2 G52 CI1 16 to 38 I have observed that Blocks: Parley will have the The teacher will ask Parley to
one phrase a day in lab. months: Increasingly uses Parley enjoys playing opportunity to work on his goal say the word car as he drives the
words and phrases. with cars. by hearing and trying to say the car over the bubble wrap. Then
words car, pop, and block, ask him what noise the bubble
bubble, truck. wrap makes (pop) as the bubble
wrap pops. The teacher will
slowly say the word block in
sentences, “You are building
with blocks” as he stacks and
builds roadways with the blocks.
Use different strategy’s and
avoid drill and kill.

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Toddler’s Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name 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, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)

Lillia Lillia will share once with IELG: D3 G38 16-38 months I have observed that Outdoor Activity 1: Lillia will The teacher will help Lillia to
another toddler in each lab. C8: offers children objects or Lillia like to play with work on her goal of sharing with share by modeling for her how
materials, or accepts water. another toddler as she shares to share. Then the teacher will
something from another the squirt bottle and squirting ask Lillia to share on her own. If
toddler. the ducks. not the teacher can prompt Lillia
gently on how to give her toy to
another friend.
Peter Peter will learn one to two IELG: D5 G52 16-38months I have observed that Blocks: Peter will have the The teacher will ask Peter to say
words during the lab week. C3: shows increase in Peter likes playing opportunity to work on his goal the word car as he drives the car
expressive language. with cars. as he plays with cars. He will do over the bubble wrap. Then say
this by hearing the word car and the word pop as the bubble
pop. wrap pops.
Karli Karli will interact with two IELG D3 G28 CI4 16 to 38 I have observed that Flop and Drop: Karli will have The teacher will give Karli the
other toddlers during lab. Months: Shows enthusiasm Karli likes to read the opportunity to work on her opportunity to turn the pages of
about the company of other books. goal of interacting with toddlers the story. The teacher will say
children by touching or by taking turns turning the page when it is her turn to turn the
hugging a child, offering toys, of the books. pages of a book and when it is
giving eye contact, or by the other toddlers turn.
addressing the other child
using words or sounds
Levi Go to two activities a day ELG: D3 G28 16-38 months I have observed that Outdoor Activity 2: Levi will have The teacher will help Levi to play
with other toddlers at them C9: Gives and takes back Levi likes to tumble the opportunity to share the with the gymnastics mat with
and interact with them, such objects during playful and rough house. gymnastics mat as he plays on it the other toddler by showing
as talking or sharing a toy. interactions with peers, with and another toddlers wants to him how much fun playing with
assistance. play with it to. someone else is through
modeling.

Toddler Activity Assignments & Set-up Plan

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

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 Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Part One Autumn That you will do Lead Teaching
Lead: your job as a lead. Checklist (turn in all
See Lead Teaching checklists at the end
Evaluation form. of your lead teaching
 day)
Part One Katherine That you will Check-in/out
Helper 1 - follow Checklist (turn in to
Check- instructions and lead teacher at the
in/Check-out do your job as end of the teaching
Person & CI/CO and booth day)
Booth person 
Observer:
Part One Anna That you will Greeter Checklist
Helper 2 - follow (turn in to lead
Greeter: instructions and teacher at the end of
do your job as the the teaching day)
greeter 

Flop & Drop: Katherine IELG D5 G48 CI5 While in the flop (All) Farm Animals Big Book: Arrange the Jaiden
Going to The Age 16 to 38 and drop area the (RR2 Blue 167) Farmer Duck by animals nicely Karli

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Farm Months: Listens children will be 3 Cameras (RR2 Martin Waddell throughout the
to short and able to pick out Yellow 222) (B W13) reading area,
simple stories. and read books. (All) Animal Small books: place some on
They will also be Costumes (RR2 Animals Sounds the floor and
able to play with Yellow 249) by Aurelius others on the
farm animals by (4) Magnifying Battaglia (T B6) couches. Drape
looking at them Glasses (RR1 Purple Big Red Barn by the costumes on
through a 74) Margaret Wise the couches and
magnifying glass Brown (T B10) corners of the
and taking On the Farm by book shelf. Place
pictures of them. Slastair Smith (P the books on the
The children will S9) shelves with the
also be able to Biscuit Visits the titles facing
dress like farm Petting Zoo by forward. Place
animals or Alyssa Capucilli (T the magnifying
explorers as they C33) glasses and
play and read. Baby Farm cameras next to
Animals by different animals.
Dutton (T D9) For safety make
My Animals, Mis sure there is a
Animales by R. clear walk way
Emberley around the book
Baby Animals by shelf to prevent
Gyo, Fujikaw tripping.
Farmyard
Animals by E.
Pestalozzi-Verlag

