Portfolio Toddler Plan 2 Preplan

Teacher Rae Miller_________ Part One X Part Two
Lead Teaching Date 6/21/2016___________ Submission Date 6/6/2016__ Revised Submission Date 6/20/2016_
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 Ch. 4This weeks activities focus on chanting, naming, listening, and talking. The toddlers will learn expand their vocabulary as they listen
to teachers read to them in the Flop and Drop area about different emotions, and toddlers will name the different emotions shown in pictures on the
walls. Toddlers will be given prompts at different activities to help them feel more comfortable saying new, or infrequently used phrases. They will be
prompted to chant things like, Push! during the first outdoor activity, and Lemonade for sale! during the second outdoor activity. Toddlers will also
work on peer interaction as they talk while pretending to clean up the house in the dramatic play area, and as they play with dinosaurs in the block area.
Teachers will provide prompts, or create scripts when necessary to help get the language flow going (for example, What do dinosaurs say? Dinosaurs
say, rawr! Can you rawr like a dinosaur?
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2 Criteria d. I set expectations, and explain and follow through on expectations appropriately. Am I setting clear expectations for the toddlers?
Do I explain my expectations in a way that the toddlers understand? Do I follow through with my expectations in a way that helps the toddlers learn?
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
Toddlers Goal and/or other skills to be IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name practiced that relate(s) to the goal interests or activity will help the child work support the child at the activity
(Specific, observable, and Reference the domain, goal, observations of child on their goal or skill (be specific, yet brief)
measurable with age range, and child indicator that connect to how development. What will they
criteria/conditions) you are planning for be doing as they practice their
them today. goal? (Be specific, yet brief)
Aspyn Aspyn will crawl toward an IELG D2 G17 Age 6-18 months I have observed that Flop and Drop: This activity will Teachers will show the mirror to
object or person at least two CI4: Rocks back and forth on Aspyn enjoys looking help motivate Aspyn to crawl Aspyn and will let her move to
times a day in toddler lab. hands and knees and, later, in mirrors, and towards a person or object the mirror as independently as
crawls, then creeps. looking at books with because she will want to crawl possible. They will also help
teachers and peers. to look in the mirror on the wall, strengthen Aspyns core
and she will be motivated to muscles, which help her move,
crawl over to read a book with by letting her sit up while
peers and teachers. looking at books with only two
fingers behind her back to help
support her. Teachers can help
keep Aspyn interested in this
activity by using the mirror, and
the pictures on the wall to show
Aspyn the different facial
expressions associated with
different emotions. They should
show her how to make these
facial expressions in the mirror,
with a verbal explanation (i.e.
Im sticking my tongue out. This
is a silly face!).
Page 2
Cannon Cannon will follow one to two IELG D5 G54 Age 16-38 I have observed that Large Group: The Doughnut Teachers will help Cannon
step directions three out of months CI2: Cannon enjoys Song will help Cannon follow achieve his goal during Large
four times. Follows directions, moving dropping his one to two step directions Group by setting the
from one step to two steps to doughnut into the because he will be asked to first expectation that he needs to
three steps within a routine. cash box during wait his turn to buy a doughnut, wait for his turn to buy a
Large Group. then drop his penny in the cash doughnut (he will be shown that
box, and finally take a doughnut he should stay behind the tape
I have also observed from the Krispy Kreme box. line while he waits), and by
that Cannon enjoys giving him a warning of whose
engaging in pretend Dramatic Play: This activity will turn it is to buy a doughnut next
play (i.e. we help Cannon follow directions by announcing the names of the
pretended to roast because he will be given children that will be next before
marshmallows and instructions as part of a singing the song. When it is
we pretended to hide dramatic play script (by fellow Cannons turn to buy a
from a bear). peers, or by teachers) to do doughnut, the lead teacher will
various pretend chores. say, Cannon, it is your turn to
buy a doughnut! Come and drop
your penny in the box, and pick
one doughnut.
Teachers will help Cannon in the
dramatic play area by providing
a script for him that involves 2-3
step directions (for example:
Cannon, first put the clothes in
the washing machine, then
press the button to start the
washing machine.).
Page 3
Claire Claire will name the colors IELG D5 G52 Age 16-38 I have observed that Outdoor #2: This activity will Teachers will help Claire to
red, blue, green, purple, or months CI11: Uses attributes Claire enjoys playing help Clair recognize red, blue, recognize red, blue, green,
yellow correctly in 3 out of 4 (descriptive wordsbig boy, in dramatic play green, purple, and yellow purple, and yellow by
opportunities each lab with red ball). activitiesI have because the lemonade stand incorporating the names of
prompts. specifically seen supplies will be in these colors. these colors as they pretend to
Claire enjoying She will see these colors as she buy, drink, or make lemonade
dramatic play works with them, and she can (i.e. Claire, could please you
activities where she hear these colors labeled as she hand me the red cup of
could serve plates of plays. She will be given prompts lemonade? or I see a yellow
play food to others. to name colors. She may label lemon in the pitcher.) Teachers
colors on her own, or ask what a will also ask Claire what a color
color is. is, and objectively label her
actions (i.e. You are pouring
lemonade into the blue cup.)
