Portfolio 1d Document

Lead Teacher: Daisy Part One: Part Two:X Lead Teaching Date: 11/20/18
Submission Date: 11/12/18 Faculty Submission Date: 11/12/18 Revised Submission Date: 11/19/18 TTD Chapter: 8
Toddler Activity Pre-Plan:
1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2 Criteria b. Promotes independence in skill development and encourages child-directed exploration/ play at each activity and during all aspects of
the routine. I would like you to observe that I encourage the toddlers to explore their own play by giving them the opportunity to play with all the
materials that they have.
Section 1 Criteria a. Always making sure that the activities are inviting, accessible, safe, and have a variety of materials that promote independence in
exploration, skill development, and child-directed play. I would like you to observe that I position myself around the room to make sure that each part of the
room is accessible for all children to get around.
2. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching
partner so that you are not planning duplicate activities. 
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
Michael Michael will use IELG D2 G17 Age 6 Developmentally, I have observed Cause & Michael will have Teachers can
his walker three to 18 months CI7: Michael is able to that Michael likes Effect the opportunity to provide a clear
times a day Walks holding on imitate the to bang and hit work on his goal by path to the cause
during lab. to furniture, then, behavior of other objects. At the using his walker and effect area so
later as the toddlers. He can cause and effect when he walks over that Michael can
primary means of use this skill in the center, we will to the cause and use his walker as
moving around. cause and effect provide two drum effect area where he walks over
area as he sets and some he will then have there.
watches the other sticks that he can the opportunity to As Michael gets to
toddlers bang on use to hit the hit the sticks on the the activity,
the drums. He can drums with. drums. teachers can make
then imitate the sure that his
toddlers by hitting walker is placed
the drums himself next to him so that
he can use it
whenever he is
ready to go to
another activity.
Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
Ellie Ellie will be able IELG D2 G18 Age Developmentally, I have observed 2nd Ellie will have the Teachers can ask
to identify 36 to 60 months CI Ellie is able to use that Ellie likes to Outdoor opportunity to work Ellie what shape
shapes such as 3: her gross motor play in activities Activity on her goal of the ring is before
squares and Copies shapes and skills such as that involve identifying shapes she throws it on to
circles by geometric throwing. She can throwing things. At by telling the the stand. For
midterm. designs. use this skill in the the outdoor teachers what example, they can
outdoor activity activity, we will shapes she sees on say, “Ellie what
as she throws the provide different the rings before shape is that ring?”
rings onto the rings with different throwing them onto Teachers can also
penguin stands. shapes on them for the penguin stands. ask Ellie to pick up
Ellie onto the the rings with the
penguins. squares, triangles,
and circles on
them. For
example, the
teachers can say
“Ellie, hand me the
rings with the
squares on them.
Toddler Activity Assignments & Set-up Plan
1. Lead Teacher – Haley

Kitchen Toy Cleaner - Hannah
Tech Helper - Wendy
2. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise
indicated.
Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. the children description of number/amount reference how you want with any for in this
See Teaching can practice what the activity you need, the number, this activity set- safety activity
Calendar for while at this is and how the reference and and up instructions
assigned activity children will be location of the location for set-up
helpers explore, play item, and whether or during
and practice the you will provide the activity
activity outcome (IWP) any of the
items
Art: Shaving Hannah IELG D2 G18 The toddlers will 1 can shaving Clap Your On the art easel, Make sure Gavin
Cream Age 36 to 60 have the cream (toddler class Hands by: pull up white the
Months CI2: opportunity to under sink), 2 food Lorinda B. paper on both toddlers
Uses various use different art colorings (Kitchen Cauley sides. At the art don’t put
drawing and art materials, such cabinet above (WR T table, drape a the shaving
materials as their hands stove) 2 kitchen C22) smock over every cream in
(crayons, and fingers, as trays (RR1 cabinet chair. Place the their
brushes, finger they place their 18), 1 dropper (RR1 two trays on the mouth.
paints). hands in the cabinet 7), 4 art table and Push or roll
shaving cream smocks (toddler spray half the up the
and then put classroom), 1 slip shaving cream on toddlers’
their hand prints mat (toddler one tray, and half sleeves so
on the art easel. classroom), butcher on the other that they
paper (toddler tray. Drop 10 won’t get
classroom), 2 rags drops of food dirty. Make
(kitchen) coloring in the sure the
shaving cream on toddlers

