Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Toddler Activity Pre-Plan: Part Two

1. What concepts or skills are the toddlers exploring or practicing as they participate in your
activities today and where will they explore them? What TTD Chapter are you referencing?
TTD Ch. 9- This weeks plan focuses on giving toddler the opportunity to explore using several fine motor skills
as they play, experiment and problem solve. The toddlers will be able to practice their pincer grasp as the
paint on the tree in art. At the fine motor area children will be able to push, poke and sort objects as they drop
them down different ramps and slides; the children will also problem solve as they figure out which objects fit
and slide the best. The sensory table will be filled with a variety of objects they can pick up and stack with
their pincer or palmer grasp; they will also practice rotating their wrists as they dig and dump with the shovels
in the moon sand. Finally, the toddlers will be able to use their hand and experience object permanence as
they play with the puppets and watch the food disappear in the caterpillars mouth in large group.

2. What would you like me to specifically observe about your teaching/guidance skills during your
lead teaching day?
Section 2. Criteria C. I promote independence in the toddlers as they play and explore.
I would like you to observe how well I encourage the toddlers to explore as they play, but also how I step back
and promote independence in that play.
Section 1. Criteria A. I practice classroom awareness and position myself to see the classroom.
I would like you to observe how I position myself to keep track of and count the toddlers. I would also like you
to observe how I have my cooperating teachers position themselves so they can see the entire room as well.

3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you
anticipate them exploring and practicing their goal as they participate in the activities you have
planned. Remember to talk to your teaching team before you begin this, so that you are not
planning duplicate activities each week.

Page 1

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Toddler
s
Name

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Goal and/or
other skills to
be practiced
(Specific,
observable, and
measurable
with
criteria/conditio
ns)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

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)

Ruth
Smith

Ruth will verbally

request a want or
need three times
per lab.

IELG D5 G49 Age 16 to

38 months CI1:
Vocalizes wants and
needs.

Mom says Ruth

enjoys sensory
activities

Sensory: Ruth really

enjoys and often spends a
lot of her time in the
sensory bin; here she will
be able to work on her
goal by verbally
requesting different
objects she wants to play
with in the moon sand

Eli Piercy

Eli will verbally

request a want or
need three times
per lab.

IELG D5 G49 Age 16 to

38 months CI1:
Vocalizes wants and
needs.

Mom says that Eli

enjoys opening
and closing things
and sliding

Fine motor: Eli will be able

to dump objects down
tubes and watch them
slide down to containers.
The lids will be left out so
he can take those on and
off the containers. He will
be able to verbally
request objects to drop.

Page 2

What the teacher will

do to support the child
at the activity (be
specific, yet brief)

Encourage Ruth to come over

and see what we have in the
sensory bin this week by
calling to her and describing
what she can see, feel and
play with in the sensory bin.
Indirectly verbally prompt
Ruth by asking her what do
you need to get her to
verbally request something.
You can also indirectly model
for her by asking her or other
children for objects they may
be playing with.
Invite Eli to come over by selftalking and saying slide. Show
how you can cover and
uncover the lids. Have Eli
verbally request an object
you are holding.

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Toddler
s
Name

Goal and/or
other skills to
be practiced
(Specific,
observable, and
measurable
with
criteria/conditio
ns)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

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)

Kroy
Johnson

Kroy will identify the

letters K, r, o and y,
twice during lab.
(he can identify any
of these letters)

In the first couple

days of lab Kroy
seemed to enjoy
playing in the
sand in the
sensory bin.

Daisy will
communicate
wants/ needs to
peers twice per lab.

Sensory: Kroy seems to

really enjoying digging in
the sensory bin, so there
will be letters in the moon
sand that can be buried
and dug up for Kroy to
identify.
Sensory: Daisy will be
able to explore a new sort
of playdough called moon
sand. She will be able to
request to use tools in the
sensory bin that her
friends are using.

Encourage Kroy to come over

and dig in the sensory bin.
Say Oh I found a K! Do you
see any other letters in the
sensory bin?

Daisy
Hodgson

IELG D5 G61 Age 36 to

60 months CI4: Knows
that alphabet letters
are a special category
of graphics that can be
individually named and
written.
IELG D3 G28 Age 16 to
36 months CI5:
Responds verbally
when interacting with
peers (talking or
singing).

Jepson
Pond

At least once during

lab Jepson will
participate in an art
or fine motor
activity where he
will be using a
writing instrument.