Drew Drew will initiate play with IELG D3 G28 Age 16 to 38 I have observed that Dramatic Play: Drew will work Teachers will help Drew initiate
others and participate in a months CI13: Initiates social Drew enjoys on his goal of initiating play with play with others by providing a
group of his peers 2 times interaction with peers (e.g. pretending to wash others because there will be script at the dramatic play area
during each toddler lab (i.e. brings toys dishes in the play plenty of materials for multiple that involves multiple children.
offering toys to others, going to child or takes toys away, sink in the dramatic children to play at once, and For example, the teacher could
to play at an activity someone moves closer to child, or play area. because next to the sink is a say, This house is messy! We
else is already playing at). stares at the child). drawer for the dishes, allowing need to clean it up! Drew, we
two toddlers to pretend to wash should wash these dishes in the
dishes at once. He will also be sink! Our friends can help
able to work on his goal because sweep, or do laundry! Teachers
pretend play is a great can also model offering toys to
opportunity for Drew to offer other children to Drew.
another child a toy, or involve
another child in a script.
Page 4
J J will be able to verbally D5 G57 36-60 months I have observed that Flop and Drop: This activity will Teachers will help J work on his
identify the letters A, F, M, R, CI2: Knows that letters are J enjoys looking at help J work on verbally goal by showing him letters A, F,
and W at least one time each symbols with individual pictures of himself identifying letters A, F, M, R, and M, R, and W in print on the
day in toddler lab. names and his peers in the W because these letters will be pictures and in the books, and
Toddler Class Book on the wall pictures, and in the labeling those letters for him.
and on the walls, and books for J to see and explore. J They will also be there to
finding the real will also have the opportunity to answer questions he may have
people in the room be read to, and to see the about letters, and to gently
that go with the letters as the teacher reads to correct him if he identifies a
pictures. him. J may be asked to identify a letter incorrectly.
letter, he may name a letter on
his own, or he may ask what a
letter is.
Kara During the week, Kara will be D1 G5 Age 16 to 38 months I have observed that Gross Motor: This activity will Teachers will help Kara persist in
able to persist in a difficult CI1: Uses and responds to trial Kara enjoys playing in help Kara work on persisting in a this difficult activity by verbally
activity when it is not going and error attempts to carry the toddler cars difficult activity because relating it to her past
her way (i.e. pedaling a out a task or activity (tries outside, which move scooting on the scooters will be experiences, and giving her
tricycle, building blocks, several tools for digging: when the toddlers like rolling around in the toddler some information about how to
doing a puzzle, etc.) 3 out of 4 scoop, spoon, and shovel). move their feet in a cars, but slightly more difficult. do this activity (i.e. Kara, this is
times. scooting motion. She will be motivated to scoot, like when you drive around in
but will be challenged to try the cars outside, but this time
rolling around in new ways (on you have to hold on to the
her stomach, sitting upright handles and push with your
going backwards or forwards, legs.) Teachers can also model
etc.) how to use the scooter, and
variations if needed.
Page 5
Landon Landon will share/offer IELG D3 G29 Age 16-38 I have observed that Outside Activity #1: Landon will Teachers will help Landon at this
objects that there are Months CI1: Brings toys or Landon enjoys seeing work on sharing and offering activity by modeling how the
multiples in lab with/to peers objects to others as a gesture the balls roll in the objects that there are multiples ball can be pushed up the hill
3 times each day in toddler of play. ball drop (used in a of by playing with the exercise with help. The teacher can invite
lab with prompting from cause and effect balls because two or more Landon to help them push the
teachers. activity previously) toddlers can participate in this ball up the hill. Then the teacher
and rolling down the activity at a time. There are two can ask Landon to show, or help
hill outside (in the exercise balls and two toddlers a peer push the ball up the hill.
toddler cars). can work together to push a Teachers can assist Landon with
single exercise ball up the hill. or without peers in pushing the
ball up the hill, and teachers
should watch very closely and
walk behind them to help them
in working together. Landon can
be given the chance to push the
ball by himself, especially if both
balls are available for use.
