HEAD TEACHING DAY

PLANNING FORM
All Developmental Domains [Social/Emotional, Language and Literacy, Cognitive, Physical, and Creative] are woven into curriculum planning.
Make sure to briefly indicate how you will set up and/or teach the material.

Changes/additions to the materials and environment (indoors and outdoors) to support children’s learning:
Blocks Dramatic Play Math Manipulatives
Place blocks out for children to Arrange it so the babies are by the kitchen, Bring out the bear manipulatives, and using
use when they want make this area more separated from the rest of matching buckets or containers, place them
Place cars/people near blocks the room. Put a table in this area with a cloth out as well allowing children to sort them if
Place some foam blocks and over it to act as a table cloth, put out play food they want (they are interested in this recently)
wooded blocks in a block area in this area as well.

Art Library/Writing Discovery/Science

Around 10am (or anytime Put out new books! (this is all I am really able to do I will make discovery bottles
children seem antsy for considering on the size of the room and the age of with multiple types of small
something to do) arrange a the children) items in it, allowing them to
process art activity by placing observe and find objects. Give
paper on both tables, putting magnifying glasses as well so
paint on the paper and giving they can experience big vs
them sponges, cars, paint small-and not just in the
Sand/Water/Sensory
brushes, and other items to Music & Movement bottles, all around Outdoors
the
Bring sand to place
paint with if they in small buckets, place a
want Place egg shakers, and scarves near the radio If weather
classroom! permits go on a
variety of items and small shovels inside and allow them to use freely. I will play kid nature walk or go play in the
Offer individual bags with colored hair gel for friendly music that allows them to move and field, as well as play in play
them to squeeze (double bag them so they are dance as they want. area. With bubbles.
harder to break) During a circle time, do bear hunt, dinosaurs
and freeze dance. These three are their favorite
and they ask for these often times.

05/2008 HS Forms/Planning for Possibilities

Planned teacher guided experiences and studies (indoors and outdoors) to support children’s learning.

Group Time Invite children to group by simply saying “Who wants to go on a bear hunt?” They love this and run and sit down
e.g. right away.
songs, Then march around like dinosaurs to Laurie Berkner’s “We are the dinosaurs.” During the part when they say stop
games, and eat our food ask them what they are eating, they get excited and answer with different foods they like
discussion If they seem interested still do freeze dance. I will provide the egg shakers again (I will provide them during all
Story songs) and let them have fun with it.
Time
e.g.book Read “Rosie takes a walk.” This book explores early math concepts, learning directions (over, under, through etc.)
titles, If we go on a walk, this would be a great time to talk about our walk, ask them what they saw and where we went.
puppets,
props for re-
telling End with some yoga or body stretches. Arm circles, stomp your feet, spin in a circle, jump, hop.
stories Then transition into lunch.
(Include at
Small Group Expand the bear sorting, help guide the toddlers in this activity.
least one group Ask multiple questions to expand their knowledge. “What colors do you have?” “How many do you have?” (I don’t
Experiences
time)
e.g. teacher expect them to know, but to just gently introduce them to the math concepts!”
guided projects
and activities in I will be guiding the art activity as well, supervising. I expect all the children will be interested in this at the same
a variety of time, as they all love to paint.
curricular areas

(Include at To expand the science, discovery lesson I will be helping them use the magnifying glasses to look at other things
least two – around the room, exploring the concept of big and small, helping them see what things look like close up. I will
three small take them outside as well and let them look around at nature with them.
group
activities– it is I will also interact with children in the activities of their choice, helping to expand their knowledge on certain
ideal to have subjects and help guide them in small activities they are already doing.
small group
activities
offered as part
of free choice
time)

05/2008 HS Forms/Planning for Possibilities

 Special Going on a walk around the neighborhood
Activities
e.g. field
trips, special
events,visitor
s

Observations: (What have you observed about the student’s routines, development and needs that lead you choose activities and environments? Why
are you doing the particular activities that you have planned?)
I have noticed that the children in this group are particularly interested in sensory activities, so I decided it would be fun to include something sensory in
each area. They love to explore the world around them.
The children in this group are nearing age 2, and they are a little bit older, so they are able to understand a little more in depth concepts, from what I have
noticed. They can stack blocks in a tower and are beginning to recognize more colors.

Skills and Concepts: (What are your main goals for the day? Choose 3-5 from each developmental domain that will come up in more than one activity.
Make sure to include skills and concepts connected to individual children.)

Skills: Color recognition, spatial awareness, math concepts, comparing sizes, making observations, physical-gross motor (painting, walking, climbing,
jumping, hopping, etc.) fine motor (stacking small blocks, sorting, holding objects, touching things, etc.) following directions, turn taking

Concepts: I can create, I can sort, I can feel, I can discover the world, I can take turns, I can dance, I can express myself creatively, I can move my body,
I can read, I can imagine
WMELS: (Identify the standards connected to your main goals? Choose standards from a variety of developmental domains that will come up in more
than one activity.)
1.
A.EL. 1a Demonstrates behaviors to meet self-help and physical needs
B.EL. 1a Moves with strength, control, balance, coordination, locomotion, and endurance
B.EL. 2 Exhibits eye-hand coordination, strength, control, and object manipulation
C.EL.1 Uses senses to take in, experience, integrate, and regulate responses to the environment
2.
A.EL. 1 Expresses a wide range of emotions
B.EL. 2 Demonstrates self-awareness
C.EL.1 Demonstrates attachment, trust, and autonomy
C.EL. 2 Engages in social interaction and plays with others
C.EL. 3 Demonstrates understanding of rules and social expectations
3.
A.EL. 1 Derives meaning through listening to communications of others and sounds in the environment
A.EL. 2 Listens and responds to communication with others
A.EL. 3 Follows directions of increasing complexity

05/2008 HS Forms/Planning for Possibilities

B.EL.1 Uses gestures and movements (non-verbal) to communicate
B.EL. 2a Uses vocalizations and spoken language to communicate
C.EL.1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language
C.EL.3 Shows appreciation of books and understands how print works
4.
A.EL.1 Displays curiosity, risk-taking, and willingness to engage in new experiences
A.EL. 2 Engages in meaningful learning through attempting, repeating, experimenting, refining and elaborating on experiences and activities
A.EL. 3 Exhibits persistence and flexibility
B. EL. 1 Engages in imaginative play and inventive thinking through interactions with people, materials, and the environment
B. EL. 2 Expresses self creatively through music, movement, and art
C. EL.1 Experiences a variety of routines, practices, and languages
C.EL. 3 Uses various styles of learning such as visual/spatial, verbal/linguistic, bodily/kinesthetic, interpersonal, and intrapersonal.
5.
A.EL. 1 Uses multi-sensory abilities to process information
A.EL. 2 Understands new meanings as memory increases
B.EL. 3 Explores, recognizes, and describes shapes and spatial relationships
B.EL. 4 Uses the attributes of objects for comparison and patterning
C.EL. 2 Use tools to gather information, compare observed objects, and seek answers to questions through active investigation

05/2008 HS Forms/Planning for Possibilities