Weeks At a Glance

Date: February 14- February 24, 2022 Teacher(s): Kailey Wixon

Statement of Intent for Learning: The children will explore the new materials in the classroom and become familiar
with classmates and teachers.
Monday Tuesday Wednesday Thursday
They will finger paint on the tables. They will also trace shapes on the easel with
Art/Easel
their fingers and crayons.
Blocks The children will explore people and furniture sets.
Books There will be various books that are familiar and of interest to the children.
Writing The children will explore white boards and dry erase markers.
Dramatic Play The children will use their bodies to jump, climb, and balance.
Quiet The quiet manipulatives will encourage a variety of fine motor and mathematic
Manipulatives skills through matching, connecting, and exploration of puzzles.
Science The children will explore various items and see if they float or sink.
Sensory They will explore dinosaur bones and fossils in sand.
Light Table They will explore bead blocks on the light table.
Tues: Thurs:
Mon: Wed:
Story: The Very Story: The Very
Story: Chicka Chicka Hungry
Story: Chicka Chicka
Hungry
Boom Boom Boom Boom
Caterpillar Caterpillar
Weather/ Song Helper Weather/ Song Helper
Large Groups Song Helper Song Helper
Mon: Tues: Wed: Thurs:
Story: A Color of His Story: 10 Little Story: A Color of His Story: 10 Little
Own Monkeys Own Monkeys
Weather/ Song Helper Song Helper Weather/ Song Helper Song Helper
Outside/Large They will go outside and explore the tricycles and the playground equipment. If
Motor Lab weather isn’t good, we will play “Go Noodle” videos.
Music &
They will explore rhythm sticks and move their bodies to the music.
Movement
Wheat Crackers/
Applesauce Cereal Mix Cereal Bar
Fruit
Milk Milk Milk
Snack Water
Granola Bar Vanilla Wafers Wheat Crackers
NO SCHOOL
Fruit Juice Milk Milk
Small Group Each group will continue to explore their small group topics and explore what path
Activities they want to go next. The topics will be balls, art, animals, and the 5 senses/ art.
 Toddler Morning Classroom Lesson Plan

Mentor Teacher: Ashlee Haselhorst

Week of: February 14- February 24 Head Teacher: Kailey Wixon

Art Area What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  Children like to explore new  What color are you using?
Paper, Tape, materials and expand on their  What can you draw with your finger?
Paint (RR) creativity.  What shapes do you see?
Paper w/ Shape  Can you trace the shape with your finger?
Crayons (TR)  Can you color the shape?
Skills and Learning Addressed
Fine motor, color recognition, material exploration, eye- hand coordination

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:  Pretend play encourages social  Who is that?
Little Tikes interaction, imagination, and  How can you use the furniture?
Furniture & creativity.  What do dogs say?
People (RR-  The children are familiar with
Section 4, Shelf house and people, so they will
3) explore that and take it in a
different direction.
Skills and Learning Addressed
Pretend/ imaginary play, expressive communication, social skills, role playing

Writing Area What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  Throughout the first couple of  What are you drawing?
White Boards weeks, we are looking at  Can you draw a shape?
(RR- section 8, developmental benchmarks.  What color marker are you using?
shelf 4) Utilizing the white boards and
Dry Erase dry erase markers, we will
Markers encourage new exploration of
literacy items.
Skills and Learning Addressed
Fine motor skills, print, color recognition, literacy, shape recognition, eye-hand coordination.
Dramatic Play What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  Throughout the first couple of  What are you climbing on?
Balance Beam weeks, we found that the  Can you go over or under that?
Mat children enjoyed climbing and  What shapes do you see?
“U” Foam working their large motor skills.  Do you need to jump, crawl, or walk?
Sit in Spin This center will allow them to
Curve Foam move their bodies and be
(AR) creative with their play.
Skills and Learning Addressed
Large motor, expressive communication, social skills

Quiet What have we observed the children What can we do to help further the children’s
Manipulatives doing, thinking and learning? learning and support their thinking?
Materials:  This center provides a quiet  What shapes do you see?
Peg Mover (RR- place to listen to and look at  Can you fit that shape into the sorter?
Brown Shelf, books and explore a variety of  What colors do you see?
Shelves 2 and materials.  Can you put all objects of the same color
3) together?
Letter Pegs (RR-  Can you put the puzzle back together?
9, Shelf 1)  Can you turn the page?
Dinosaurs (RR-
10, Shelf 3)
Mr. Potato
Head
Skills and Learning Addressed
Fine motor, problem solving, communication, early literacy, early math

Science Area What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  Children can take objects that  Do you think that will float?
Bowls they are familiar with and see if  Do you think that will sink?
Water they float or sink in water.  Why did it sink? Float?
Magnets  What is that object?
Dinosaurs (10,
shelf 3)
Water Blocks
(RR-10, Shelf 7)
Rubber Ducks
Rocks, tennis
ball (LM)
Skills and Learning Addressed
Fine motor, communication, self- regulation, science
Sensory Table What have we observed the children What can we do to help further the
doing, thinking and learning? children’s learning and support their
thinking?
Materials:  Children will explore dinosaur  What color brush are you using?
Beach Sand bones in beach sand using  How many bones did you find?
(LM- Cupboard brushes to discover the bones.  What color are the bones?
4, Shelf 2)
Dinosaur
Bones (RR- 11,
Shelf 4)
Brushes (LM)
Buckets
Skills and Learning Addressed
Fine motor skills, eye-hand coordination, sensory skills.