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
(T P3)
Sheep in a Jeep
by Nancy Shaw (T
S14)
Farm Animals by
Katie Daynes
(D25)
Over on the Farm
By Christopher
Gunson (G18)
Old MacDonald’s
Farm: The Sheep
by Angela
Royston (R23)
Cock-A-Doodle-
Doo: A day on
the Farm

Block Area: Anna IELG D4 G43 CI7 While in the Block Bubble Wrap The Wheels on Place the bubble Isaac
Bubble Cars Age 16 to 38 area the children (Beautiful Junk Shelf the Bus by wrap on the floor Parley

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Months: will be able to 4 262) Scholastic (WR, T in the middle of Peter
Initiates build buildings Duct Tape (in toddler S10) the block are then
action/reaction and roads on classroom) duct tape the
scenarios (e.g. bubble wrap. (10) Cars and Trucks edges to the floor.
throwing rocks They will be able (RR2 Blue 178) Then use the
in a pond, to explore the All Wooden Blocks blocks to build
stomping in a popping sounds (in toddler some buildings on
puddle). that are made as classroom) and around the
they drive the bubble wrap.
cars over the Place the cars
bubble wrap. next to the
buildings and
some on the
bubble wrap.
Place the book at
the flop and drop
area. For safety
make sure the
blocks are not
lifted above
heads and towers
to do not get to
tall.

Dramatic Play: Katherine IELG D1 G15 CI While in the All Camping (RR2 What Camping Set up the tent Sofia
Camping 10 Ages 16 to 38 dramatic play yellow 246) Can Teach Us: and remove the Imogen
Months: Uses area the children All Food (RR2 Yellow Life’s Lessons table from the

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
theme play will be pretending 229) Learned from the area. Then place
when presented to go camping. (5) Plates (RR2 Yellow Great Outdoors the camp fire next
with props or They will have the 232) by Don Rubo to the tent, with
prompts opportunity to (15) Silverware (RR2 (WR, R24) chairs around the
(animals go to play in a tent and Yellow 233) fire. Place the
the barn; babies sit around a camp (8) Cups (RR2 Yellow food, plates, and
are fed and put fire. They will be 232) utensils in the
to bed) able to make food shelves. Make
over the fire. sure there is not
Finally they will more than 4
be able to hear a toddlers in the
story while they tent at a time.
sit in the tent. Place the book in
the tent so they
have the
opportunity to
read it. With the
camp fire make
sure the children
know not to
touch it and stay
away from the
wood so they
don’t trip.
Gross Motor Anna IELG D2 G17 CI6 While at the gross (1) Balance Beam Tom’s Rainbow Place the balance Jaeda
Balance: Age 16 to 38 motor area the (Gross Garage) Walk by beam in-between
Months: children will have Catherine Anholt the dramatic play

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Balances on one the opportunity (WR,A11) and sensory
foot briefly. to walk and table. Place the
balance across a book in the flop
balance beam as and drop area.
they explore their When a child is
gross motor skills. on the balance
beam a teacher
has to be there to
prevent them
from falling. Only
one child should
be on the balance
beam at a time.
Class Clean-up Autumn IELG D3 G31 Age The children and Clean up song, CD Play the clean-up
(Lead Teacher 60 Months will clean up all of player or docking warning song 2
for the day is through the toys and station, and toy bins. minutes before it
in charge of Kindergarten activities with is time to clean
this) CI5: Describes teacher support. up. Put the bins
and follows They will place all down during this
classroom and the toys in the time so they will
group routines. correct bins, and be ready to go
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

Page 10
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
items to clean up.
Transition to Autumn IELG D5 G48 Age The lead teacher Song: Come to large Towards the end Aaron
Large Group 6 to 18 Months will start the group, large group is of clean up,
Activities CI8: transition activity fun, we will dance teachers will
(Lead Teacher Follow single- to help the and sing and play create a large
for the day is step directions children gather to and be with group area with
in charge of without the large group everyone. the shelves so
this) gestures area. that children have
Get all the props a defined space
The children will ready so when the to participate in
help to clean up toddler picks there is the large group
flop and drop no delay in starting activity.
then two of the that large group
toddlers will get activity.
to choose which
large group they
do.

