Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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?
Chapter 4. This weeks activities focus on naming, chanting, listening and talking. This promotes
communication in toddlers and encourages familiarity in objects. In Fine Motor toddlers will practice labeling
or naming different kinds of fruit as they thread string through holes in small wooden fruit. In both Art and
Sensory, toddlers will be able to use communication to share the center with their peers as use a variety of
materials to decorate pumpkins. In the outdoor activities toddlers will be able to use balance beams and ride
toddler cars as they use their words to label or communicate the objects they want to play with. At Snack
toddlers will practice either using sign language or verbally communicating what snack they want to eat using
the menu provided. Finally, during large group, toddlers will be able to label objects in a picture to sing the
song The Wheels on the Bus.

2. What would you like me to specifically observe about your teaching/guidance skills during your
lead teaching day?
Section 2 Criteria a I interact at the toddler's level
Section 3 criteria d I transition appropriately between activities
This week I would like to focus on how I interact with the toddlers. Am I on their level? Am I playing with them,
or simply watching them play? Also, I would like to focus on my transitions. Do I have control over the
classroom? Am I making it clear to the toddlers that we are transitioning?

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: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations of
child that
connect to how
you are
planning for
them today.

Claire
Gilbert

Claire will share objects

3 times every day in
toddler lab.

IELG D3:G31:CI5 (16-38

months) Occasionally
shares some objects,
people, and space with
peers; with adult
assistance.

Sing songs, play

pretend

Julian
Sanchez

Julian will be able to

learn 8 new words in
English by the end of
the semester.

IELG D5:G49:CI5 (16-38

Months)
Uses single words,
phrases, or short
sentences to convey
needs and wants.

Playing with
cars.

Elizabeth
Wright

Elizabeth will be able to

exchange toys with
other toddlers 3 times
throughout the day.

IELG D3:G28:CI9 (16-38

months)
Gives and takes back
objects during playful
interactions with peer,
with assistance.

Sing, dance

Page 2

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)
Large group. Claire will be
able to sing song during
large group time. She will
get to wait her turn to
receive the large group
prop as well as share
space with her peers.
Outdoor Activity. Julian
will be able to play with
the toddler cars. He will
have an option of which
car he wants to play with
and express his wants
through his words
Large Group. Lizzy will be
able to sing songs during
large group time. She will
get to wait her turn to
receive the large group
prop as well as share
space with her peers.

What the teacher will

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

Teachers will help Claire

by monitoring props and
giving Claire hers. They
will also be able to help
Claire recognize she is
sharing by pointing it out
and parallel-talk.
Teachers will help Julian
by asking him which car
he wants to play with and
then immediately helping
him get to the car he
wants when
communicates verbally.
Teachers will help Lizzy by
monitoring props and
giving Lizzy hers. They
will also be able to help
Lizzy recognize she is
sharing by pointing it out
and parallel-talk.

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations of
child that
connect to how
you are
planning for
them today.

Ashtyn
Egbert

Ashtyn will share with

another toddler
willingly 2 time each lab
class.

IELG D3:G31:CI5 (16-38

months) Occasionally
shares some objects,
people, and space with
peers; with adult
assistance.

Drawing, getting
messy, Eating
Food.

By Midterm, Hamilton
will only cry for 5
minutes after Mom
leaves

IELG D3 G34 (16-38

months) CI1
Uses a few strategies to
ease separation from
primary caregivers in
familiar settings outside
the home environment

Sing Songs, Play

with cars, color,
Run.

Hamilton
Mecham

Page 3

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)
Art, Sensory, Snack, Fine
Motor. Ashtyn will be able
to participate in messy
play at Art and Sensory
while sharing the
materials provided with
other peers in the center.
She will also have the
opportunity to share
space with peers at
Snack. Ashtyn will also be
able to share and play
with pretend food at Fine
Motor.
Large Group, Art, Sensory,
Outdoor Activities.
Hamilton will be able to
use vibrant color at art
and sensory, sing songs
at Large group, Play with
cars and run during
Outdoor Activities as he
soothes himself and
distracts himself while
waiting for his mom.

What the teacher will

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

Teachers will help monitor

the art and sensory
center and help Ashtyn
share all the materials
with her peers by helping
her communicate and
understand that they can
use it together. Teachers
will invite Ashtyn to Snack
and monitor sharing of
space at the snack table.
Teachers will monitor Fine
Motor and help facilitate
sharing or taking turns
with the limited materials.
Teachers will help give
Hamilton assignments
and draw his attention by
modeling and
acknowledging the fun
activities throughout the
day in order to help
soothe his sadness from
his separation from his
Mom.

