Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
Toddler Activity Pre-Plan: Part Two
1. What concepts or skills do you want the toddlers to explore or practice as they participate in
your activities?
We want the toddlers to explore textures with the shaving cream and dirt. We want the toddlers to practice
sharing the many farm animals and trucks that will be placed in the art and sensory tables. We also want the
toddlers to practice using their words at the snack table to ask for the things that they need.
2. What would like me to specifically observe about your teaching/guidance skills during your lead
teaching day?
I want you to observe my ability to help each toddler with their goals as well as be prepared with all the
materials for each center. I also want you to observe how I will make sure that the messes get cleaned up all
the while helping the toddlers with the activities.
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you
anticipate them exploring and practicing skills as they participate in the activities below.
Remember to talk to your teaching team before you begin this, so that you are not planning
duplicate activities each week.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Toddler
s
Name
Goal and/or other
skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)
IELG Outcome(s)
that relate(s) to
the goal and other
skills that the
activity will
support
Interests or
observations
of child that
connect to
how you are
planning for
them today.
Name of center and
how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
Carlos
Acevdo
Carlos will follow one
step directions one time
per day.
IELG D5 G51 CI 3 1638 mo.
Follows one to three
step directions.
Carlos likes play
dough and sand
so I believe that
he likes the
stimulation using
his hands. He will
like to put his
fingers into the
shaving cream.
Art: Carlos will be able to
work on his goal of one
step directions as he
plays in the shaving
cream and learns how to
mix it and play with it by
listening to the teachers
directions.
x
_____
What the teacher
will do to support
the child at the
activity (be specific,
yet brief)
The teacher will need to
continually give Carlos
directions throughout the
time at art. Some
examples could be
Carlos, put the fork/straw
in the shaving cream and
swirl it around Carlos
here take the spray bottle
and spray the color onto
the cream Carlos come
with me to wash your
hands.
You will need to
demonstrate before you
ask him to do it.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
Toddler
s
Name
Goal and/or other
skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)
IELG Outcome(s)
that relate(s) to
the goal and other
skills that the
activity will
support
Interests or
observations
of child that
connect to
how you are
planning for
them today.
Name of center and
how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
What the teacher
will do to support
the child at the
activity (be specific,
yet brief)
Sariah
Ma
Sariah will count up to
three objects using oneto-one correspondence,
once per class.
IELG D4 G39 CI 7 3660 mo.
Counts objects
matching number and
object in daily
activities.
Sariah loves
animals so I
believe that she
will enjoy playing
with all the farm
animals at the fine
motor table.
Fine Motor:
Sariah will be able to
count up to three objects
using one to one
correspondence while
playing with the farm
animals. She will have
more than one animal and
the teacher will ask her
how many she has.
Trek
Turner
Trek will share toys with
other children in the lab
at least two separate
times during class.
IELG D3 G28 16-38
mo.
Takes turns during play
with peers, with
considerable adult
assistance.
Trek will be able to work
on his goal of sharing
twice as he is at the fine
motor area playing with
the farm animals.
Kaden
Hart
Kaden will play
alongside other children
2 separate times during
class for two minutes.
IELG D3 G28 16-38
mo.
plays side by side with
another child.
Treks interests
are in trucks and
cars so I planned
for him in the
sensory and the
fine motor areas.
Kaden is
interested in
trucks and cars so
I planned for him
in both the
sensory and the
fine motor areas.
The teacher will need to
pay attention to which
animals Sariah is playing
with and prompt her by
saying Sariah how many
animals are you playing
with? If she doesnt say
the correct answer the
teacher needs to count
the animals with her and
ask her how many she
has.
Teachers will need to
prompt Trek to share his
toys by saying Trek will
you let _______ play with
that toy?
Kaden will fulfill his goal
of parallel play as he is
playing with the trucks in
the dirt side by side with
other toddlers.
Teachers will need to
prompt Kaden to come
play next to ___ and then
help him be excited to
play with the animals.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
Toddler
s
Name
Goal and/or other
skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)
IELG Outcome(s)
that relate(s) to
the goal and other
skills that the
activity will
support
Interests or
observations
of child that
connect to
how you are
planning for
them today.
