Weeks At a Glance

Date: March 21- March 31 Teacher(s): Kailey Wixon

Statement of Intent for Learning: The children will explore the new materials in the classroom and continue to build
relationships with their teachers and peers.
Monday Tuesday Wednesday Thursday
They will color with markers on coffee filters and use water droppers to spread the colors. On
Art/Easel
the easel, they will explore oil pastels on colored paper.
Blocks The children will explore balls and ramps.

Books There will be various books that are familiar and of interest to the children.

Writing They will write letters of their name in sand. They will use their name tags as a reference.

Dramatic Play The children will explore a Veterinary office.

Quiet The quiet manipulatives will encourage a variety of fine motor and mathematics skills through
Manipulatives matching, connecting, and exploration of puzzles.

Science The children will explore ice and melting it with salt water.

Sensory The children will find different objects in the colored tissue paper.

Light Table The children will explore see through shapes on the light table.
Story: Llama
Story: Llama Llama
Story: Hiccupotamus Story: Hiccupotamus Llama Mad at
Mad at Mama
Large Groups Mama
Story: Sometimes Story: Sometimes Story: If you Give a Story: If you Give
Things Change Things Change Cat a Cupcake a Cat a Cupcake
They will explore wagons, strider bikes, tricycles, and do hopscotch. If weather is bad, they
Outside
will go for a walk around the building, walk up and down stairs, or do hopscotch.
Music &
They will explore non- poppable bubbles while listening to music.
Movement
Veggie Straws Chex Mix Graham Crackers Yogurt/ Fruit
Fruit Juice Milk Milk Milk
Snack Snap Peas &
Cinnamon Grahams Cheese Stick & Apples Goldfish Crackers
Dip
Milk Water Fruit Juice
Milk
Small Group Each group will continue to explore their topics and will dive deeper into small group
Activities investigations. The small groups will focus on art/ 5 senses, dirt, art, and balls.
 Toddler Morning Classroom Lesson Plan

Mentor Teacher: Ashlee Haselhorst

Week of: March 21- March 31 Head Teacher: Kailey Wixon

Art Area What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We have noticed low interest in  What color are you using?
Fat Markers the art area so we want to  What do you think will happen if you add
(TR) bring in familiar materials to water?
Coffee filters promote new exploration and  What shapes can you make?
() update our creativity wall.  What are you making?
Water
Droppers (LM)  The toddlers will use the fat markers glued
Squirt Bottles into a block. We will loosen the markers at
(TR) the beginning of the day.
Water (TR)  We will fill cups half way or less to avoid
Cups (TR) spilling. We can re-fill if all the water is
used.
Easel:  The children will color on their coffee filter
Colored Paper and use the water droppers to spread the
(TR) marker around.
Oil Pastels
(LM)
Skills and Learning Addressed
Fine motor, color recognition, material exploration

Blocks What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We have seen involvement and  What can you make with these materials?
Balls (TR) interest with balls in the  Can you build something high?
Ramps (12 classroom. We want to  How fast can the balls go down?
Floor) continue that interest but add  What else could you use?
Blocks (TR) more materials for them to
explore.
Skills and Learning Addressed
Fine motor, social skills, eye- hand coordination, material exploration
Writing Area What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We are starting to work on the  What letter do you see? Is that letter in
4 Trays (TR) letters in the children’s names. your name?
Sand (LM Writing and manipulating the  Can you make that letter in the sand?
Cupboard 3 sand will allow them to  What do you notice about that letter?
Shelf 2) continue practicing their letters  The younger toddlers can just explore the
Door Name in a new way. sand or try to copy different letters.
Tags (TR)
Skills and Learning Addressed
Fine motor, literacy, letter recognition, print, eye- hand coordination

Dramatic Play What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We have noticed the children  What animal needs help?
Stuffed being more social with each  What does the animal need help with?
Animals (RR other and expressing emotion.  How can you help the animal feel better?
Cupboard 6 We want to encourage that to  Does the animal get sick like you do?
Shelf 1) keep happening and allow
Vet Clinic them to identify different
Prop Box (RR feelings in other people or
Cupboard 1 objects.
Shelf 6)
Skills and Learning Addressed
Pretend/ imaginary play, expressive communication, social skills, large motor, fine motor, emotional
development

