Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Toddler Activity Assignments & Set-up Plan

1. 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,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Part Two Lead: Karla Lead Teaching Checklist
(turn in all checklists at
the end of your lead
teaching day)
Snack Person: Brooke Snack Checklist (turn in
to lead teacher at the
end of the teaching day)
Photographer: Amber Photographer Checklist
(turn in to lead teacher
2at the end of the
teaching day)

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 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Art: Karla IELG D4 G47: The children will use RR2: Dandelions, starts in Put the contact
Sticky art Explores tools nature materials to -pebbles (green) the grass by Mia paper on the easel
and materials to create art by -contact paper Posada (PP14) and tape it down.
create with light, sticking it into the from outside: Put a small tape
color, image, contact paper. -grass next to it with all
music, Teachers would -sticks the nature
movement, and have to model to materials.
textures. the children by
sticking some Safety precautions:
materials to the Be watchful of
contact paper and children who like
self-talk the process putting things in
how they are doing their mouths.
the activity.

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 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Sensory: Brooke IELG D3 G 28 Water marbles will -water marbles (RR2, Jump, Frog, Jump Fill sensory table
Plays side-by- be poured into the green) by Robert Kalan (P with water marvels.
The Pond sensory table with -pebbles(RR2, green) K1) Place the blue mat
side with
another child. water. There will be -light box (RR1) under the table.
frogs and pebbles. -frogs (RR2, red) Add the frogs in the
Initiates social
Teachers will have -1 garbage bag (kitchen) sensory table and
interaction to model by sticking the light box under
with peers the materials to the the table.
contact paper.
Teachers will Safety precautions:
parallel talk to Make sure the
describe what they children dont put
are doing with the the water marbles
marbles. in their mouth.
Make sure the floor
is not so slippery so
the children dont
fall.
Fine motor: Amber IELG D2 G18: The children will use RR2 green: Animal sounds by Set up:
Children their fine motor -Feed the bunny Aurelius Battaglia (T Put the materials
Feeding the demonstrate skills by holding on -Feed the dog B6) around the table.
animals strength and to the different -Feed the horse
tools and having -Feed the cow Safety precautions:
coordination of
good eye-hand Make sure the
small motor ordinations to feed children dont put
muscles. the animals in their the anything in
mouths. their mouths.

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 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Snack Brooke IELG D2 G24: The children will Bananas, crackers, juice Check toddler snack
(food items, This supports have the and water. (See snack schedule posted on
utensils, dishes, the child opportunity to eat a schedule for portion refrigerator in
etc.): indicator of the snack with their size). kitchen. Check
children peers. They will 1 snack cart, one white toddler lab allergy
vocalizing wants follow directions as bin for dirty dishes, one list. Be aware of
and needs they wash their red bucket filled with any allergies or
IELG D5 G49: hands with a wipe; soapy water (found on chocking hazards.
Uses single use words to talk snack cart or in kitchen) Make sure the
words and about they are 1 serving bowl, 1 serving children follow the
phrases to eating and to let us spoon, 1 pair of tongs, 14 routine of snack
convey wants know when they are napkins, 14 toddler and stay seated
and needs. done; they will also plates and cups, 2 small until they are done
follow directions as silver pitchers, 1 medium chewing, then they
they put their pitcher for juice, 2 cloths can put their dishes
dishes in a white bin for spills (one for floor away and go play.
and their napkins in and one for table).
the trash as they (Found in the kitchen or
clean up. laundry room). 12 pre-
packed wipes (on toddler
counter or in toddler
closet).

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 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Signs for Snack: Practice the signs
and be ready to
teach it to the rest.

Banana

cracker

Juice

Water

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 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Class Clean-up Amber The children and - Clean up song Play the clean-up
(Lead Teacher will clean up all of -toy bins. warning song 2
for the day is in the toys and minutes before it is
charge of this) activities with time to clean up.
Karla teacher support. Put the bins down
Towards the end of during this time so
clean up, teachers they will be ready
will create a large to go when clean-
group area with the up starts. Model
shelves so that clean up
children have a procedures for
defined space to be toddlers and give
in. them choices of
items to clean up.
Transition to Brooke The teachers will Transition Song Know your song
Large Group start to sing the Do you know what time and sing the
Activities transition song to it is, what time it is, what transition song to
help the children time it is. Do you know gather toddlers to
Karla gather at the what time it is, its time the large group
gathering area. for gathering time. area.
Put the chairs inside
the circle.

Page 6
 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Large Group Amber IELG D3 G31: Children will make a -Train necklaces (IWP) See detailed activity
Activity- Children participate circle on the carpet area description at end of
positively in-group by the fine motor plan for specific
Old brass wagon activities. section. They will sit instructions and script
down first, but then we for the lead teacher to
will stand up and sing the follow. Dont put any
song. chairs inside.