Leoma Leoma will spontaneously use IELG D5 G49 Age 16-38 I have observed that Dramatic Play: This activity will Teachers will help Leoma at this
2-3 word phrases at least 2 months CI5: Uses single Leoma enjoys playing help Leoma spontaneously use activity by making up a script to
times in lab each day to words, phrases, or short house in the 2-3 word phrases by giving her use at this activity that Leoma
request objects or activities. sentences to convey needs dramatic play area the opportunity to make up, or could be a part of. For example:
and wants. especially with the add to a provided script. Leoma, the baby is crying!
baby dolls and the Could you help the baby feel
play food. better? Say, hush, Baby. They
can also repeat anything she
says, or they can add onto what
she says.
Page 6
Liam Liam will participate in 2-3 IELG D3 G28 Age 16-38 I have observed that Gross Motor: This activity will Teachers will help Liam with
back and forth turn-taking months CI9: Gives and takes Liam enjoys playing help Liam participate in back turn-taking by letting Liam know
rounds with various back objects during playful with toy cars, and and forth turn-taking because when he gets to an activity that
objects/materials of interest interactions with peers, with rolling around in the there are not enough scooters if there arent enough toys for
during lab each day. assistance. toddler cars outside. for every child, and he will have everyone, he will have to take
to wait his turn to use the turns with others. Teachers will
scooters. also help Liam with his goal by
verbally acknowledging when
Inclement Weather: This activity other toddlers successfully take
will help Liam with turn-taking turns. They can also model
because he will have to take taking turns with someone else,
turns with his peers to use and tell Liam that everyone gets
puzzle pieces on his car, and he to play with the scooters (or
may need to allow another child cars) when we take turns, which
to take a turn with the car Liam is more fun for everyone.
has been working with.
Ridge Ridge will communicate IELG D5 G49 Age 16-38 I have observed that Blocks: This activity will help Teachers will help Ridge
wants/needs verbally or by months CI1: Ridge spends time in Ridge communicate his communicate his wants/needs
signing at least 5 times every Vocalizes wants and needs. the block area more wants/needs because the blocks by first getting him engaged in
lab. often than other and dinosaurs will hold his building with the blocks, and
areas, and that he attention, giving teachers the playing with the dinosaurs, and
enjoys playing with opportunity to talk to him, then by asking him what he
plastic toys like bugs engage him in the activity, and wants or needs and providing
and snakes. ask him or give him prompts to prompts when necessary. For
make requests. Ridge can get example: Ridge, would you like
help building with the blocks, or a ramp for your dinosaur to walk
requesting a particular dinosaur. up? Yes, ramp, or no, ramp?
Page 7
Tank Tank will recognize and IELG D5 G57 Age 16-38 I have observed that Flop and Drop: This activity will Teachers will help Tank
verbally label the letters A, N, months CI3: Names and Tank enjoys looking help Tank recognize and verbally recognize and verbally label A,
K at least twice during each recognizes some letters in at books, and being label the letters A, N, and K N, and K during lab by pointing
lab. their own name. read to. because the letters will be on out these letters in words on the
the walls in toddlers names, wall, and in books. They will
and in the emotion labels. These mention what words these
letters will also be in the books letters are in, and they will ask
for Tank to see and explore. He and prompt Tank to name the
will get the chance to hear these letters. They will also gently
letters, say the ones he knows, correct Tank when he
and ask about any he doesnt incorrectly labels letters (i.e.
remember. Tank, this is actually the letter
K, not A.) Teachers will also
invite toddlers who now their
letters well (a.k.a. Teagan) to
look at letters with Tank and to
name them.
Page 8
Teagan Teagan will imitate two-word IELG D5 G52 Age 16-38 I have observed that Blocks: This activity will help Teachers can help Teagan work
phrases to request an object months CI1: Increasingly uses Teagan enjoys Teagan work on his goal to on his goal at this activity by
or activity that he wants at words and phrases. letters, and his imitate two-word phrases to showing him the letters on the
least two times during each paperwork says that make requests because it will blocks, asking him questions
toddler lab. he likes dinosaurs. hold his interest longer than about what the letters are, and
normal, and because he feels prompting him to request a
very comfortable saying the letter block (i.e. Do you want
letters of the alphabet, which he the letter e next? E, please),
can request during this activity. and doing the same with the
Teagan can also request dinosaurs. Teachers should
different dinosaurs during this emphasize simple words with
activity. explosive consonant endings,
and should make eye contact
with Teagan and have him
repeat the word. Example:
Teachers could make eye-
contact with Teagan and say,
Say block. Block. When
teachers are working on helping
him say words, they should hold
the vowel sound for extra-long,
and emphasize the ending
sound.
Page 9

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Toddler Activity Pre-Plan: Part One

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