IELG D2 G18 Age 16 to

38 months CI2:
Scribbles with drawing
and writing tools.

Mom said that

Jepson really
loves to create
things and enjoys
playing outside.

Mom says that

Daisy enjoys
playdough.

Page 3

Art: Jepson will be able to

paint an outside object
brought inside (a tree
branch) and really create
something on it. He will
be able to work on his
goal, by holding a paint
brush.

A teacher should expansion

talk to help Daisy
communicate to her peers
that she wants a toy that they
have. For example: Daisy may
snatch are say give me. A
teacher can say can I use
that toy now?
A teacher should encourage
Jepson to come over and see
the tree branch (but do not
force). If he chooses to start
painting (you may want to
start first) demonstrate how
to hold the paint brush
properly.

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Toddler
s
Name

Goal and/or
other skills to
be practiced
(Specific,
observable, and
measurable
with
criteria/conditio
ns)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

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)

Dillon
Mcdonal
d

Dillon will label at

least three objects
during each lab.

IELG D5 G49 Age 16 to

38 months CI5: Uses
single words, phrases
or short sentences to
convey wants and
needs.

Dillon has seemed

to really enjoy
sand in the
sensory table.

Sensory: Dillon will be

able to label several
objects found in the moon
sand in the sensory bin as
he digs, pacts and plays.

Laisla
Fielding

Laisla will be able to

mimic one 2 word
sentence a week.

IELG D5 G49 Age 16 to

38 months CI5: Uses
single words, phrases
or short sentences to
convey wants and
needs.

Laislas
paperwork stated
that she enjoys
putting things in
and out of
containers.

Emersyn
Erikson

Emersyn will be
able to transition to
a new activity
center, during free
play, at least twice
each lab.

IELG D3 G34 CI2 16 to

38 Months Explores
and plays in a range of
familiar settings.

Mom says that

Emersyn enjoys
singing and I
observed her sit
at the art table
the first couple
days of lab.

Fine Motor: Laisla will be

able to sort small objects
by dumping them down
tubes that will go down to
containers. If interested
she can take the objects
out of the containers and
back in
Art: Emersyn will be able
to transition from one
activity to art because
she is interested in art
and we will be singing.

Encourage Dillon to label the

objects he is playing with by
using self-talk and describing
the objects you are playing
with or parallel talk to
describe what other children
are playing with.
A teacher can use parallel
talk to describe what she is
doing like saying pick up
and let go as Laisla picks up
and drops objects down the
ramps and tubes.

Page 4

Encourage Emersyn to come

over to art by telling her what
we will be able to do and
pointing out that we are
singing a song. You may need
to directly prompt her to go to
the art table.

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Toddler
s
Name

Goal and/or
other skills to
be practiced
(Specific,
observable, and
measurable
with
criteria/conditio
ns)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

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)

Cody
Daniel
Diaz
Galicia

Cody will be able to

play next to other
children at least 5
min during the lab.

IELG D3 G28 Age 16 to

38 months CI1: Plays
side-by-side with
another child.

At the home visit

Cody showed
interest in balls.

Fine Motor: Cody will be

able to play next to other
children as he drops balls
and other objects down
ramps and tunnels.

Maddox
Wray

Maddox will verbally

label desired
objects two times
during lab.

IELG D5 G49 Age 16 to

38 months CI1:
Vocalizes wants and
needs.

Mom said that

Maddox enjoys
painting and
singing

Art: Maddox will be able

to paint a tree branch and
sing a song about
painting or trees. Mom
says he really enjoys
singing, which will
hopefully entice him to
come over and help him
to verbalize. He will have
the opportunity to imitate
your song and request
painting materials
verbally.

Encourage Cody to come over

and play by showing him the
balls. If he is still having a
hard time with separating,
you may need to carry him
over and do a hand over hand
physical assist.
Encourage Maddox to ask for
a paint brush or paint colors
by directly giving him the
words that he needs. Oh you
are pointing at the paint
brush, you need to say, paint
brush if you want it. Singing
songs while you paint will also
him to vocalize.

Page 5

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Toddler
s
Name

Goal and/or
other skills to
be practiced
(Specific,
observable, and
measurable
with
criteria/conditio
ns)

IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator

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)

Ashlynd
Thayne

Ashlynd will actively

play next to at least
one peer for at least
2 minutes, twice
during each lab.