the first tray and wear their
use the other smocks so
food coloring on that they
the other tray of don’t get
shaving cream. shaving
Place the slip mat cream on
under the art their
easel and art clothes.
table so that the
toddlers don’t
drip shaving
cream on the
floor. Place the
book on the
ground beside
the art table.
Sensory: Wendy IELG D1 G14 The toddlers will Magnetic sand Spot Goes The sensory table Make sure Amelia,
Magnetic Sand Age 16 to 38 have the bucket (RR2 G134), To The will be filled half the Mackenzie
Months CI4: opportunity to 6 sand tools (RR2 Park by: way up with toddlers
Explores and explore and play green 121), 8 Eric Hill magnetic sand. keep the
plays with sand, with the alphabet foam (WR T H6) Place a slip mat sand in the
mud, and magnetic sand at letters (RR1 white underneath the sensory
water. the sensory table 40), 1 sensory table. table. Make
and will be able dustpan/brush Place all the sure they
to use different (toddler classroom), letters in the don’t put
tools to find the 1 slip mat (toddler sand so that they the sand or
letters that are classroom) are hidden. Place tools in
hidden in the the sand tools on their
sand. top of the sand. mouth.
Place the book Make sure
next to the the
sensory table. toddlers
have their
sleeves
rolled up so
that they
won’t get
dirty.
Fine Motor: Hannah IELG D1 G1 Age The toddlers will 6 brown tinker toys All Fall All the tinker toys Make sure Bridger,
Tinker Toys 16 to 38 have the (RR1 white 42), 2 Down by: will be placed on the Ford
Months CI5: opportunity to blue sticks (RR1 Helen the table so that toddlers
Turns objects examine the white 42), 2 green Oxenburg it is easy for the don’t throw
around, upside different tinker sticks (RR1 white (WR T O5) toddlers to grab. the tinker
down, and toys and figure 42), 2 red sticks Place the book toys. Make
inside out to out how to put (RR1 white 42), 2 on the corner of sure the
examine the them together orange sticks (RR1 the table. toddlers
characteristics using their pincer white 42) don’t put
of the object. grasp in the fine the tinker
motor area as toys in their
they pick up the mouths.
tinker toys and
put them
together.
Cause & Effect Wendy IELG D2 G17 The toddlers will 2 drums (RR2 Knock! Place the two Make sure Michael,
Or Peek-a-boo: Age 16 to 38 have the Beautiful Junk), 4 And other drum sets 4 steps the Luke
Drums Months CI4: opportunity to musical sticks (RR2 Sounds by: away from each toddlers
Pounds object pound on the cabinet 3), 2 Christine other. In front of only hit the
with intent and drums while bongos (WR cabinet Dubov each drum set, drums with
precisions using musical 6), 3 wooden noise (WR T D4) place 2 musical the sticks.
(hammers peg sticks. makers (WR cabinet sticks. On the Make sure
with accuracy). 6), 1 masking tape drums, place a when they
(toddler classroom), piece of masking are playing
1 permanent tape with a the drums
marker (toddler shape on it. The that the
classroom) shapes drawn on toddlers are
the masking tape standing
will be squares, behind
circles, and them so
triangles. that they
won’t get
hit. Make
sure the
toddlers
don’t hit
people with
the sticks.
Class Clean-up Haley IELG D3 G31 The children and Clean up song, CD Play the clean-up
(Lead Teacher Age 60 Months will clean up all player or docking warning song 2
for the day is through of the toys and station, and toy minutes before it
in charge of Kindergarten activities with bins. is time to clean
this) CI5: teacher support. up. Put the bins
Describes and They will place down during this
follows all the toys in the time so they will
classroom and correct bins, and be ready to go
group routines. stack the bins when clean-up
and all other starts. Model
props on the clean up
slide. (Do not procedures for
place anything toddlers and give
on top of the them choices of
lockers). items to clean
up.
Transition to Haley IELG D5 G48 The lead teacher Towards the end
Large Group Age 6 to 18 will start the Time for large of clean up,
Activities Months CI8: transition activity group, time for teachers will