Name of center and
how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
What the teacher
will do to support
the child at the
activity (be specific,
yet brief)
Reise
Wolfor
d
Reise will share toys
with other children in
the lab at least 2
separate times during
class.
IELG D3 G28 16-38
mo.
Takes turns during play
with peers, with
considerable adult
assistance.
Reise will fulfill his goal of
sharing twice as he is at
the fine motor area
playing with the animals
and trucks.
Teachers can help Reise
share by recognizing
opportunities when
another toddler wants his
toy. Prompt him by saying
Reise please share that
toy with ____
Mason
Brown
Mason will be able to
use the pincer grasp
twice a day.
IELG D2 G18 16-38
mo.
Uses forefinger to
thumb grasp with
precision.
Mason will be able to
practice his goal of using
the pincer grasp in the art
area with the straws and
the forks.
Help Mason to hold the
fork and the straw in the
correct pincer grasp as he
is playing with the
shaving cream.
Tyson
Brown
Tyson will be able to
use the pincer grasp
twice a day.
IELG D2 G18 16-38
mo.
Uses forefinger to
thumb grasp with
precision.
From the form and
observation Reise
is interested in
animals and cars. I
planned for him in
the fine motor and
the sensory areas.
Mason is
interested in play
dough and so I
planned for him in
the art area to
play with shaving
cream.
I used Tysons
interest in play
dough when I was
planning for art
with shaving
cream to give him
the same sensory
input on his
hands.
Tyson will be able to work
on his goal of using the
pincer grasp while he is at
the art center. He will use
the fork and the straw to
hold in the pincer grasp to
mix the color in the
shaving cream.
The teacher will need to
model the pincer grasp
for Tyson and show him
what to do when he is
holding the fork/straw to
be able to mix the colors.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
Toddler
s
Name
Goal and/or other
skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)
IELG Outcome(s)
that relate(s) to
the goal and other
skills that the
activity will
support
Interests or
observations
of child that
connect to
how you are
planning for
them today.
Name of center and
how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
What the teacher
will do to support
the child at the
activity (be specific,
yet brief)
Hazel
Smith
Hazel will be able to
demonstrate parallel
play at least three
times per class for two
minutes each time.
IELG D3 G28 16-38
mo.
Plays side by side with
another child.
Hazel will be able to work
on her goal of parallel
play while she is at the art
table playing with the
shaving cream and the
food coloring.
Teachers should help
Hazel to recognize her
peers and help her to
learn the names of the
toddlers who are sitting
next to her.
Isaac
Clark
Isaac will participate in
parallel play for a
minute twice per class.
IELG D3 G28 16-38
mo.
Plays side by side with
another child.
Hazel is interested
in art things such
as painting and
play dough so I
planned the art
table with colors
and shaving
cream.
Isaac likes lots of
toys so I planned
for his interests in
the sensory table
with all the trucks
and cars.
While at the sensory table
Isaac will be able to play
with the trucks and cars
in the dirt and work on his
goal of parallel play.
Laney
Neppl
Laney will share with
her peers once per
class.
IELG D3 G28 16-38
mo. Takes turns during
play with peers, with
considerable adult
assistance.
Laney is
interested in
animals so I
planned for her in
the fine motor
area with lots of
farm animals.
Laney will be able to work
on her goal of sharing as
she is at the fine motor
table playing with animals
next to the other toddlers.
Help Isaac to become less
shy as he gets to know
the other toddlers around
him. You could say look
Isaac! (name) is playing
next to you. Will you say
hi to (name)?
Teachers can help Laney
to recognize the toddlers
around her and help her
to share with them. You
can prompt her by saying
look Laney, (name)
doesnt have any animals
to play with, will you give
(name) an animal to play
with?
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
Toddler
s
Name
Goal and/or other
skills to be
practiced (Specific,
observable, and
measurable with
criteria/conditions)
IELG Outcome(s)
that relate(s) to
the goal and other
skills that the
activity will
support
Interests or
observations
of child that
connect to
how you are
planning for
them today.
Name of center and
how the activity will
help the child work
on their goal or skill
development. What
will they be doing as
they practice their
goal? (Be specific,
yet brief)
What the teacher
will do to support
the child at the
activity (be specific,
yet brief)
Avery
Rhodes
Avery will share toys
with other children in
the lab at least two
separate times during
class.