IELG D3 G28 Age 16 to

38 months CI1: Plays
side-by-side with
another child.

Ashlynd loves
cheese

The teacher doing snack

should encourage Ashlynd to
feel comfortable with her
peers so she will stay for at
least 2 minutes by using
parallel talk to explain what
her peers are doing around
her.

Audrey will follow

one step direction
three times during
the lab.

IELG D5 G48 Age 6 to

18 CI8: Follows singlestep directions without
gestures (e.g. Please
bring me the ball).

Yeon-Hee loves
cheese and
crackers and
eating is a way
Mom says they
calm her.

Snack: Ashlynd has not

come over to snack yet,
but since she enjoys
cheese she will hopefully
come over and verbally
request string cheese,
crackers, juice or water
while sitting by her peers
for an extended period of
time.
Snack: Yeon-Hee will be
able to follow one step
directions as the teacher
explains how to ask for
materials and clean up
after snack since she
enjoys eating cheese and
crackers.

Audrey
Yeon-Hee
Walker

The teacher doing snack

should ask Yeon-Hee to follow
simple one step directions as
she is at snack. Clean up
your spill, Push your chair
in, or Put trash in the can
are some ideas of directions.

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.

Page 6

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Part Two
Lead:

Cortney

Helper 1 Snack
Person:

Bethany

Helper 2 Photograp
her:

Sierra

Art:
Painting
Nature

Sierra

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D4 G46
Age 16 to 38
months CI2:
Participates
in messy
play

Submission Date __2/1/2016_______

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)
That you will do
your job as a
lead. See Lead
Teaching
Evaluation form.

That you will

follow
instructions and
do your job as
snack person
That you will
follow
instructions and
do your job as
the
photographer
The children will
be able to
explore a new
way of doing art
as they use
paint brushes to

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)

X
Revised Submission Date

Book
(Title,
author,
referenc
e
number,
and
location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Name
of
toddle
r(s)
planne
d for in
this
activit
y

A Grand
Old Tree
by Mary
Newell
Depalma
(WR D7)

Use the rectangle

snack table for art
and a trapezoid
table for snack.
Cover the table
with white butcher

Jepson
Emersy
n
Maddox

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)
Paint- @ least 4
different colors
(RR1 O), 5 paint
brushes (RR1
O33), 2 roller paint
brushes (RR1 O1),

Page 7

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

activities
such as
painting,
water-play,
and building
sand
structures,
without
undue
stress.

Sensory:

Sierra

IELG D1 G14

Submission Date __2/1/2016_______

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)
paint a long tree
branch. Children
will also be able
to participate in
a messy play
activity without
the stress of
proper
technique.
Children will be
able to
experience
another form of
art (music) as
we sing songs
as we paint.
Sing, Paint
paint paint. I
like to paint. I
like to Paint a
lot. Paint paint
paint.
Children will be

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,
referenc
e
number,
and
location)

stick (IWP), paint

containers (RR1)
white butcher
paper (RR1), class
duct tape

Moon sand (IWP),

Page 8

The Dirty

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

paper and tape

down with class
duct tape. Place
the branch across
the table and have
the paint in 4
different cups.
Have some paint
already on the tree
branch so the
children know they
can paint on the
branch. Watch
children to make
sure they are not
putting the paint in
their mouth or
getting it all over
the floor. Remind
them that paint is
to stay on the art
table.
Fill the sensory

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Ruth

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Playing on
the Moon

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Age 16 to 38
months CI2:
Uses simple
tools
(scoops,
funnels,
shovels,
buckets).

Submission Date __2/1/2016_______

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)
able to explore
moon sand and
contrast it with
playdough and
sand they
played with the
first week of lab.
Children will be
able to pack the
moon sand into
different shapes
and dig for
letters buried in
the sand using
simple tools.
Children will
explore and
experiment with
the texture and
consistency of
the moon sand.
Children will be
able to scoop,

X
Revised Submission Date

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,
referenc
e
number,
and
location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Name
of
toddle
r(s)
planne
d for in
this
activit
y

sensory table
(classroom), 4
sensory table tools
(RR2 G4), 4 variety
of playdough toysspecifically cookie
cutters (RR2 G13),
8 plastic alphabet
blocks (RR1, W45),
blue cloth to put
under sensory
table