Fishing D3 G28 Children The children will fish with

develop friendships the fishing rods. They will
with peers; D2 G17 do this by connecting the
Children magnets and the paper
demonstrate clips on the fish and
strength and getting them stuck
coordination of large together. Each teacher
motor muscles. will have a rod and fish.
One child will catch a fish
and the other fish will
take off the fish and then
catch a fish.
Three little speckle IELG D5 G54:
frogs Follow direction, Children will follow along
moving from one with the teacher and do
step to two steps the motions. They can
within a routine also sing along. We will
dance through the song
two to three times.
Page 7
Fishing poles (IWP) fish (IWP) Safety:
Make sure that children
dont run into each
other. Make sure they
are seated and ready to
start the activity.
The teacher will hand
out hats to each child
Material: Frog log (IWP), 18 and teachers. Introduce
Frog Hats (IWP), Words to song the activity; also be sure
(IWP) to set up any
expectations.
Safety:
The Lead teacher will
post the words to the
song on the wall for
support teachers. Other
teachers will take 2-3
headbands each to place
one on each toddlers
head. Lead will be sure
to have three frogs on
the log. Be sure there is
plenty of room between
each toddler. Also be
sure the headbands stay
on their heads and dont
fall down over their
eyes.
 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Transition to Amber Children get ready Emergency backpack and Help toddlers put
outdoor play to go outside by rope (behind door), on coats and
putting on their check in/out sheet (list backpacks and line
Karla coats and by lining any other materials your up. Teachers will
up on the rope. labs needs). help the children
Please bold Teachers will help grasp the rope and
one: the children grasp sing while the
Large south the rope and sing children walk to the
playground while the children outside play area.
walk to the outside
Small north play area.
playground
Outdoor Fine Brooke IELG D2 G18: The children will be -bubble stick (RR1) Put the pool by the
Motor Children able to use their -pool (small shed) entrance. Put some
demonstrate fine motor skills by -soap sticks in the pool
Bubble pool strength and grabbing onto the -water and other sticks
coordination of bubble stick, using around the pool.
small motor eye-hand
muscles. coordination to Safety precautions:
stick it to the pool Make sure the
and close to their children dont put
mouths to blow the water with soap
bubbles. in their eyes,

Page 8
 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
Inclement IELG D3 G 28 Children will kick -Indoor soccer net (our Put this by the
Weather Gross Plays side-by- the ball into the closet) dramatic play area
Motor Indoor Amber side with soccer goal net. and have the
Activity (This another child. children play there.
can stay the
Initiates social
same on each Safety precautions:
plan until you
interaction Make sure the
use it) with peers children dont hurt
each other when
Indoor Soccer kicking the ball.
time!

Page 9
 Teacher _______________Karla Barreno Part One Part Two X

Lead Teaching Date February 12, 2015 Submission Date January 26, 2015 Revised Submission Date _____

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety,
& Responsible Outcome/IELG Description (Be specific with item (Title, author, Routine
Activity for Set-up of (This is the skill (This is a detailed name, the number you reference number, Instructions
Title Center you want description of what need, the reference and and location) (Be specific)
(See Teaching children to the activity is and location of the item, and
Calendar for practice at this how the children whether you will be
Helpers) activity) will be exploring, bringing any of the
playing and items)
practicing the
activity outcome)
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: Old brass wagon song

IELG Outcome: D3 G31: children will participate positively in large group activities.

Activity Description: We will make a circle and wait for me to explain the activity. Then the teachers will sing the song, and then everyone will stand up and make a
circle. Everyone will sing circle to the left, old brass wagon X3, youre the one my darling. Tap your toes, old brass wagon X3, youre the one my darling. Jumping up
and down, old brass wagon X3, youre the one my darling. They will follow along with the song and do the movements.

The skills this activity promotes: The children will be able to interact with each other while working on their gross motor skills and social improvement.

Adaptations for individual toddlers: Give extra encouragement to Jaelyn, Landon, and Quart by holding their hand and singing with enthusiasm next to them.

Introduction Script (what will you say and do to get their attention and introduce the activity?): Today we are going to sing a song about a train! Are you all excited? A
teacher is going to give you a necklace of a train, just put them around your neck. Then we are all going to stand up, hold hands and make a circle. The song we are going
to sing goes like this: circle to the left, old brass wagon X3, youre the one my darling. Tap your toes, old brass wagon X3, youre the one my darling. Jumping up and
down, old brass wagon X3, youre the one my darling.

Amber and Kaia will hand out the train necklaces.

Expectations for children (what will you say and do to show the children how to participate in the activity?): I expect that all of them participate in the activity, and
doing all the movements the song says.

Closing Script (what will you say and do to end the activity and transition to the next thing?): Did you all have fun? Now we are going to grab a teachers hand and go
put our coat on so we can go play outside!

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