Quiet What have we observed the What can we do to help further the children’s
Manipulative children doing, thinking and learning and support their thinking?
Area learning?
Materials:  This area of the classroom  What shapes do you see?
Shape Sorter provides a quiet place to listen  Can you put the puzzle back together?
(TR) to and look at books and  Can you sort the colors and stack them?
Stacking Cups explore a variety of materials.  Prompt children to use their words or sign
(AH) to ask for help if they begin to get
Puzzles (13) frustrated.
Peg Mover
(Brown Shelf)
Skills and Learning Addressed
Fine motor, problem solving, communication, taking turns
Science Area What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We want to provide an activity  What does the ice feel like?
Bowls (TR) that involves hands- on  What can you see inside the ice?
Water (TR) learning and strengthening  What are you using to melt the ice?
Variety Sorting their fine motor muscles using
Animals (RR 10 tools.
Shelf 3)
Skills and Learning Addressed
Fine motor, communication, taking turns, eye-hand coordination, color recognition, science & inquiry

Sensory Table What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  We wanted to introduce the  What does the tissue paper feel like?
Tissue Paper children to a new texture, we  What colors do you see?
(LM Cupboard are going to play with tissue  What objects can you find in the tissue
5, Shelf 1) paper strips. paper?
Sorting Fish  Can you find all the fish and put them in
(RR 10 Shelf 3) the matching cup?
Sorting Cups
(RR 10 Shelf 3)
Skills and Learning Addressed
Fine motor, communication, eye-hand coordination, color recognition.

Light Table What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  Children have enjoyed stacking  What shape do you have?
Numbers & and naming their shapes. With  What can you see through the shape?
Letters (LR the see-through shapes, the  What color is your shape?
Shelf 3, Cube children are able to stack,  Can you find the letters in your name?
4) name, and identify the colors
of the shapes.
Skills and Learning Addressed
Fine motor, communication, color recognition, shape recognition.
Large Group What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Materials:  The children are still learning  Transition to Group Time (if needed): “The
Hiccupotamus to sit and attend to the Wheels on the Bus”
(RR 8 Shelf 3) book/ activity during large  Weather/ Song Helper: What do you see
Llama Llama group. when you look outside? Can you roll the di
Mad at Mama  We will continue to be or choose a song for us to sing?
(RR 8 Shelf 3) mindful of their attention  We will add “placemats” for each child to
Sometimes spans and provide activities sit at. We will remind them that they need
Things Change that encourage their to stay on their “placemat” unless they
(RR 8 Shelf 5) participation. are asked otherwise.
If you Give a  Monday we will introduce environmental
Cat a Cupcake print and on Wednesday explore further
(RR 8 Shelf 3) or expand in another way.
 “Choo Choo” transition to snack.
Skills and Learning Addressed
Listening skills, literacy, music skills, cooperation, communication, social skills.

Music and What have we observed the What can we do to help further the children’s
Movement children doing, thinking and learning and support their thinking?
learning?
Materials:  The children have enjoyed  Can you pop the bubbles?
Non-poppable using the bubble machine.  How many bubbles do you see?
bubbles (LR With non-poppable bubbles,  Where did the bubbles land?
Shelf 2, Cube the children will be able to
3) explore the bubbles for a
longer period of time.
Skills and Learning Addressed
Large motor, fine motor, communication skills, social skills.

Outside/Large What have we observed the What can we do to help further the children’s
Motor children doing, thinking and learning and support their thinking?
learning?
Materials:  The children haven’t been able  What do you see on the playground?
Playground to go outside very often so we  Can you jump in the boxes (chalk)?
Chalk want them to explore the  Can you move around on the strider
Wagons materials available to them. We bike? Tricycle?
Strider Bikes also want them to explore new  What can you make with the chalk?
Tricycles materials outside.
Skills and Learning Addressed
Large motor, social skills, self- regulation, science and inquiry, material exploration
 Goals for the Week of:
Key Focus this week:
Teachers will get down to the children’s level to engage in back and forth conversations and be
aware of what the children are doing during free play (Ex. How the toddlers are holding a writing
utensil).