Little Boy
by
Margaret
Wise
Brown
(RR1 B17)

table about way

full of moon sand.
Place the sensory
table tools and
playdough toys in
the bin in an
inviting manner. Do
not place so many
that there is not
enough room to dig
and play. Also
place the alphabet
blocks in and under
the sand. Watch
the children and
make sure no one
is mouthing the
tools or tasting the
sand. Remind
children that the
sand needs to stay
in the sensory bin
because if too

Kroy
Daisy
Dillon

Page 9

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Fine
motor:
Chutes
and
Ramps

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Cortney

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D1 G14
Age 16 to 38
months CI1:
Matches and
sorts by
single
attributes.
IELG D1 G5
Age 16 to 38
months CI1:
Uses and
responds to
trial and
error
attempts to
carry out a
task or

Submission Date __2/1/2016_______

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)
shape dump the
sand.

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)

Children will be
able to drop
different objects
down ramps
and slides. They
will be able to
experiment and
problem solve
as they see
which objects
slide better and
which ones are
too big to fit.
They will use
and respond to
trial and error
as they
experiment.

Tunnels (toddler
closet), balls (RR2
O42) and toys
from the toddler
section in RR2
(orange)

Page 10

Book
(Title,
author,
referenc
e
number,
and
location)

Colors by
Jane
ContehMorgan (R
R2 TC15)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

much is on the
floor we could slip
and fall on it. Place
blue cloth under
sensory table.
Set up the tunnels
against the wall by
the blocks (by the
water fountain)
and slide the
blocks down to
make room. Have
three containers
set up underneath
the ramps and
another two
containers set up a
foot or so away
that has all of the
materials that can
be dropped and
pushed down the
slides. Watch the

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Eli
Laisla
Cody

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

activity

Snack:
String
cheese,
crackers;
juice and

Bethany

IELG D2 G18
Age 16 to 38
months CI9:
Pours liquid
from a small

Submission Date __2/1/2016_______

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 will
have the
opportunity to
sort the
different objects
in bins at the
bottom of the
ramps and
slides.

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)

Children will
practice their
language orally
and/or through
sign as they

Snack checklist, 1
snack cart, 1 white
bin for dirty dishes,
1 red bucket filled
with soapy water

Page 11

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

children to make
sure they do not
mouth anything; if
they do pick it up
as soon as they set
it down and put it
in the sanitizing
bin. Have a couple
objects in the
containers under
the ramps and
slides to make sure
it is inviting.
Already have the
ramps and slides
organized and set
up in an inviting
way.
Put on your apron,
grab the snack cart
from the classroom
and head to the
kitchen. Check

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Ashlynd
YeonHee

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

water
Yummy in
my Tummy

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

pitcher to a
cup.
IELG D5 G50
Age 16 to 38
months CI3:
Uses words
to get others
to help meet
wants and
needs.

Submission Date __2/1/2016_______

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)
request what
they want at
snack. Children
will also practice
their peer
interaction as
they sit
together with a
couple of their
peers. Children
will work on fine
and gross motor
muscles as they
pour their own
drink from a
small pitcher
and eat their
food.

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)
(found on snack
cart or in kitchen),
2 cloths for spills
(one for floor and
one for table).
(Found in the
kitchen or laundry
room). 24 prepackaged wipes
(on toddler counter
or in toddler
closet).
String cheese: 2 oz
per child- 24 sticks
Crackers: 4-5 per
child-60 total
Juice: c. per
child
Water: no set
amount
**Remember extra
food in case of

Page 12

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

toddler snack on
activity plan.
Double check that
there are no
conflicts with our
toddler lab allergy
list. Be aware of
any allergies or
choking hazards
and follow
adaptations as
needed.
Make sure the
children follow the
routine of snack.
See your snack
checklist for the
routine.

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Submission Date __2/1/2016_______

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)
spills

Signs for
Snack:

14 serving cups
(left of oven), 14
napkins (left of
oven), 15 cups
(above sink), big
pitcher and 2
toddler pitchers
Cheese

Cracker

Water

Page 13

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Submission Date __2/1/2016_______

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,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Juice

Class
Clean-up
(Lead
Teacher
for the day
is in
charge of
this)

Cortney

IELG D3 G31
Age 60
Months
through
Kindergarten
CI5:
Describes
and follows
classroom
and group
routines.

The children
and will clean
up all of the
toys and
activities with
teacher support.
They will place
all the toys in
the correct bins,
and stack the
bins and all
other props on

Clean up song, CD
player or docking
station, and toy
bins.

