Teacher

Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddler Activity Pre-Plan: Part One

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 Chapter 7 This weeks plan focus is giving the toddlers opportunities to explore and learn the concept of cause and effect and making things
happen. Benefits of cause and effect activities include cognitive development and problem solving. The toddlers will be able to explore the concept of
cause and effect and see their own cause and effect throughout their activities in the following ways: they will see that if they throw the ball towards
the bowling pins (bottles) in the outside activity, then the pins will knock down. They will see that if they build up the blocks they use with care, then
they will stay up. When the blocks are in a tower, if you touch them or make them unsteady, then they will all come down. They will see in our large
group activity that if they shake the eggs that are given to them, then the eggs will makes noise.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2 Criteria D I use a variety of strategies to support children and engage them.
I would like you to observe that Im not using the same strategy with every child and dont ask questions, especially close-ended questions.

1. 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. J
Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

Kara During the week, Kara will D1 G5 Age 16 to 38 I have observed at Blocks: Kara will work on her Teachers will support Kara in
Christensen be able to persist in a months CI1: Uses and my home visit that goal as she arranges and this activity by verbally
difficult activity when it is responds to trial and error Kara has interest in builds the wooden blocks encouraging her to keep
not going her way (i.e. attempts to carry out a pretend- and persists when the blocks trying to build the blocks and
pedaling a tricycle, task or activity (tries play/house. fall or dont stand the way stay in that area, as well as
building blocks, doing a several tools for digging: she wants them to. supporting her and assisting
puzzle, etc.) 3 out of 4 scoop, spoon, and shovel). her by improvising and
times. showing her different ways
to build the blocks.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

J Maddux J will be able to verbally D5 G57 36-60 months Js interests include Flop & Drop: J will work on Teachers will support J in this
identify the letters A, F, M, CI2: Knows that letters are reading books. his goal as he identifies the activity by pointing to a
R, and W at least one time symbols with individual letters A, F, M, R, and W in letter and asking him what
each day in toddler lab. names. the books and blocks in that letter a certain letter is, or
area after being asked by a prompting him by asking him
teacher to show him a letter, to find a certain letter in a
or asking what that letter is. certain word.
Teagan Teagan will imitate 2-word IELG D5 G52 Age 16-38 Teagans interests Flop & Drop: Teagan will Teachers will support Teagan
Bybee phrases to request an months CI1: Increasingly include the work on his goal as he in this activity by giving him
object or activity that he uses words and phrases. alphabet. imitates two word phrases to choices like, do you want
wants at least 2 times request, label, or describe the green book or the red
during each toddler lab. what book he would like to book? If Teagan does not
read. use words and points instead
of verbally saying which one
he would like, teachers will
verbally label the item by
saying, you chose the green
book!

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

Drew Drew will initiate play with IELG D3 G28 Age 16 to 38 Drews interests Large Group: Drew will work Teachers will support Drew
Jenson others and participate in a months CI13: Initiates include minions. on his goal as he participates in this activity by giving him a
group of his peers 2 times social interaction with in the large group activity picture of a minion with a
during each toddler lab. peers (e.g. brings toys with a picture of a minion milkshake to get him
(i.e. offering toys to to child or takes toys away, drinking a milkshake. involved with the large group
others, going to play at an moves closer to child, or activity. Teachers will also
activity someone else is stares at the child). stay with Drew and
already playing at) encourage him to come with
the rest of the children.
Liam Van Liam will participate in 2-3 IELG D3 G28 Age 16-38 Liams interests 1st Outdoor Activity Teachers will support Liam in
Katwyk back and forth turn-taking months CI9: Gives and include outside. Bowling: Liam will work on this activity by pointing out
rounds with various takes back objects during his goal as he gives another to him that other children
objects/materials of playful interactions with peer a turn at try to knock are taking turns and
interest during lab each peers, with assistance. the pins down with the ball encouraging him by saying
day. at the bowling activity. things like, Liam, Cannon
would like a turn. Lets give
him the ball and let him try
to knock the pins down.
Leoma Leoma will spontaneously IELG D5 G49 Age 16-38 Leomas interests Dramatic Play: Leoma will Teachers will support Leoma
Oma use 2-3 word phrases at months CI5: Uses single include babies. work on her goal as she uses in this activity by modeling
Johnson least 2 times in lab each words, phrases, or short 2-3 word phrases to request phrases and using parallel-
day to request objects or sentences to convey needs different objects, like want talk. For example, I cut the
activities. and wants. pizza or baby eating. pizza or the baby is
hungry.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