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

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
Reference the
domain, goal, age
range, and child
indicator

Revised Submission Date 10/26/201

Interests or
observations of
child that
connect to how
you are
planning for
them today.

Ellie
Cook

Ellie will use words 3-5

times in one class
period.

IELG D5 G49 16-38

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

Play outside, ride

bikes.

Levi
Bowling

Levi will play side by

side with peers in the
class and make friends
that he enjoys playing
with by midterm.

IELG D3 G28 16-38

months CI5
Shows preference for
familiar playmates.

Play, explore.

Page 4

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)
Outdoor Activity. Ellie will
be able to play outside
with the toddler cars
which are similar to bikes
that she is used to riding.
She will be able to use her
words to point out the
cars and other objects
outside.
Art and Sensory, Outdoor
activity. Levi will be able
to play side by side other
toddlers while exploring
different materials at the
sensory and art table. He
will also be able to
explore on the balance
beams in the outdoor
activity while playing side
by side with another
toddler.

What the teacher will

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

Teachers will ask Ellie

what the car is, and help
her use the words to
describe it. Teachers will
direct model and use
correct grammar and
words while helping Ellie
use hers.
Teachers will help Levi to
engage in play with other
toddlers by helping him
see that he is enjoying
himself while being with
another peer and pointing
out that they are his
friend. Teachers will also
invite Levi to the Balance
Beams if another toddler
is there so they can play
together or take turns.

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Toddler
s Name

Goal and/or other

skills to be practiced
(Specific,
observable, and
measurable with
criteria/conditions)

Baylor
Marlor

Revised Submission Date 10/26/201

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.

Baylor will follow one 2

step direction 2 times
each class.

IELG D5:G51:CI3 (16-38

months)
Follows one to three
step directions.

Explore, play
with cars.

Emrie
Casanov
a

Emrie will take turns

with her peers 2 times
during the class.

IELG D3:G28:CI8 (16-38

month)
Takes turns during play
with peers, with
considerable adult
assistance.

Crafts

Matias
(Mati or
Matias)
Acevedo

Matias will be able to

follow one step
directions 2 times in a
single day.

IELG D5:G51:CI3 (16-38

months)
Follows one to three
step directions.

Play with cars,

Go outside.

Page 5

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)
Art and Sensory, Outdoor
Activity. Baylor will have
the opportunity to explore
and follow safety rules
and directions while at
the art and sensory table.
He will also be able to
play with cars as he
follows direction on how
to use them correctly.
Art and Sensory. Emrie
will have the opportunity
to do crafts and paint in
the Art and Sensory
center while sharing and
taking turns with the
materials provided.
Outdoor Activity. Matias
will be able to play with
cars and go outside as he
follows the safety
directions to do so.

What the teacher will

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

Teachers will make sure

they have eye contact
with Baylor before giving
him directions. They will
also be clear and brief in
giving them. If he needs
help, they will use the
hand-over-hand method
in helping him follow.
Teachers will help monitor
materials that need to be
shared or take turns.
Teachers will help Emrie
count or do something
else while she is waiting
her turn.
Teachers will be clear and
brief in giving directions
to Matias. If he needs
help, they will use the
hand-over-hand method
in helping him follow.

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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
Reference the
domain, goal, age
range, and child
indicator

Interests or
observations of
child that
connect to how
you are
planning for
them today.

Owen
Knudsen

Owen will share with

other toddlers 2 times
each class

IELG D3:G31:CI5 (16-38

months) Occasionally
shares some objects,
people, and space with
peers; with adult
assistance.

Riding bikes and

Play outside

IELG D5 G50 Age 16 to

38 Months CI2: Initiates
communication using
jargon, words, signs,
gestures and facial
expressions (I.e says
hi and touches
friends)

Play with cars,

ride trike,
Explore.

Scott
Benitez

Scott will be able to

communicate with
others using sign
language or using his
words instead of
screaming two times
each class

Page 6

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)
Outdoor Activity, Art and
Sensory. Owen will be
able to play with the
toddler cars which are
similar to using bikes that
he is familiar with. Since
there will be a limited
number of cars available,
Owen will have the
opportunity to share and
take turns since there will
be more toddlers
interested in the activity
than cars available
Snack, Outdoor Activity.
Scott will be able to play
with the toddler cars
which are similar to using
trikes that he is familiar
with. He will need to
either share or have to
take turns with another
toddler on these cars. He
will also be able explore a
new center by sitting
down at snack and
communicating his wants
through sign or speech.