Page 14

Play the clean-up

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 cleanup starts. Model
clean up
procedures for
toddlers and give

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Transition
to Large
Group
Activities
(Lead
Teacher
for the day
is in
charge of
this)

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Cortney

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures

Submission Date __2/1/2016_______

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 slide. (Do
not place
anything on top
of the lockers).
The lead
teacher will
start the
transition
activity to help
the children
gather to the
large group
area.
Children will act
out the song
and the
different actions
to each verse as
we sing
together. As we
sing children
will walk over to

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,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

them choices of
items to clean up.

Transition Activity
Come on over and
clap your hands.
Clap your hands.
Clap your hands.
Come on over and
clap your hands.
It is group time.
Come on over and
tap your head.
Tap your head. Tap
your head.
Come on over and
tap your head.
It is group time.
We continue with
body parts such as

Page 15

Towards the end of

clean up, teachers
will create a large
group area with the
shelves so that
children have a
defined space to
participate in the
large group
activity. Have all of
the large group
materials out
during set up so
they are easily
accessible. Prior to
singing the
transition song
have all the
materials for large

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Large
Group
Activity
Dancing
Feet!
(Please
refer to a

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Cortney

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

IELG D5 G59
Age 16 to 38
months CI10:
May use
pretend play
to act out
familiar story
with adult
assistance.

Submission Date __2/1/2016_______

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 large group
area (with
prompts and
guidance from
supporting
teachers) and
will end up
sitting in the
area by the end
of the song.

The children will

participate in
telling a story of
different animals
dancing by
mimicking and
pretend to be the
different animals
and do the

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,
referenc
e
number,
and
location)

stamp your feet

blink your eyes pat
your knees etc.

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Name
of
toddle
r(s)
planne
d for in
this
activit
y

group brought over

so you can start off
right away.

Come on over and

sit right down.
Sit right down. Sit
right down.
Come on over and
sit right down.
It is group time.

Dancing scarves
(Workroom shelf 3)

Page 16

Dancing
Feet! by
Lindsey
Craig

See detailed
activity description
at end of plan for
specific
instructions and
script for the lead
teacher to follow.

Laisla

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

detailed
description
of the large
group
activity in
the box at
the end of
the plan).
Transition
to outdoor
play
(Lead
Teacher
for the day
is in
charge of
this)
Large
south
playgroun

Cortney

Submission Date __2/1/2016_______

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

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)

IELG D1 G4
Age 16 to 38
months CI6:
Listens and
participates in
story time

different dance
moves as I read
the book. The
children will listen
to the story and
practice large
motor skills by
dancing with the
scarf.

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures

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
Make sure
everyones tags
are off and coats
are on. Double
check locker for all
childrens
belongings.
Sing Sing, sing,
sing with me. Sing

Page 17

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
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.

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Submission Date __2/1/2016_______

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)

Painting
Snow

Book
(Title,
author,
referenc
e
number,
and
location)

Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

out loud and clear.

To tell the children
everywhere
That outside time
is here.

Small north
playground

1st Outdoor
Activity:

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)

Sierra or
Cortney

IELG D4 G46
Age 16 to 38
Months CI2:
Participates
in messy
play
activities
such as
painting,
water-play,
and building
sand
structures,
without
undue

Children will
have the
opportunity to
participate in
messy play by
using spray
bottles with
water colors to
paint the snow.

6 Spray bottles
(RR1 P17), Paint
(RR1), Water
(RR1), white sheet
(IWP)

Page 18

Have the spray

bottles set up with
water colors.
Already have some
paint on the snow
so the children can
see what we want
them to do. Watch
the children to
make sure they are
not spraying
themselves or their
friends. Watch all
children and the
exits. Do a

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Submission Date __2/1/2016_______

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)

stress.
2nd
Outdoor
Activity:

Cortney

IELG D2 G17
Age 16 to 38
Months CI4:
Kicks and
throws a
ball, but with
little control
of direction
or speed.

Children will
practice gross
motor skills in
their leg as they
kick a ball into a
net. Children
will have the
opportunity to
try and aim and
problem solve.