Tank Tank will recognize and IELG D5 G57 Age 16-38 Tanks interests Flop & Drop: Tank will work Teachers will support Tank in
Johnson verbally label the letters A, months CI3: Names and include reading. on his goal as he verbally this activity by pointing to a
N, K at least twice during recognizes some letters in identifies the letters A, N, letter and asking him what
each lab. their own name. and K in the books he is letter a certain letter is, or
reading and blocks he is prompting him by asking him
playing with in this area after to find a certain letter in a
being asked by a teacher to certain word.
show him a letter, or asking
what that letter is.
Ridge Ridge will communicate IELG D5 G49 Age 16-38 Ridges interests 2nd Outdoor Activity Bean Teachers will support Ridge
Witbeck wants/needs verbally or by months CI1: include playing Bag Toss: Ridge will work on by modeling language as
signing at least 5 times Vocalizes wants and needs. outside. his goal as he communicates they offer Ridge choices of
every lab. which color of beanbag he which color of beanbag he
would like to attempt tossing wants to toss and using
in the beanbag board. parallel talk like saying red
or more.
Claire Claire will name the colors IELG D5 G52 Age 16-38 Claires interests Blocks: Claire will work on Teachers will support Claire
Gilbert red, blue, green, purple, or months CI11: Uses include playing her goal as she names the in this activity by using self-
yellow correctly in 3 out of attributes (descriptive house. different colors red, blue, talk and model naming
4 opportunities each lab wordsbig boy, red ball). green, purple, or yellow on colors, and prompting her by
with prompts. the different plastic peoples asking her to name colors
clothes. while pointing to them.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

Landon Landon will share/offer IELG D3 G29 Age 16-38 Landons interests Gross Motor: Landon will Teachers will support Landon
Echeverria objects that there are Months CI1: Brings toys or include jumping. work on his goal by letting
in this activity by asking him
multiples in lab with/to objects to others as a his peers jump with him on to allow to children who
peers 3 times each day in gesture of play. the jumparoo. would like to jump on the
toddler lab with prompting jumparoo jump with his. .
from teachers. Teachers can also show him
that other children are
sharing the jumparoo with
other children.
Aspyn Aspyn will crawl toward an IELG D2 G17 6-18 months Aspyns interests Large Group: Aspyn will work Teachers will support Aspyn
Witbeck object or person at least CI4: Rocks back and forth include music & on her goal as she crawls in this activity by placing the
two times a day in toddler on hands and knees and, the mirror. towards the other toddlers mirror in front of her and
lab later, crawls, then creeps. or the large group object verbally encouraging her to
(eggshakers) using a mirror move towards her peers.
and encouragement from
the teachers.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Toddlers Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will brief)
criteria/conditions) indicator to how you are they be doing as they
planning for them practice their goal? (Be
today. specific, yet brief)

Cannon Cannon will follow one to IELG D5 G54 Age 16-38 Cannons interests 2nd outdoor Beanbag Toss: Teachers will support
Woodruff two step directions three months CI2: include outside. Cannon will work on his goal Cannon by giving him
out of four times. Follows directions, moving by following directions that directions of how throw the
from one step to two steps the teacher gives him of how bean bags into the bean bag
to three steps within a to attempt the bean bag boards, making eye contact
routine. toss. and getting on his level,
demonstrating it for him and
helping him complete the
task while he is attempting it.
They will also support
Cannon in this activity by
telling him to grab the red
bean bag, then the blue,
green, etc.

Toddler Activity Assignm ents & Set-up Plan

3. 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.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Part One Whitney That you will do Lead Teaching
Lead: your job as a lead. Checklist (turn in all
See Lead checklists at the end
Teaching of your lead teaching
Evaluation form. day)
J
Part One Rae That you will Check-in/out
Helper 1 - follow Checklist (turn in to
Check- instructions and lead teacher at the
in/Check-out do your job as end of the teaching
Person & CI/CO and booth day)
Booth person J
Observer:
Part One Ann Dee That you will Greeter Checklist
Helper 2 - follow (turn in to lead
Greeter: instructions and teacher at the end of
do your job as the the teaching day)
greeter J
Flop & Drop: Whitney D5 G57 16-38 The children will Alphabet blocks - all Eating the Arrange the J, Teagan, Tank
Colors & months CI2: read books about (RR2 Blocks 183) Alphabet by Lois books in the
Letters Uses symbols or both colors and Ehlert (WR B E3), bookshelf so each
pictures to letters, verbally Lets Discover book title is
represent oral identifying and Colors by Block visible to the
language describing the Board Books (WR children. Place
D5 G57 36-60 different colors T B11), the big book in
months and letters they Colors/Colores by the rocking chair.
CI2: Knows that recognize using Bright Baby (WR Place the