What the teacher will

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

Teachers will help Owen

either wait his turn for a
car outside or sharing
with another toddler by
pushing the car, or
walking beside them.

Teachers will guide or

invite Scott to the snack
center and ask him what
he wants. Any form of
communication will result
in the snack of his choice.
Teachers will also help by
asking Scott which car he
wants to play with outside
and help facilitate taking
turns or sharing.

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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.
Activity
Area
&
Activity
Title

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

Part Two
Lead:

Meagan

Helper 1 Snack
Person:

Cassie

Helper 2 Photograph
er:

Casie

Activity
Outcome/IEL
G
(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)
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

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

Page 7

Book
(Title,
author,
reference
number,
and
location)

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

Name of
toddler(s)
planned
for in this
activity

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Meagan
Art:
Pumpkin
Pouring

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

IELG D4 G46
Age 16-38
month CI2
Participate in
messy play
activities such
as painting,
water-play,
and building
sand
structures,
without undue
stress

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)
do your job as
the photographer

Toddlers will have

the opportunity
to use paint and
other materials
to decorate and
engage in messy
play while
creating 3D art
on pumpkins.

Revised Submission Date 10/26/201

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,
and/or
Adaptation
Instructions
(Be specific)

Name of
toddler(s)
planned
for in this
activity

Cover art
surfaces with
large garbage
bag and tape
down. Have the
children use
aprons to
protect clothing
Watch closely
and make sure
no toddlers
throw, or eat
paint or other
materials.
Place all
materials in the
middle of the
table and have
a few pumpkins
on the table at

Ashtyn,
Levi,
Baylor,
Ashtyn,
Hamilton,
Emrie

end of the teaching

day)
12 Smalls Pumpkins
(I will provide) Paint
(Toddler Classroom
Cupboards) Tissue
Paper (RR1 Orange
41) Glitter Shakers
(RR1 Orange 31)
Feathers (RR1
Orange 10), Large
Tin Pans (I will
provide)
Trash Bag (Toddler
Cabinets) Tape
(RR1, Orange, 45)
4 Paint Cups (RR1,
orange 17)

Page 8

Colors/
Colores by
Bright Baby
(T B18)

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

Sensory:
Pumpkin
Pouring

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

Meagan

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

IELG D4 G46
Age 14-38
month CI1
Uses a variety
of materials
for tactile
experience
and
exploration
(paint, glue, 3dimensional
materials,
musical
instruments,
dance).

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)

Toddlers will have

the opportunity
to use different
materials with a
variety of
textures to
decorate
pumpkins.

Revised Submission Date 10/26/201

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)

12 Smalls Pumpkins
(I will provide) Paint
(Toddler Classroom
Cupboards) Tissue
Paper (RR1 Orange
41) All Glitter
Shakers (RR1
Orange 31) Feathers
(RR1 Orange 10),
Large Tin Pans (I will
provide) Trash Bag
(Toddler Cabinets)
Tape (RR1, Orange,
45)
4 Paint Cups (RR1,
orange 17)

Page 9

Book
(Title,
author,
reference
number,
and
location)

Pumpkin
Pumpkin by
Jeanne
Titherington
(H 18)

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

a time so each
toddler has the
opportunity to
decorate one.
Cover art
surfaces with
large garbage
bag and tape
down. Have the
children use
aprons to
protect clothing
Watch closely
and make sure
no toddlers
throw, or eat
paint or other
materials.
Place all
materials in the
middle of the
table and have
a few pumpkins

Name of
toddler(s)
planned
for in this
activity

Ashtyn,
Levi,
Baylor,
Ashtyn,
Hamilton,
Emrie

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Activity
Outcome/IEL
G
(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)

Revised Submission Date 10/26/201

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,
and/or
Adaptation
Instructions
(Be specific)

Name of
toddler(s)
planned
for in this
activity

on the table at
a time so each
toddler has the
opportunity to
decorate one.

Fine Motor:
Fruit stringing

Meagan

Children will
Uses
forefinger to
thumb grasp
with precision

Children will use

their fingers to
grasp string and
thread it through
the plastic fruit

Stringing Fruit
(RR1,Manipulative,
White 41)(String
Included)

Page 10

Jamberry
by
Bruce Degen
(Toddler
Books,TD1)

Make sure
there are a few
chairs for them
to sit on. Place
the fruit and

Ashtyn

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

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

to thread
string through
small holes.
(IELG, D4 G46
6-18mo CI5)

Snack:
slice of
pumpkin
bread, milk
and water
Halloween

Cassie

D5 G49 Ages
16-38
months CI5
Uses single
words,
phrases, or
short

Revised Submission Date 10/26/201

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)
which have small
holes in them.
They will be
threading the
fruit to other
fruit, or simply
practicing
threading
through small
holes.