Staff Goals:
 Teachers will continue to be flexible and confident with their roles as student teachers.
 Teacher will wear fanny packs and name tags (lanyards) during preschool hours.
 Teachers will wash their hands every time they enter the classroom, before snack, and
after snack.
 Teachers will remind children to roll up their sleeves before washing their hands. They
will also wipe up water left around the sink so children’s clothes don’t get wet.

Specific areas of development for assessment:

 Teachers will be mindful of parent goals and teacher goals and plan/ implement
activities that support those goals.

Mon/Wed Children’s Goals:

 Teachers will prompt K, V, G, R, and K to fix their legs when they are sitting in the “W”
sit.
 Teachers will prompt D and A to give eye contact when communicating.
 Teachers will prompt R to make eye contact with them before communicating limits.
They will also prompt him to attend to a task for increasing amounts of time.
Tues/Thurs Children’s Goals:
 M will use gestures or sign language to communicate his wants and needs. They will
model how to point to an object he may want. They will also model how to sign “more”,
“all done”, “wait”, and “please”.
 Weekly Ongoing Adjustments Form
Lead Teacher: Jacey Puetz & Kailey Wixon
Week of: March 21-March 31
Toddler Classroom
Center & Activity Changes Why: Rationale Children’s Responses Evaluation of change
 Book List – you need 2-4 books in each category
Title Author
Storybooks
Dinosaurs at the Supermarket Lindsay Camp
Ten Little Fish Audrey Wood
Two Little Trains Margret Wise Brown
Froggy Sleepover Jonathon London
Noisy Trucks N/A
Peguin Says Please Michael Dahl
Poke A Dot Old McDonald’s Farm Innovative Kids
Factual Books
My Drum Kay Davies & Wendy Oldfield
Dinosaur Dinners Lee Davis
Look, Listen, and Learn Susan Canizars
My Apple Fiona Progoff
My Baby Blue Jays John Beendt
Rhyming Books/Alphabet Books
Row, Row, Row Your Boat Iza Trapapi
Green Egga and Ham Dr. Seuss
ABC Look at Me Roberta Grobel Intrater
The Letters Are Lost Lisa Campbell Ernst
Click, Clack 123 Lewin
Wordless or easy reader books
Opposites Mary Novicks and Sybel Harlin
Inside Outside Upside Down Susan and Jan Berenstein
Animal Noises N/A
I See You, You See Me Lamaze
Head, Shoulder, Knees, and Toes Annie Kubler
Finding Red N/A

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Charhkah Lights Judith Moffatt
Llama Llama Misses Mama Anna Dewdney
We All Went on Safari: A Counting Journey Through Tanzania Laurie Krebs and Julia Cairns

Other Items
Friend, Friend, Who do you see? Toddler Lab
Cars Look and Find Disney/ Pixar
Check that books are age appropriate and that you have some books for each section. Provide a variety of books
(friendship, content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for next
week.
 Multicultural Analysis for Integration of Diversity:
Plans for the week of: March 21- March 31
Lead Teacher: Jacey Puetz & Kailey Wixon
Age of Children: 15 Month – 3 years
Cultures: American, German, Dutch, Greek, Ghana, Native American, Hispanic,
Cuban, Norwegian, Spanish, Jewish, Nigerian, Congolese, Sierra Leone
Differing abilities represented in class: varying levels of abilities

Cultural and Anti-bias materials:

Pictures around the classroom represent our families and different cultures. We have labeled
some materials in the classroom that are in different languages.

Families reflected in the environment:

There are family pictures located on the family wall. We also use Seesaw, email and phone
calls for communication.

Music from Children’s Backgrounds:

We have a variety of different music that we listen to throughout the day that includes a variety
of cultures and languages.

Literature that reflects the children and families in the class:

Books that represent children from all different cultures will be set out in the book/quiet
manipulation areas.

Activities that reflect the children and families:

This week our music will be a variety of Spanish dance and other cultures. We also have
books and puzzles from a variety of cultures and backgrounds. Dramatic play is a different
environmental set up than usual as well.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
The student teachers in our classroom support and respect each child’s background. We
embrace that all children come from a different culture and are open and welcome new
traditions to participate in. Each child has a choice in which activity they wish to participate in.
Not well integrated Middle Well integrated
Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10