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
letters are the different T B18), Colors by alphabet blocks
symbols with books. Jane Conteh- around the flop
individual Morgan (WR T and drop area for
names. C15), My Very children to play
D5 G52 Age 16- First Book of with and explore.
38 months CI11: Words by Eric
Uses attributes Carle (WR T C35),
(descriptive My First Word
wordsbig boy, Book by Dorling
red ball). Kindersley (WR T
K4), Peek-A-Boo
Penguin Colors
& Shapes by Ruth
Owen (WR T P2),
An Alphabet
Salad: Fruits &
Vegetables from
A to Z by Sarah L
Scuette (WR S5),
Color Zoo by Lois
Ehlert (WR E5),
My First Word
Board Book by DK
(WR A3),
Alphabears: An
ABC Book by
Kathleen Hague

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
(WR PH1), The
Bird Alphabet
Book by Jerry
Pallotta (WR P1)
Block Area: Ann Dee D2 G19 16 to 38 Toddlers will 12 plastic people My Room/Mi Place the book on Kara, Claire
People & months CI6: practice hand-eye (RR2 Blue 169), 2 Cuarto by top of the
Houses Exhibits eye- coordination and wooden doors & Rebecca wooden block
hand playing with their windows (RR2 Blue Emberley (WR T shelf up against
coordination peers as they 176), 20 wooden E1) the wall. Set up
(builds with arrange and put furniture (RR2 Blue different wooden
blocks, puts together houses 176), wooden shelf furniture, doors,
items in a for the people blocks (Toddler lab) windows, and
container, using the wooden people scattered
completes furniture, doors, all around the
simple puzzles, and windows as green block mat
or strings large well as the blocks so the toddlers
beads). in the block shelf can create their
and pretend play own house rather
with their peers than having the
and the plastic houses set up
people. already. Make
sure toddlers do
not throw blocks
or bring blocks on
the tile.
Dramatic Play: Rae D4 G46 16 to 38 Toddlers will be Pizzeria Set ALL Petes a Pizza by Set up trays, Leoma
Pizzeria months CI9: engage in (RR2 Yellow 64), William Steig menus, plastic

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Engages in imaginative play Baby clothes - 3 (WR S34) pizzas &
spontaneous using a variety of tops, 3 bottoms (RR2 tablecloth on
and imaginative strategies and Yellow 216), babies round table. Pizza
play using a roles as a (Toddler Lab), 1 cash boxes, wooden
variety of server, customer, register (RR2 Yellow pizza w/ toppings
materials to pizza maker, etc. 253) & serving plate
dramatize at the pizzeria should be stacked
stories and restaurant. on the dramatic
experiences. Toddlers can play shelf. Pizza
make pizzas with pictures &
aprons to act as a pizzeria sign need
cook, serve pizzas to be taped on
to customers, the walls
dress up as a surrounding the
deliverer and area. Aprons,
deliver pizzas, oven mitt, &
bring their babies deliverer shirt
or families to hung on the coat
pretend eat the hanger. Place
pizzas, etc. book on dramatic
play shelf. Pull
dramatic play
shelf away from
the wall a few
feet and place the
cash register on
there so children

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
can pretend to
have a desk.
Gross Motor: Ann Dee D2 G17 16 to 38 Toddlers will have Jumparoo (GG), black Jump, Frog, Set the jumparoo Landon
Jumparoo months CI5: the opportunity inner tube (GG) Jump! By Robert up in the
Jumps in place. to jump in place Kalan (WR K1) carpeted area
on the black inner between
tube while dramatic play
holding onto the area (about 4 feet
colored jumparoo in front of the
bars. slide) and the fine
motor area.
Toddlers should
always be
supervised in this
area. Make sure
they are holding
on to the
jumparoo bars
while they are
jumping on the
black tube. Place
the book on a
shelf closest to
the jumparoo.
Only allow 4
different children
on the jumparoo