Light Table What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  Toddlers enjoy playing with  How many blocks can you stack?
Bead Blocks objects that they can stack.  What color are the beads?
(AAAR- Shelf 4, With the bead blocks, they  What can you make with the blocks?
Cube 4) can look at the different
beads inside of the blocks
while they are stacking them.
Skills and Learning Addressed
Fine motor, shape recognition, eye-hand coordination

Large Group What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Materials:  The children are still learning to  Transition to Group Time: “The Wheels
Mon/ Wed: sit and attend to the book/ on the Bus” until all children have joined
Chicka Chicka activity during large group. the group
Boom Boom,  We will continue to be mindful of Weather Helper
Color of His their attention spans and provide  What do you see when you look
Own (RR) activities that encourage their outside? What was the weather like?
Tues/ Thurs: participation. Song Helper
The Very  Can you roll the dice or choose a
Hungry song for us to sing?
Caterpillar,
10 Little
Monkeys (RR)
Skills and Learning Addressed
Listening skills, literacy, music skills, cooperation, communication, social skills
Music and What have we observed the children What can we do to help further the children’s
Movement doing, thinking and learning? learning and support their thinking?
Materials:  Children tend to love music and  What sound do your rhythm sticks
Rhythm Sticks moving their bodies. Some make?
(LM- Cupboard children tend to eat faster than  What happens when you hit the sticks
1, Shelf 4) others and this time allows those together?
children to move their bodies
while we wait for our friends to
finish eating snack.
Skills and Learning Addressed
Eye-hand coordination, self-regulation, following a tempo

Outside/Large What have we observed the children What can we do to help further the children’s
Motor doing, thinking and learning? learning and support their thinking?
Materials:  Weather permitting toddlers  Where can you ride your tricycle too?
Tricycles will explore tricycles and the  What do you like to play with outside at
Playground playground. home?
Go Noodle  What color is your house?
Skills and Learning Addressed
Large motor, social skills, self-regulation, communication, science and inquiry
Goals for the Week of: Feb 14-24

Key Focus this week:

Teachers will be present in the moment and observe and interact with the toddlers while the
toddlers explore materials and build relationships.

Staff Goals:

· Teachers will continue to be flexible with their roles as student teachers.

· Teachers will wear fanny packs during preschool hours.
· Teachers will be mindful of helping children and prompting children to roll up their
sleeves so they don’t get wet when washing hands. They will also wipe up water left
near the sink so children’s clothing don’t get wet.

Specific areas of development for assessment:

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

Mon/Wed Children’s Goals:

· Specific goals:
 Kenzie will sit in positions other that the “W” sit.
 Teachers will prompt Diana and Audie to give eye-contact when communicating
with them.
 Teachers will prompt Riley to attend to a task for increasing amounts of time
(Riley will sit for 2 minutes with minimal prompting during group time.- Goal for
this week)

Tues/Thurs Children’s Goals:

· Specific goals:
 Mason will use gestures or sign language to communicate his wants and needs.
Teachers will model how to sign “more”, “all done” and “please”. They will also
model how to point to an object that he may want.
 Weekly Ongoing Adjustments Form
Lead Teacher:
Week of:
Toddler Classroom
Canter & Activity Changes Why: Rationale Children’s Evaluation of change
Responses
 Book List – you need 2-4 books in each category
Title Author
Storybooks
Yo! Yes? Chris Raschka
Can you turn the page? Scholastic, Illustrations by Marybeth Butler Rivera
Lulla-bye, Little One Dianne Ochiltree
Muddle and Match Adventure Kane Miller
Mouse Mess Linnea Riley
Muddle and Match Imagine Kane Miller
I’m a Dirty Dinosaur Janeen Brian and Ann James
School Time Adventure Nickelodeon
Clifford’s Puppy Fun Norman Bridwell
Ten in the Bed Penny Dale
Factual Books
Big Book of Big Trucks & Some Little Ones Too Megan Cullis
Elmo’s Guessing Game Constance Allen
Gummy Candy Counting Book Amy & Richard Hutchings
Making Tracks Stephen Savage
Elmo’s Guessing Game About Colors Bendon Publishing Int.

Rhyming Books/Alphabet Books

Click, Clack, Splish, Splash Doreen Cronon & Betsy Lewin
Brainy Baby ABC’s Constance Allen
ABC Look at Me (Shannon’s Book) Roberta Grobel Intrater
Ten Chirpy Chicks Debby Tarbett
Erick Carle’s ABC Eric Carle
Alphabet- Active Minds Istar Schwager
Wordless or easy reader books
Look Look! Peter Linenthal
Peek- a- Who? Nina Laden
Animal Noises Sally Kilroy
Corduroy Goes to the Doctor Don Freeman’s
My Favorite Book of Numbers Behrens & Michael
Phonics Book
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
I’m Growing Aliki
Llama Llama Misses Mama Anna Dewdney
My First Book of Sign Language Illustrated by Joan Holub
Father is Big! Ruth & Ed Radlauer
Frogy’s Babysitter Jonathon London
Other Items
Friend, Friend, Who do you see? Toddler Lab
5 Little Monkey’s Swinging in a Tree Eileen Christelow
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: February 14- February 24
Lead Teacher: Kailey Wixon
Age of Children: 15 Month – 3 years
Cultures represented in class: 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.

Others: You need to rate yourself then Ashlee will rate you.

Not 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