6 Balls (Small
Shed), Goal
(Toddler closet)

Sierra

IELG D2 G17
Age 36 to 60

Children will
practice turn

At least two
tunnels (Gross

Snow
Soccer

Inclement
Weather

Page 19

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

continuous head
count.
Set up the goal in
the grass area
behind the wooden
playground (in
between the stage
thing and the
playground) and
have the balls in a
bucket by a little
bit back from the
goal. Make sure
children have
somewhere to aim
so they are not just
kicking the ball
everywhere. Keep
an eye on all of the
children and the
exits.
Have the balance
beam pulled out

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Gross
Motor
Indoor
Activity:
Crawling
and
Walking

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

months CI3:
Crawls
through a
play tunnel
or under
tables.
IELG D2 G17
Age 16 to 38
months CI6:
Balances on
one foot
briefly

Submission Date __2/1/2016_______

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)
taking as they
crawl through
the tunnels and
then walk
across the
balance beams
with teacher
help if needed.

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)
Garage), 1 balance
beam (Gross
Garage)

Page 20

Book
(Title,
author,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

and in the toddler

closet so it can be
pulled out if
needed. Have the
tunnels pulled out
and on the counter
in the classroom,
so they are easily
accessible. Towards
the end of the
group activity one
teacher should go
get the balance
beam from the
closet so we can
have it set up right
away. Watch
children as they
walk across the
balance beam.
Have one teacher
by it the whole
time to keep the

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Part Two

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Activity
Area
&
Activity
Title

Person
Responsi
ble for
Set-up of
Center
(See
Teaching
Calendar
for
Helpers)

Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)

Submission Date __2/1/2016_______

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,
referenc
e
number,
and
location)

X
Revised Submission Date

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

children safe and

help them across
when needed.
Watch the children
as they go through
the tunnels, work
on crowd control
by only letting one
or two people
through the tunnel
at one time. Set
the balance beam
up after the
tunnels near the
flop and drop area
and the tunnels in
the large group
area. Have one
tunnel lead to the
balance beam like
a obstacle course.

Page 21

Name
of
toddle
r(s)
planne
d for in
this
activit
y

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

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: Dancing feet!
IELG Outcome: IELG D5 G59 Age 16 to 38 months CI10: May use pretend play to act out familiar story with adult
assistance. IELG D1 G4 Age 16 to 38 months CI6: Listens and participates in story time
The skills this activity promotes: Language as they are introduced to animals and vocabulary. Strengthen motor
movements as they use different body parts to dance like the different animals.
Activity Description: The children will participate in an interactive story titled Dancing Feet! by Lindsey Craig. I will start
off by explaining that we were going to dance to some music, but we were going to dance like different animals. To find out
how the different animals dance, we are going to have to read this story! As I read the story I will stop after every other
page and we will dance like the different animals (lady bug, catperillar, lizard, elephant, duck, bear). While I read their will
quietly be music playing in the background. When the children dance they will dance with scarves. After the story, I will let
the music play a little longer and they children will be able to freeze dance.
Adaptations for individual toddlers: Whoever is shadowing Dillon, hold him in your lap if needed during the story
portions. Try to keep him from running off.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): I have some
very special animals in my book. They are dancing animals! They are going to show us how they dance to music. Lets read
our story and see how they dance and then we can dance just like them. Who do you think will come first?
Expectations for children (What will you say and do to show the children how to participate in the activity?):
While I tell my story we need to pay close attention to how our animal friends dance so we can dance just like them. I also
need you to keep your dancing scarf in your hand.
Handing out props (how will you hand out props): After I explain to the children the expectations, two support
teachers will hand out scarves to all the children. If they child wants they can have two, one for each hand.
During the activity (What are you saying and doing during the activity for the children to model?): I will read the
full story of Dancing Feet! by Lindsey Craig. After every other page, I will ask they children what animal they think dances
that way. Then I will say, lets turn the page and find out if we were right! Then I will tell the children to dance. While we
dance I will sing Dance dance dance. I like to dance. I like to dance a lot. Dance dance dance.
Closing Script (What will you say and do to end the activity and transition to the next thing?): Wow! We were
able to dance like so many different animals. We danced like a lady bug, a caterpillar, a bear, an elephant, a lizard and a
duck! Now lets hand your scarves to a teacher and dance on over to get ready to go outside!

Page 22

Name of
toddler(s)
planned for
in this
activity
Laisla

Teacher

Cortney Houston

Part One

Lead Teaching Date____February 18, 2016______

2/16/2016_____

Part Two
Submission Date __2/1/2016_______

X
Revised Submission Date

Collecting props (how will you collect the props?) Have the support teachers go around collect the scarves.

Page 23