Learning Activity Plan for Infants and Toddlers

Teacher Candidate: Melissa Betances

Date of Scheduled Visit: N/A
Name/Address of School: KHCC
Age Group: 3 Year Old
Cooperating Teacher: N/A
Room Number: Poohs Corner
Title of the Lesson: Follow Up: The Girl and the Bicycle:
Conflict, Emotions,
& Problem Solving
Brief Description of the lesson
The teacher will do a small group follow up lesson in regards to
the book The Girl and the Bicycle by Mark Pett. Students will
participate in a sequencing activity to reinforce key points
learned from the previous lesson plan. This activity is also
planned to enhance sequencing skills.
Developmental Focus

Domain 1: Approaches to Learning

Domain 3: Social and Emotional Development
Domain 4: Communication, Language, and Literacy;
Part A: Approaches to Communication
Domain 4: Communication, Language, and Literacy;
Part B: English Language Arts and Literacy
Objective(s)
Students will be able to
Recall key points of story
Sequence events from the story
Connection to Standards
CCSS.PK.1.1e
- Uses trial and error method to figure out a task,
problem, etc.
CCSS.PK.1.1.f
- Demonstrates awareness of connections between prior
and new knowledge.
CCSS.PK.3.1.d
- Exhibits self-confidence by attempting new tasks
independent of prompting

Learning Activity Plan for Infants and Toddlers

or reinforcement.
CCSS.PK.4.A.1.a
- Participates in small or large group activities for storytelling, singing or finger
plays.
CCSS.PK.4.B.2: Reading Standards for Informational Text: Key
Ideas & Details
- With prompting and support, retell detail(s) in a text.
CCSS.PK.4.B.3: Reading Standards for Literature: Key Ideas &
Details
- With prompting and support, ask and answer questions
about characters and
major events in a story.
Relevance/Rationale
Students thrive on reiteration and reinforcement. This lesson
plan offers this in reference to building upon skills and
objectives that the students learned from the initial lesson,
The Girl and the Bicycle: Conflict, Emotions, & Problem
Solving. This lesson plan also incorporates math content.
Students will be working on sequencing skills as they recall
important moments in the story and putting them into the
appropriate order.
Time Needed: 15 minutes per group
5 minute introduction & demonstration
10 minute sequencing
Instructional Context
Students will participate in a whole group lesson which will
encourage discussion about the key points of the book and
recall the order of events.
Procedure
The teacher will call small groups according to level. Groups
who are doing sequence cards 1-5 will go first.
The teacher will sit with each group and give a quick briefing
of the book that was previously read, The Girl and the
Bicycle by Mark Pett. The teacher will have the book in hand
while reviewing and quickly go through pages that have been
copied onto cards. Teacher will then explain the activity by
first explaining what sequencing means; Sequence means to
put something in order. Teacher will explain that, Today we

Learning Activity Plan for Infants and Toddlers

will put parts of this book in order from beginning to end.
Teacher will show sequencing cards to students and model
what she expects from them during the activity. She will
explain that each person will get 1 strip of paper, sequencing
cards (number will be told depending on group; either 3 cards
or 5), and a glue stick (might have to share).
The teacher will think out loud about the story and continue to
look at each picture carefully. I remember that the story was
about a brother and a sister. I think the little girl wanted a
bike. Hmmmm, where did she see a bike? As the teacher
thinks out loud and looks at the pictures she will begin to
place them in the appropriate boxes on the strip of paper. At
the end, the teacher will reiterate that the pictures are in the
correct order just like they happened in the story. The teacher
will also count the pictures showing the number on top of each
box.
*The group that the teacher will use the bumble bee song
sequencing cards for is at a higher level. Teacher will do the
same plan as the other groups, but instead will use different
sequence strips just to show the 2 students the concept of
sequencing and not offer that extra support of viewing the
order that the cards will go in. Since these students skills are
advanced, the teacher is providing a challenge for growth.
After the teacher models the activity she will leave the book to
the side for assistance if needed, but she will encourage the
students to refrain from using it. The teacher will lend
supporting words such as, This is a fun activity and lets see
what our brain remembers! The teacher will also explain that
the pictures should be put in order first and then they can be
glued down once the children are sure they have the correct
order.
Once the students have finished their activity they will be able
to choose a learning center to play in. The center must not
exceed the amount of children allowed.
Resources/Materials Needed
1 Table
6 chairs (children & teacher)
1 copy of, The Girl and the Bicycle by Mark Pett
14 sets of sequence pictures for students (from story)
1 set of sequence pictures for teacher (from story)

Learning Activity Plan for Infants and Toddlers

1 set of sequence pictures for teacher (from a bumble bee
song that the
students know very well)
15 white strips of construction paper (pre-drawn squares on
it for placement
of each part of story; numbers written on top of boxes to
show sequence, 1-3 or
1-5)

Glue sticks
Room modifications
Students not participating in small group at the given
moment will be
engaged in a learning center with teacher assistant
present.
Students participating in small group will sit with their
backs toward
learning center activities as best as possible. For the
group of 5; 3 will sit
on side of table with back facing learning centers and
the other 2 students
will sit at opposite heads of the table (2 students
least likely to be overly
distracted).
Plan for differentiated instruction/Instructional modifications
*All students use the book for assistance when needed.
*All students receive demonstration from teacher. It will vary
on group if teacher uses 1-3 sequencing cards or 1-5
sequencing cards. It will also vary if teacher uses the story
sequencing cards or sequencing cards showing parts of a
bumble bee song that the children enjoy singing.
Students W & X will have small group together.
Students W & X will use sequencing cards 1-3.
Students W & X will have teacher demonstrate using the same
story sequencing cards.
Students Y & Z will have small group together.
Students Y & Z will use sequencing cards 1-3.
Students Y & Z will have teacher demonstrate using the same
story sequencing cards.
Students U & V will have small group together.
Students U & V will use sequencing cards 1-5.

Learning Activity Plan for Infants and Toddlers

Students U & V will have teacher demonstrate using the
bumble bee song sequencing cards.
*Rest of small groups will have sequencing cards 1-5 and will
have teacher demonstrate with same cards.
Method of assessing childrens growth and learning
Teacher will have students glue their sequencing cards down
to a paper strip in order to assess each childs sequencing
skills and understanding of the activity.
Follow-up/Extension Activities
The teacher will present her own completed 1-5 sequencing
strip the following day during circle time for a recap.
Teacher will continue working on sequencing activities using
different methods, songs, books, and daily routines.
Any additional information that would be helpful for the
observer to know:
N/A

Observer feedback on the lesson plan, including

commendations and recommendations for improving aspects
of the learning activity