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
at a time.
Class Clean-up Whitney IELG D3 G31 Age The children and Clean up song, CD Play the clean-up
(Lead Teacher 60 Months will clean up all of player or docking warning song 2
for the day is through the toys and station, and toy bins. minutes before it
in charge of Kindergarten activities with is time to clean
this) CI5: Describes teacher support. up. Put the bins
and follows They will place all down during this
classroom and the toys in the time so they will
group routines. correct bins, and be ready to go
stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Transition to Whitney IELG D5 G48 Age The lead teacher La la la la (clap), la la Towards the end
Large Group 6 to 18 Months will start the la la (clap), Large of clean up,
Activities CI8: transition activity group time! teachers will
(Lead Teacher Follow single- to help the La la la la (clap), la la create a large
for the day is step directions children gather to la la (clap) Large group area with
in charge of without the large group group time! the shelves so
this) gestures area. Teachers love the that children have
children, a defined space
As children And playing too, to participate in
transition and Its large group time! the large group
walk to gather in Yeah! activity.

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
the large group

area, they will
To the tune of
sing the transition
Elmos World
song, clapping
once after each
La la la la
Large Group Whitney D1 G10 CI1 16 Children will have
Milkshake song Milkshake song Drew, Aspyn
Activity- to 38 months the opportunity
music CD (IWP), will be on a CD
Milkshake Imitates a single to sing, do
Laminated Velcro set up next to CD
Dance action from a actions, and
pictures milk, ice player. Chosen
finger play or dance freely with
cream, milkshake teacher will press
(Please refer dance eggshakers during
(IWP) play. See detailed
to a detailed movement. the milkshake
description at
description of dance.
ALL 30 Eggshakers bottom of plan.
the large (WR, Cabinet 7, Shelf
group activity 2)
in the box at
the end of the Minion Milkshake
plan). picture for Drew
(IWP)
Transition to Whitney IELG D5 G48 Age Children get Emergency backpack Help toddlers put
outdoor play 6 to 18 Months ready to go and rope (behind on coats and
(Lead Teacher CI8: outside by putting door), check in/out backpacks and
for the day is Follow single- on their coats and sheet, stroller for line up. Teachers
in charge of step directions will lining up on Aspyn (toddler will help the
this) without the rope. closet) children grasp the
gestures Teachers will help 1, 2, 3, 4, 5! rope and sing

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Large south the children grasp Were going on a trip while the children
playground the rope and sing with our favorite walk to the
while the children outside play area.
group of friends,
Small north walk to the
Zooming down the
playground outside play area.
slide, were going
outside
Go through the door,
get ready to explore
Theres so much to
find, were going
outside!
(Repeat)
To the tune of the
Little Einsteins
Theme Song

st
1 Outdoor Whitney D2 G17 16 to 38 Toddlers will be 10 I-spy bottles (RR1 I-spy bottles will Liam
Activity: months CI4 able to use a Purple 76), 4 plastic be set up in a
Bowling Kicks and plastic ball and balls (GG) pyramid on the
throws a ball, lightly kick or sidewalk next to
but with little throw it to the sandbox with
control of attempt to knock the plastic balls.
direction or the bottles over. Teachers will
speed. Toddlers will also model to the
have the children what to

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 Teacher Whitney Wahlen Part One X Part Two

Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
opportunity to do exactly and
use their gross how to do it.
motor skills by Make sure
picking up the children do not
sensory bottles throw balls at
after they have other children or
fallen over. throw the balls at
all. Make sure
they know the
balls are just for
rolling.
nd
2 Outdoor Rae D2 G19 16 to 38 Toddlers will have 2 Bean bag boards Set up the Ridge, Cannon
Activity: Bean months CI6 the opportunity (GG), 12 bean bags beanbag boards
Bag Toss Exhibits eye- to use their hand- (GG) to lean on the
hand eye coordination sides of the small
coordination by taking the shed. Beanbags
(builds with beanbag and can be placed
blocks, puts trying to toss it about 3 feet in
items in a through the holes front of the
container, in the beanbag board, 6
completes boards. beanbags for
simple puzzles, each board.
or strings large
beads).