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)

Toddlers will be
able to tell the
teacher what
they want by
choosing it on
their own from
the menu

Snack checklist, 1
snack cart, 1 white
bin for dirty dishes,
1 red bucket filled
with soapy water
(found on snack cart
or in kitchen), 2

Page 11

Book
(Title,
author,
reference
number,
and
location)

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

the string on
the table. Make
sure all pieces
stay together.
Have a couple
fruit stringed
onto the string
so the toddlers
know what they
are supposed
to do.
Watch toddlers
to be sure they
do not put
parts in their
mouth.
Put on your
apron, grab the
snack cart from
the classroom
and head to the
kitchen. Check
toddler snack

Name of
toddler(s)
planned
for in this
activity

Ashtyn,
Scott

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

Treats!

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

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

sentences to
convey needs
and wants.
D2 G24 Ages
16-38
months CI3
Makes
personal food
choices
among
options

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)
provided. They
will ask for snack
using a form of
communication.

Revised Submission Date 10/26/201

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)

cloths for spills (one

for floor and one for
table). (Found in
the kitchen or
laundry room). 24
pre-packaged wipes
(on toddler counter
or in toddler closet).
Pumpkin Bread,
Water, Milk, 12
bowls, 12 cups, 1
pitcher for water,
1 pitcher for milk.

Page 12

Book
(Title,
author,
reference
number,
and
location)

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

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
toddler(s)
planned
for in this
activity

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Activity
Outcome/IEL
G
(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)

Revised Submission Date 10/26/201

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)

Signs for
Snack:

Bread

Water

Page 13

Book
(Title,
author,
reference
number,
and
location)

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

Name of
toddler(s)
planned
for in this
activity

Teacher at the
snack area will
demonstrate
these signs for
the children
who sit down
for snack.

Ashtyn,
Scott

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Activity
Outcome/IEL
G
(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)

Revised Submission Date 10/26/201

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,
and/or
Adaptation
Instructions
(Be specific)

Name of
toddler(s)
planned
for in this
activity

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

ALL

Milk
Class Cleanup (Lead
Teacher for
the day is in
charge of
this)

Meagan

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 the
slide. (Do not
place anything
on top of the

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

Page 14

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

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

Revised Submission Date 10/26/201

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)
lockers).

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

Meagan

IELG D5 G48
Age 6 to 18
Months CI8:
Follow singlestep directions
without
gestures

The lead teacher

will start the
transition activity
to help the
children gather
to the large
group area.

Lets gather around

its large group time
large group time
large group time
Lets gather around
its large group time
with all our friends
(To the tune of
Wheels on the Bus)

Large
Group
ActivityWheels on
The Bus SingAlong!

Meagan

IELG D:3 G:31

Age 16 to 38
months CI:7
Participates in
loosely
structured
group play

Children will be
able to
participate with
the rest of the
class in singing
and moving to
the song Wheels

Laminated Bus
Necklaces, Pictures
of objects in the
verses(I will provide)

Page 15

Book
(Title,
author,
reference
number,
and
location)

Wheels on
the Bus by
Maryann
Kovalski (B
K8)

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

give them
choices of
items to clean
up.
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.
See detailed
activity
description at
end of plan for
specific
instructions
and script for

Name of
toddler(s)
planned
for in this
activity

ALL

Hamilton,
Claire,
Julian, Ellie,
Levi, Lizzy

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

Transition
to outdoor
play
(Lead
Teacher for
the day is in
charge of
this)
Large south
playground

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

Meagan

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

and activities,
such as
chasing each
other or
singing and
moving to
music
together
IELG D5 G48
Age 6 to 18
Months CI8:
Follow singlestep directions
without
gestures

Small north
playground
1st Outdoor

Casie

IELG D2 G17

Revised Submission Date 10/26/201

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)
on the Bus

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 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.
Toddlers will be

Emergency
backpack and rope
(behind door), check
in/out sheet

Book
(Title,
author,
reference
number,
and
location)

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

Name of
toddler(s)
planned
for in this
activity

the lead
teacher to
follow.

Lets line up now

and play outside,
play outside, play
outside. Lets line up
now and play
outside with all our
friends.
(Tune of Wheels on
the Bus)
3 Balance Beams

Page 16

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.