IELG D3 G28 16-38
mo.
Takes turns during play
with peers with
considerable adult
assistance.
Avery will be able to
practice her goal of
sharing as she is playing
at the sensory table with
the trucks and cars in the
dirt.
Teachers can help Avery
be able to share as they
prompt her and show her
what the children around
her are playing with.
Saman
tha
Welker
Samantha will vocally
express her needs twice
a day.
IELG D5 G52 16-38
mo.
Increasingly uses
words and phrases.
Avery is interested
trucks and cars so
I planned for her
in the sensory
table with the cars
and trucks in the
dirt.
Samanthas
interests are in
dolls, books, and
all princess stuf
so she will have
her interests met
in flop and drop.
We also have
books at the fine
motor and the
sensory.
In the snack table,
Samantha will be able to
work on her goal of
vocally expressing her
needs as she chooses
which snack she wants.
The teacher at snack
table can prompt
Samantha to ask for what
she wants and they can
say the names of the
snack.
Toddler Activity Assignments & Set-up Plan
4. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the
center and any set-up or safety instructions.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Part Two
Lead:
Chelsea
Snack
Person:
Amber
Photograp
her:
Whitney
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Lead Teaching
Checklist (turn in all
checklists at the
end of your lead
teaching day)
Snack Checklist
(turn in to lead
teacher at the end
of the teaching day)
Photographer
Checklist (turn in to
lead teacher at the
end of the teaching
day)
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Art:
Shaving
Cream Fun
and letters
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Chelsea
IELG D2 G18
16-38 mo.
Uses
forefinger to
thumb grasp
with
precision.
IELG D5 G51
CI 3 16-38
mo.
Follows one
to three step
directions.
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be able to use
the forefinger
and thumb in
the pincer
grasp while
they stir the
shaving cream
with either a
fork or a straw.
The children will
be able to
follow one to
three step
directions as
they listen to
the teacher to
know what to do
with the forks
and the straws
in the shaving
cream. They will
also follow
x
_____
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Book
(Title, author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Shaving cream
(RR2 Orange)
Food coloring in
spray bottles with
water( RR2 Orange)
plastic alphabet
blocks ABCDEFGHIJ
( RR1 manipulative
white)
12 pieces of
diferent colors of
paper (RR2)
6 Forks and 6
straws
Aprons(in class)
Plastic table cloth
Four Bowls (RR1)
Plastic spoons
Tape
(WR T C15) Colors
by Jane ContehMorgan Work
room
On the art table
cover it with a
plastic covering
and use tape to
secure it down.
Get the shaving
cream and put
it into 4 bowls
and set them on
the table with
spoons and the
letter blocks.
Put a couple
drops of food
coloring (four
colors) into a
spray bottle and
add water. Get
out the aprons
and put them
on the chairs.
Place the paper
away from the
table until they
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Sensory:
Trucks and
Digging in
the Dirt
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Sara
IELG D2 G19
CI8 This
supports the
Child
Indicator of
Plays with
materials of
different
textures
(sand,
water,
leaves).
D2 G19 CI5
IELG D3 G28
16-38 mo.
Takes turns
during play
with peers,
with
considerabl
e adult
assistance.
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be able to play
with materials
of different
textures as
they play with
the dirt and the
trucks.
The children will
fulfill the goal
take turns
during play as
they switch toys
and shovels
with one
another.
x
_____
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Book
(Title, author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Potting Soil
(Sensory Resources
in RR2)
Dump truck in
Toddler area in (RR2
Orange)
Little yellow tractor
(RR2 in the Blue
section),
Sand toys (small
shed)
Small buckets and
gardening tools, if
there is a small
dump truck get that
as well(Small shed),
Garden gloves
(dramatic play
yellow RR2)
Three hammers
from (dramatic play
RR2) enough large
blocks that they
could build a simple
tower in the dirt(10)
Get to Work
Trucks! by Don
Carter (P C 14)
Put a
tarp/plastic
covering in the
sensory table,
fill it half way
with dirt. Put
the trucks and
the sand toys in
places where
the toddler can
see them. Place
the garden
gloves on the
edge and you
can place the
hammers on the
edge as well.
Make it look fun
so they can
come dig in the
dirt!