Inclement Ann Dee D2 G18 16 to 38 Toddlers will have 3 Mr. Potato Heads One potato head
Weather Fine months CI5 Uses the opportunity (RR2 Orange 193), 3 will be on one

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Lead Teaching D ate 6/14/16 Submission Date 5/30/16 Revised Submission Date 6/13/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Motor Indoor forefinger to to help each glasses, 3 pairs of table (art table,
Activity: thumb grasp other and shoes, 3 pairs of ears, sensory table, and
Mr. Potato with precision. practice their 3 eyes, 3 noses, 3 cause & effect
Head forefinger to hats, 3 mouths, 3 table) with the
thumb grasp by sets of arms (RR2 different and
putting the Orange 193) appropriate
different body objects scattered
parts and around each
accessory objects table. Children
into the potato can be separated
head. into groups of 4
at the three
different tables.
Make sure there
is supervision
some of the
objects could be a
choking hazard.

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Large Group Activity Name of

toddler(s)
Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Dont forget to turn in the large group planned for in
activity materials with your plan. this activity

Title: Milkshake Dance Drew

IELG Outcome: D1 G10 CI1 16 to 38 months Imitates a single action from a finger play or dance movement.

The skills this activity promotes: Cause and effect, Imitation skills, gross motor movement (dancing), fine motor movement (holding onto eggshakers)

Activity Description: Children will have the opportunity to sing, do actions, and dance freely with eggshakers during the milkshake dance.

Adaptations for individual toddlers: Teacher in charge of Aspyn that day will assist Aspyn with egg shakers and dancing by helping her grasp the
eggshakers and shake them.

Teacher Script

Introduction Script (What will you say and do to get their attention and introduce the activity?): Toddlers will be sitting. How many of you have ever
had a milkshake? Do you like them? What kinds of milkshakes do you like? Chocolate? Strawberry? Boys and girls, today were going to learn how to make
a milkshake! (Show picture of milk) Do you know what this is? (Show picture of ice cream) Do you know what this is? When you mix both milk and ice
cream together, it makes a milkshake! Now we are going to sing a song that helps us learn how to make a milkshake!

Expectations for children (What will you say and do to show the children how to participate in the activity?): Boys and girls, the teachers are going to
give you some eggs that we are going to dance with. When we give them to you I need you to wait to shake them until the music starts and we cant
throw them. Now everybody stand up!

Handing out props (how will you hand out props): Support teacher and other teachers will already have eggs in their pockets and will hand them out to
the toddlers when lead teacher says. Both toddlers and teachers will have 1 egg. Lead teacher will show children and have them practice pouring the
eggshakers. Support teacher will start the music.

During the activity (What are you saying and doing during the activity for the children to model?): I will sing the words with the song and demonstrate
the actions while we are singing for the toddlers. I will encourage the children by giving them prompts about how to do the actions and what to do with
the eggshakers during the milkshake part.

Ready?

Lyrics: You take a little milk, pour some milk (tip right hand egg upside down like you are pouring)
And you take a little cream, pour some cream (tip left hand egg upside down like you are pouring)
You stir it all up, you shake it and youll sing (put hands together, doing a stirring motion) Now everybody shake and dance!
A 1, 2, 3, 4 Milkshake, milkshake, shake it up, shake it up
Milkshake, milkshake, shake it all up

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Milkshake, milkshake, shake it up, shake it up

Milkshake, milkshake, shake it all up

You take a little milk, pour some milk (tip right hand egg upside down like you are pouring)
And you take a little cream, pour some cream (tip left hand egg upside down like you are pouring)
You stir it all up, you shake it and youll sing (put hands together, doing a stirring motion) Now everybody shake and dance!
A 1, 2, 3, 4 Milkshake, milkshake, shake it up, shake it up
Milkshake, milkshake, shake it all up
Milkshake, milkshake, shake it up, shake it up
Milkshake, milkshake, shake it all up

Milkshake, milkshake, shake it up, shake it up
Milkshake, milkshake, shake it all up
Milkshake, milkshake, shake it up, shake it up
Milkshake, milkshake, shake it all up

Lets do it again! (repeat)

Closing Script (What will you say and do to end the activity and transition to the next thing?): Now that we are all finished with the milkshake dance,
hold onto the eggs and put them above your head while the teacher comes around to pick them up! If they are going outside Now everyone go grab
the rope so we can go outside! If they are going to another large group Now everyone pay attention to Miss Perri!

Collecting props (how will you collect the props?) The teachers will collect the props and put them in their apron until after the toddlers have left.

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