(Lead Teacher Follow single- to help the large group oh it’s create a large
for the day is step directions children gather time for large group area with
in charge of without to the large group, as we gather the shelves so
this) gestures group area. all together as we that children
sit beside our have a defined
The toddlers will friends. space to
be transitioning participate in the
into large group large group
singing the activity.
transition song. I will gather all
the large group
props and place
them beside me
in the large
group area.
Transition to Haley IELG D5 G48 Children get Emergency Help toddlers put
outdoor play – Age 6 to 18 ready to go backpack and rope on coats and
(Lead Teacher Months CI8: outside by (behind door), backpacks and
for the day is Follow single- putting on their check in/out sheet line up.
in charge of step directions coats and will Oh let’s go play Teachers will
this) without lining up on the outside, line up in a help the children
Large south gestures rope. Teachers straight line, oh grasp the rope
playground will help the let’s go play and sing while
children grasp outside! the children walk
Small north the rope and to the outside
playground sing while the play area.
children walk to
the outside play
area.
1st Outdoor Hannah IELG D2 G18 16 Toddlers will 3 squeeze bottles On the concrete Make sure Ivy
Activity: to 38 Months have the (IWP), flour (IWP), by the blue the toddlers
Sidewalk Puffy CI5: Pours or opportunity to water (toddler drinking don’t put
Paint dumps water, pour puffy paint classroom), food foundation, the squeeze
sand, and other from a squeeze coloring (kitchen place the bottles into
materials using bottle onto the above stove), 1 butcher paper on their
containers or a concrete. container of wipes the ground and mouths.
simple tool. (toddler place the three Make sure
classroom), 1 sheet squeeze bottles they are only
of white bitcher next to it on the painting on
paper (toddler concrete. Place the butcher
classroom) the wipes near paper and
the squeeze not
bottles. themselves.
Make sure
to have
wipes near
by to wipe
off the
toddlers
hands.
2nd Outdoor Wendy IELG D2 G17 Toddlers will 2 rings with circles On the concrete Make sure Helena,
Activity: Ring Age 36 to 60 have the on top (RR2 orange next to the check the toddlers Ellie
Toss Months CI5: opportunity to 199), 2 rings with out gate, place don’t throw
Throws large throw rings at squares on top the penguin the rings at
beanbags or the penguin (RR2 orange 199), 2 stands on the each other.
balls with some stands with rings with triangles concrete with
accuracy. some accuracy. on top (RR2 orange the rings next to
199), 1 penguin them.
with square on hat
(RR2 orange 199), 1
penguin with circle
on hat (RR2 orange
199), 1 penguin
with triangle on hat
(RR2 orange 199)
Inclement Haley IELG D2 G18 Toddlers will 1 Table (Toddler Place a big sheet Make sure
Weather Fine Age 36 to 60 have the Classroom), 8 of paper over the none of the
Motor Indoor months CI2: opportunity to pieces of table and tape it toddlers try
Activity: Uses various use their fingers Construction Paper down. Have and eat the
Finger Painting drawing and art while they paint. (RR1 Cabinet 3), 4 construction paint or put
materials Different Colors of paper available it on their
(crayons, Paint (Toddler for toddlers to clothes.
brushes, finger Cabinets), 8 Paint paint on. Place
paints). Containers (Toddler the smocks over
Classroom), 1 Big the chairs. Put
sheet of paper to different colors
cover the table of paint in the
(Workroom), Tape containers, add
(Toddler soap to them,
Classroom), 4 and set them in
Smocks (Toddler the middle of the
Classroom), 2 Rags table. Have the
(kitchen), soap rags close to the
(toddler classroom) table in case any
paint gets spilled
on the floor.

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Lead Teacher: Daisy Part One: Part Two:X Lead Teaching Date: 11/20/18

Toddler Activity Pre-Plan:

Toddler Activity Assignments & Set-up Plan

1. Lead Teacher – Haley

shaving cream on toddlers

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