ALL

Place the

Hamilton,

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Activity:
Balance

2nd Outdoor
Activity:
Vroom
Vroom!

Meagan

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

Ages 16-38
months CI8
Walks in a
straight line.
IELG D2 G20
Age 16-38
Months CI3
Attempts to
balance, and
has increasing
success
balancing on
low ledges
and curbs.
IELG G1 D10
Ages 16-38
months CI4
Imitates
parent or
caregiver's
familiar
behavior or
gestures

Revised Submission Date 10/26/201

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 practicing
walking in a
straight line
while balancing
on an elevated
beam.

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)

Toddlers will be
able to use cars
that are their
size. They will be
able to imitate
driving, like they
have seen their
parents do while
using their gross

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

Name of
toddler(s)
planned
for in this
activity

(Gross Garage)

Balance Beams
on the grass
away from any
ledges. Help
toddlers walk
across the
beams in one
direction. Do
not let them
jump onto or on
the balance
beams.

Scott. Levi

6 Toddler
Cars (Large outdoor
Shed)

Place Cars
throughout the
pavement area.
Make them
visible and
appealing to
the toddlers.
Make sure only
one toddler

Hamilton,
Ellie,
Baylor,
Matias,
Owen,
Scott, Julian

Page 17

Book
(Title,
author,
reference
number,
and
location)

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

Inclement
Weather
Gross Motor
Indoor
Activity:
Ring Around
the Rosie

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

Meagan

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

IELG D2 1836mo G21 CI6

Smoothly
moves from
one
position/action
to another
(sitting to
crawling,
standing to
walking).

Revised Submission Date 10/26/201

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)
motor muscles to
move the car.

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 hold

hands in a circle
and walk in this
circle while
singing the tune
Ring Around the
Rosie and at the
end, they will all
fall to a sitting
position. They
will move from
one position
(Standing) to
another (Sitting)
smoothly. They
will repeat this

Song: Ring around

the Rosy (Media,
CDs 12 Preschool
Songs by
Cedarmont Kids)

Page 18

Book
(Title,
author,
reference
number,
and
location)

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

uses cars at a
time. Toddlers
can go in any
direction, but
cards need to
stay on
pavement.
Make sure
there is a clear
defined area for
toddlers to do
the activity, no
objects on the
ground in the
area to prevent
tripping.

Name of
toddler(s)
planned
for in this
activity

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Activity
Area
&
Activity
Title

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

Activity
Outcome/IEL
G
(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)
activity.

Revised Submission Date 10/26/201

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)

Page 19

Book
(Title,
author,
reference
number,
and
location)

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

Name of
toddler(s)
planned
for in this
activity

Teacher: Meagan Nelson

Part One

Part Two: X

Lead Teaching Date 10/29/2015 Submission Date 10/12/2015

Revised Submission Date 10/26/201

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: Wheels on the Bus Sing-Along!

Name of
toddler(s)
planned for in
this activity

Claire, Lizzy,
Hamilton

IELG Outcome: Participates in loosely structured group play and activities, such as chasing each other or singing and moving to
music together (IELG D:3 G:31 CI:7)
The skills this activity promotes: Imitation of movements and sounds, group participation, identifying familiar objects.
Activity Description: During large group, the lead will help the toddlers sings The Wheels on The Bus. The teacher will have a
pictures of objects that signify different verses of the song. The toddlers will have laminated pictures of buses in the form of a
necklace to be worn around their necks in order to do the hand motions that go along with the song.
Adaptations for individual toddlers: For Matias, Scott and Ellie, have them participate and focus on the hand motions. Focus on
them making sounds for each of the sections of the song. Ie: if they cannot say swish try to have to may sounds for it instead.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity- Boys and Girls, We are
going to sing a fun song today about a bus!
Expectations for children (What will you say and do to show the children how to participate in the activity?): We are
going to sing The Wheels on the Bus. I am going to show you a picture and I want you to tell what sound it makes.
Handing out props (how will you hand out props): Teachers will hand out laminated pictures of school buses to each of the
children, they can choose to wear it around their neck or hold it in their hand.
During the activity (What are you saying and doing during the activity for the children to model?): I will be making
hand motions to each of the objects in the song. All of the teachers will be participating by singing and doing the hand motions.
Closing Script (What will you say and do to end the activity and transition to the next thing?): Great job, boys and girls!
We did great singing today. Now we are going to all line up and drive the bus outside to go play.
Collecting props (how will you collect the props?) Give your Buses to a teacher to put away

Page 20