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Fine motor:
Animals on
the farm
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Chelsea
IELG D2 G18
CI 5 This
supports the
Child
indicator
that uses
forefinger
to thumb
grasp with
precision.
IELG D4 G39
CI 7 36-60
mo.
Counts
objects
matching
number and
object in
daily
activities.
IELG D3 G28
16-38 mo.
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be able to use
forefinger to
thumb grasp
with precision
as they pick up
the Legos, small
animals, and
John Deer trucks
to create play
opportunities.
The children will
be able to
count the
number of
animals they
have by being
prompted from
a teacher.
The children will
be able to take
turns during
play with
peers from the
x
_____
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Book
(Title, author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
(RR1 manipulatives
White) Small Legos,
(RR2 Blocks-Blue)
Farm Animals,
(RR2 Blocks-Blue)
Half of the John
Deer Toys
(the other half goes
with sensory), little
red wagons (RR2
blocks)
Baby Farm
Animals By
Dutton (T D5)
Put some of the
Legos together
on the table to
make a farm
looking scene.
Place the
animals and
trucks in certain
places to make
it appealing to
the toddlers to
come and play.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Snack
(food
items,
utensils,
dishes,
etc.):
Goldfish
and
applesauce
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Torie
IELG D5 G49
This supports
the indicator
of children
vocalizing
wants and
needs
IELG D5 G49
Uses single
words and
phrases to
convey wants
and needs.
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
have the
opportunity to
come sit by
their peers and
eat a snack.
They will show
that they can
follow directions
as they wash
their hands with
a wipe. They will
use words or
signs to request
what they would
like to eat or
drink. They also
will let us know
when they are
finished with
words or signs
and clean up
after
themselves and
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
1 snack cart, one
white bin for dirty
dishes, one red
bucket filled with
soapy water (found
on the snack cart or
in the kitchen) 1
serving bowl, 1
serving spoon, 1
pair of tongs, 14
napkins, 14 toddler
plates and cups, 2
small silver
pitchers, 1 medium
pitcher for water,
one medium pitcher
for juice, 2 cloths
for spills (one for
floor and one for
table). Found in the
kitchen or the
laundry room. 12
pre-packaged wipes
(on toddler counter
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Check toddler
snack schedule
posted on the
refrigerator in
kitchen. Check
toddler lab
allergy. Be
aware of any
allergies or
choking
hazards. Make
sure the
children follow
the routine of
snack and stay
seated until
they are done
chewing, then
they can put
their dished
away and go
play. Make sure
to break up
harder foods
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Signs for
Snack:
Class
Clean-up
(Lead
Teacher for
the day is
in charge
of this)
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Chelsea
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
The children
and will clean
up all of the
toys and
activities with
teacher support.
Towards the end
of clean up,
teachers will
create a large
group area with
the shelves so
that children
have a defined
space to be in.
Clean up CD, toy
bins.
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Play the cleanup warning
song 2 minutes
before it is time
to clean up. Put
the bins down
during this time
so they will be
ready to go
when clean-up
starts. Model
clean up
procedures for
toddlers and
give them
choices of items
to clean up.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Transition
to Large
Group
Activities
(Lead
Teacher for
the day is
in charge
of this)
Large
Group
Activity
(Please refer
to a detailed
description
of the large
group
activity in
the box at
the end of
the plan).
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Chelsea
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The teachers
will start to sing
the transition
song to help the
children gather
at the gathering
area.
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Transition Song (list
any other materials
your lab uses for
this transition)
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Know your song
and sing the
transition song
to gather
toddlers to the
large group
area.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Transition
to outdoor
play
(Lead
Teacher for
the day is
in charge
of this)
Please bold
one:
Large
south
playground
Small north
playground
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
Children get
ready to go
outside by
putting on their
coats and will
lining up on the
rope. Teachers
will help the
children grasp
the rope and
sing while the
children walk to
the outside play
area.
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Emergency
backpack and rope
(behind door),
check in/out sheet
(list any other
materials your labs
needs).
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Help toddlers
put on coats
and backpacks
and line up.
Teachers will
help the
children grasp
the rope and
sing while the
children walk to
the outside play
area.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Outdoor
Fine Motor
Puzzles
and Games
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Whitney
IELG D2 G18
CI12 This
supports the
child
indicator of
completes
simple
insert
puzzles
(uses shape
sorter box
or puts
pegs into
peg board).