Large Group Autumn 1. D1 G10 CI1 16 1. Teachers will 1. (20) Fish Bracelet 1. Do not need a See detailed Aaron
Activity- to 38 Months: pass out the fish (IWP) book activity
On a tray we Imitates a single prop to each of Laminated Words to 2. Brown Bear description at end

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
1. Baby Fish will provide 3 action from a the toddlers. The the Song (Toddler Brown Bear what of plan for
props from 3 finger play or lead teacher will Closet) do you see By: specific
2. Brown Bear of the dance teach them the Daddy fish, mommy Eric Carle (WR: B instructions and
Adventure activities for a movement. song Baby Fish as fish, baby fish, giant C11) script for the lead
child to select 2. IELG D5 ag55 they use their whale on a poster 3. Do not need teacher to follow.
3. Five Little from. I will 16-38months hands to do the board (IWP) book 1. When it is
Ducks choose 1 C2: exchanges actions with the CD (Toddler closet) 4. Do not need a almost time for
toddler to gestures with song. 2. Props for the book large group move
4. Motor Boat, come up and adults. (E.g. 2. In this activity Brown bear book. 5. Do not need a the flop and drop
Motor Boat select what Signing and the children will (Popsicle sticks with book area. Then lean
activity we will reading with the listen to the pictures)(toddler 6. Do not need a the poster board
5. Popping for do. After that teacher.) Brown Bear closet shelf 1) Signs book against the book
Popcorn activity I will 3. IELG D3 G31 Brown Bear book. for Bear, bird, dog shelf with the fish
choose CI 7 Participates They will hold and fish. taken off. Pass out
6. Wake Up another child in loosely props that have 3. Wooden Bridge- the fish bracelets.
Bag to come up structured the pictures of Gross Garage Duck Go over each
and select a group play and animals in the Wings- Toddler motion, baby fish,
second activities, such book. Throughout Closet Large Group momma fish,
activity. We as chasing each the book I will Materials daddy fish, and
will keep track other or singing sign some of the 4. Parachute (GG) giant whale. Have
of who and moving to animals to them. The Motor Boat and them practice
chooses so music together. The children will bag (Our shelf in the each motion with
every child has IELG D5 G52 CI 9 be able to learn Toddler Closet) you. Then sing
a turn. Uses single how to sign words 5. Popcorn basket the song with the
words to such as bear bird with loofas (Toddler cd #11.
dog, and fish. Closet) Lyrics to 2. Set up: Have a
communicate.
3. The toddlers popcorn song chair close by so

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
4. IELG D3 G31 will have the (Toddler Closet) the teacher can
16 – 38 months opportunity to 6. sit. Safety: allow
CI17: hold duck wings Balls, Bag, Ball Drop big enough space
Participates in and walk across for large group. In
loosely the bridge one at large group make
structured a time. The sure the children
group play and teachers will sing are sitting with
activities, such the Five Little the props to
as chasing each Ducks song while themselves.
other or singing they are doing 3. When it is
and moving to this. The toddlers almost time for
music together. will also have the large group move
5. IELG D1 G16 opportunity to the flop and drop
Age 16 to 38 practice using materials to the
Months CI6: words by saying side to make
Expresses “quack” along room for the
emotion and with the teachers bridge, the
experiences during the song. teacher in the
through Song: Five little booth will bring
movement, ducks went out the bridge in from
drawing, music, one day. Over the the toddler
or singing bridge and far closet, and I will
6. IELG D5 G48 away. Mother put the bridge in
duck said, the middle of the
Age 16 to 38 ”Quack, quack, clear area. Safety:
Months quack, quack”, Someone should
but only four little kneel by the

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
ducks came back. bridge every time
CI6:Expresses 4. In this activity, a toddler is going
emotion and we will sing the across it in case
experiences song Motor Boat, they lose their
through Motor Boat: balance. One
movement, Motor boat, teacher will be
drawing, music motor boat, go so specifically
or singing. fast! Motor boat, assigned to Karli
motor boat, go so so that they can
slow. Motor boat, provide extra
motor boat fast support while she
again! Motor is crossing the
boat, motor boat, bridge
STOP! Motor 4. Have the
Boat, motor boat, parachute and
way up high! motor boat in a
Motor boat, bag. Stand in the
motor boat, way middle of the flop
down low. Motor and drop area so
boat, motor boat that the toddlers
fast again! Motor will gather
boat, motor boat, around. Ask the
STOP! Before toddlers if they
repeating the remember what
verses again, ask is in the bag. Pull
the toddlers if the out the parachute
as they say

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Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
motor boat really ‘parachute’ and
stopped. They will hand it to the
be able to repeat teachers. The
the song 3 times teachers will take
and the last time some handles and
instead of yelling spread out. When
STOP! We will say, we are all spread
Motor boat, say, “Ready,
motor boat, back Begin.” Teachers
at the dock. should help the
During this the make sure the
toddlers will toddlers are
move the spread out. When
parachute it is over, the
together while toddlers will walk
singing the words to the middle.
to the chant. The teacher
5. Children will be should collect the
able to sing the parachute.
popcorn song 5. The lead
(words will be teacher will
hung up in the gather all the
classroom) and toddlers who
wave their props want to
(orange loofas) participate in
around in the air large group.
to pretend to Words to the

Page 15
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
have popcorn. song will be stuck
They can express on the walk with
their excitement sticky tact. Loofas
and “pop” up into will be handed
popcorn. out to all the
6. The children toddlers to wave
will use their around during the
voices to wake up song. Children
the box to see will start small
what is inside the like a kernel and
bag. The toddlers then stand up still
will then use crouched, then
movement to pop like popcorn
throw balls at the end of the
through the ball song. Song will be
drop once the bag sung three times.
is ‘awake’. Make sure the
toddlers are
staying in their
own space and
not hitting other
toddlers.
6. I will introduce
the bag myself
and talk about
how he has been
sleeping all day

Page 16
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
long and how it is
time for him to
wake up because
he has something
special to share
with us. The
children will
pretend to be the
box sleeping and I
will model this by
closing by eyes
and putting my
head down. I will
then model how
the box is when
he wakes up and
the children will
pop up and open
their eyes. To
wake up the box I
will say “Wake up
Box” and the
children will
repeat this a few
times. The box
will begin to wake
up and I will start

Page 17
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
to open the lid of
the shoebox and I
will pretend the
box got my arm
when trying to
get the special
thing out. In end,
the box will be
fully awake and
each child will get
a ball to put in
the ball drop.
Depending on
time, the toddlers
may get a ball to
put in the hole a
few times.
Transition to Autumn IELG D5 G48 Age Children get ready Emergency backpack Help toddlers put
outdoor play – 6 to 18 Months to go outside by and rope (behind on coats and
(Lead Teacher CI8: putting on their door), check in/out backpacks and
for the day is Follow single- coats and will sheet line up. Teachers
in charge of step directions lining up on the Song: Now it’s time will help the
this) without rope. Teachers to go outside, go children grasp the
Please bold gestures will help the outside, go outside. rope and sing
one: children grasp the Hold the rope, let’s while the children
Large south rope and sing go outside. We’re walk to the
playground while the children going outside to play. outside play area.

Page 18
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
walk to the
Small north outside play area.
playground
1st Outdoor Autumn IELG D2 G18 CI8 While outside (12) Rubber Ducks Fill the container Taysom
Activity: Age 16 to 38 toddlers will get (RR2 Green 123) with water using Lillia
Duck Pond Months: Pours the opportunity (5) Spray Bottles (RR1 the spout outside.
and dumps to play with Orange 7) Then fill all of the
water, sand, and rubber ducks. Large Container squirt bottles
other materials They will have (Lindsay owns) with water. Place
using containers squirt bottles Water the ducks in the
or a simple tool. which they can Smocks (toddler water of the
spray on the closet) container. Place
ducks to make the squirt bottles
them move. around the
outside of the
container.
Teachers need to
model to the
toddlers how to
squirt the ducks
to make them
move. Make sure
the toddlers do
not squirt each
other and do not
trip into the pool.
If there is a

Page 19
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
toddler there a
teacher needs to
be there.
2nd Outdoor Autumn IELG D2 G17 CI5 While outside (2) Mat (Gross Place the two Levi
Activity: Age 16 to 38 toddlers will have Garage) mats next to each
Gymnastics Months: Jumps the opportunity Tumbling Blocks other lying flat in
in place. to tumble and (Gross Garage) the grass area.
jump on the Make sure only
gymnastic mat. one toddler is on
They will also get each mat at a
to build with the time to prevent
tumbling blocks them from
and knock them bumping into
down. each other.
Inclement Autumn IELG D2 G18 Age The toddlers will White Paper (enough The table will
Weather Fine 16 to 38 Months be able to to cover a table) have a large piece
Motor Indoor C3: Begins to practice making (RR1) of butcher paper
Activity: initiate marks marks on paper Tape (WR) taped on to it
(scribbled lines, as they color with (24) Markers (RR2 ) which will allow
(This can stay a circle) markers. They will (24) Construction the toddlers to
the same on also have the Paper (RR2) color. The
your plan until opportunity to (6) Glue Sticks (RR2 crayons,
you use it) tear construction 21) construction
paper into pieces, paper, and glue
and glue it on to a will be placed in
large piece of the center of the
butcher paper table or at easy

Page 20
Teacher ____Autumn Bybee Part One X Part Two

Lead Teaching Date______6/28/2016___ Submission Date _6/13/2016________ Revised Submission Date 6/27/2016_____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
taped to a table. reach for them to
grab. Toddlers will
be shown how to
use a glue stick to
help prevent glue
from getting on
other toddlers.
Pre-rip some of
the construction
paper so toddlers
can see the
possibility.

Page 21

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