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be able to
complete
simple insert
puzzles (uses
shape sorter
box or puts
pegs into peg
board).
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Puzzles, stacking
toys, peg boards
and friends, animal
puzzle blocks, and
foam alphabet
letters (RR2 Orange
Toddler Resources),
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Set up the
puzzles and
toys outside on
the grass before
the children go
outside to play.
Set them up
separately so
that they look
inviting to play
with.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Outdoor
Gross
Motor
Riding
bikes and
driving
cars
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Makenzie
IELG D2 G17
This supports
the goal of
Coordinate
whole body
to make
complex
movements
for moving
from place
to
place(walk,
run, hop,
and climb).
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The children will
be able to
Coordinate
whole body to
make complex
movements
for moving
from place to
place as they
get in the cars
or ride on the
trikes around
the playground.
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Toddler Trikes, cars,
and small trikes.
(Large shed)
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Set up the cars
and trikes
outside and
separated so
the toddlers can
have a variety
of choices.
Watch out for
tipping over in
the cars as well
as fingers
getting pinched
in the trikes.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Inclement
Weather
Gross
Motor
Indoor
Activity
(This can
stay the
same on
each plan
until you use
it) Obstacle
Course
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Amber
IELG D2 G17
Coordinate
whole body
to make
complex
movements
for moving
from place to
place(walk,
run, hop, and
climb).
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
The toddlers will
be able to
Coordinate
whole body to
make complex
movements
for moving
from place to
place by
crawling,
jumping, and
stepping
throughout the
obstacle course.
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Tunnels, stepping
stones, sit and spin,
and a mat to jump
on (all in the Gross
Garage)
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
Set up the
materials in a
line with tunnels
and stepping
stones
separated. Have
the mat at the
end of the
obstacle course
and have the sit
and spin at the
beginning.
Dont have it in
a straight line
but make it zig
zag around the
room.
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Activity
Area
&
Activity
Title
Person
Responsibl
e for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
Activity
Description
(This is a
detailed
description of
what the
activity is and
how the
children will
be exploring,
playing and
practicing the
activity
outcome)
Materials Needed
(Be specific with
item name, the
number you
need, the
reference and
location of the
item, and
whether you will
be bringing any
of the items)
Book
(Title, author,
reference
number, and
location)
x
_____
Set-up,
Safety,
Routine
Instructions
(Be specific)
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: Music Time: London Bridges and Wheels on the Bus
IELG Outcome: IELG D3 G31 CI7: Uses most behaviors that are socially acceptable within a defined social environment.
Participates in loosely structured group play and activities, such as chasing each other or singing and moving to music together.
Activity Description:
The children will be learning songs wheels on the Bus and London Bridges and do hand and body movements with the music. At
first they may not know the songs but with repetition they can become more comfortable. With the Wheels on the bus we will walk
around the room with our arms making wheels motions and pretend to honk our horn on a steering wheel that will be made for each
child. On the London bridge song the teachers will make a bridge with their arms and the children will walk underneath the bridge.
The skills this activity promotes: Listening and comprehension skills, learning to participate in a group activity and using their large
motor skills to follow the actions.
Adaptations for individual toddlers: Carlos may get distracted and not follow directions. Help him try to do the actions and model
the singing for him.
Introduction Script (what will you say and do to get their attention and introduce the activity?): Toddlers today we are
going to be singing some very fun songs with actions to them. I am sure that you have heard them before so please sing a long with the
teachers. Now we will start with the wheels on the bus and we are going to pretend that we are each a big bus with BIG wheels!
Everybody stand up and move your arms in a circle motion like this! (Show them and sing the song) Next we will be going under a big
bridge! The teachers are going to make a bridge and all the toddlers get to walk under the bridge as we sing the song.
Expectations for children (what will you say and do to show the children how to participate in the activity?): We will first
demonstrate the actions and we will sing the songs first. The first times we will not expect all the children to participate but we expects
them to observe what the teachers and other children are doing. We will tell them that they are big buses and help them to pretend so
Teacher _Chelsea Smaellie__________
Lead Teaching Date___Feb 5, 2015______
Part One
Part Two
Submission Date _1/20/15_____ Revised Submission Date
x
_____
