Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler Activity Pre-Plan:

1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1. Criteria d. Consistently leads the routines of the class independently and confidently and always keeps routine on schedule.

Section 1. Criteria a. Consistently creates an inviting, accessible, safe, and positive environment that promotes independence in exploration, skill
development, and child-directed play.

Section 3. Criteria b. Always introduces activities, sets expectations for involvement, models how to participate, and hands out and collects props
confidently and appropriately.

Section 2. Criteria d. Consistently uses a variety of strategies to support every toddler in their skill development and language acquisition.

I would like you to observe how I lead the class and stay on schedule by keeping the routine. Am I leading with confidence and providing transition
prompts? I would like you to observe how I maintain a positive and safe environment for the children that allow them to explore and engage in child
directed play. Am I allowing them to move around the room independently or am I helping them too much? I would like you to observe how I introduce
the activities, and model how to participate, so that the children can effectively engage in the activities given to them. Do the children seem to understand
the activity from my example? Am I explaining the directions to my activity well enough? I would like you to observe how I interact and encourage children
to expand their language skills while they engage in the activities given to them.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

2. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching partner so
that you are not planning duplicate activities. 

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Dramatic XXXXXX will have Teachers can
able to use 16 to 38 Months XXXXXX has the that XXXXXX enjoys Play the opportunity to encourage XXXXXX
pronouns (he, CI9: Uses personal ability to engage in fantasy and work on his goal as to work on his goal
she, her, and pronouns. make-believe play. pretend play with he interacts with by modeling the
him) correctly He will have the his peers. XXXXXX the other children in correct way to use
four times opportunity to use will be able to use pretend play. He pronouns such as
during lab. this skill as he pretend play at the will be able to use “She caught a
pretends he is on dramatic play area pronouns correctly butterfly”, and
safari looking for where he is able to by saying “He is “The monkey
animals with the take on roles and using that toy” and seems to like him”
binoculars and react to the other “She is in the boat”. and teachers will
cameras and children as if they also encourage
catches butterflies are the characters him to ask for toys
with the nets. they portray. by saying “Can I
have that toy”.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G51 Age XXXXXX has the I have observed Gross XXXXXX will have Teachers can
able to identify 36 to 60 Months developmental that XXXXXX likes Motor the opportunity to encourage XXXXXX
the primary CI6: Begins to ability to jump. He to sing songs and work on his goal as to work on his goal
colors (red, blue identify shapes will have the jump. He will have he identifies colors by asking him
and yellow) and colors. opportunity to do the opportunity to that he is jumping close-ended
correctly 3 times this as he jumps on do this as he jumps on such as “yellow” questions such as
during play the bubble wrap to on the bubble or “blue”. “What color did
activities and make it pop. wrap and colored you jump on?” and
routines of the circles. helping him name
class. the colors he lands
on.
XXXXXX XXXXXX will be IELG D5 G49 Age XXXXXX has the I have observed Dramatic XXXXXX will have Teachers can
able to use 16 to 38 Months developmental that XXXXXX likes Play the opportunity to encourage XXXXXX
words clearly to CI6: Uses phrases ability to use his many kinds of work on his goal as to use full
form 3-4 word or short words to animals. He will he pretends to be sentences to
sentences three sentences. communicate have the on safari. He will convey his wants
times during a wants and needs. opportunity to play have the and needs and
lab day when He will have the make believe and opportunity to encourage
communicating opportunity to use snuggle with interact with the communicating
with teachers this skill as he asks different kinds of other children by with his peers by
and peers. the other children stuffed animals in asking them speaking clear
for objects he may the dramatic play questions and enough for them
want to use and area. playing beside to understand him
play with. them. and modeling that
for him if needed.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will IELG D3 G38 Age Developmentally, XXXXXX’s interests Blocks XXXXXX will have Teachers can
engage in 36 to 60 months XXXXXX plays on her paperwork the opportunity to encourage XXXXXX
problem solving CI3: Calms self make-believe with include playing work on her goal as to problem solve
situations after having dolls. She will have with blocks and she engages in by modeling how
(stacking blocks) strong emotions, the opportunity to dolls. At the block problem solving to to build houses
with support two with guidance do this at the block center there will build houses for the with blocks that
times each day (goes to quiet area as she be blocks and cloth dolls by stacking stand up and
during lab. area or requests pretends the dolls dolls available for blocks on top of encourage/help
favorite book to are alive and live in her to play with. each other, tall her to build a
be read when the blockhouses. enough for the house that is tall
upset). dolls. enough for the
dolls to fit inside
of.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age XXXXXX is XXXXXX’s interests Flop & XXXXXX will have XXXXXX can work
able to clearly 16 to 38 Months developmentally on his paperwork Drop the opportunity to on his goal as we
speak 2-3 word CI8: Starts to use able to ask include reading speak in 2-3 word encourage him to
sentences at short sentences. questions and books. At the flop sentences as ask questions and
least once a listen to stories. He and drop area, teachers ask him model how to ask
week in lab. will have the there will be plenty questions while questions in
opportunity to use of books for reading to him, such complete
this skill as he XXXXXX to choose as “What animal is sentences such as
listens to stories from so that your favorite?”, “What is that?”
and asks questions teachers may read which he may and “What is he
about the stories them to him. respond with “the doing?” and
being read to him. cow” or “the encouraging him to
horse”. answer questions
by modeling how
to answer by
answering some of
our own questions
by saying “that’s a
dog” and “he is
barking”.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G53 Age Developmentally, XXXXXX’s interests Dramatic XXXXXX will have XXXXXX can work
able to say 16 to 38 Months XXXXXX is able to on his paperwork Play the opportunity to on his goal as we
simple words CI1: Uses words understand most include Daniel say simple words encourage him to
like “cat” or and phrases. sentences. He will Tiger and slides. He such as “bird” or name simple
“dog” at least have the will have the “boat” as he talks animals he sees
once a week. opportunity to use opportunity to play about the animals in such as a “dog” or
this skill as the with and see tigers the dramatic play “cat” and use
teachers in the dramatic area and engages in simple words to
communicate with play area and go make believe play communicate with
him and ask him down the slide. when floating down his peers, such as
what activities or the river in the boat “I want” or “Me
toys he would like or catching play” and modeling
to play with. butterflies with words/language
nets. through play.
XXXXXX XXXXXX will be IELG D5 G49 Age XXXXXX is XXXXXX’s interests Flop & XXXXXX will have XXXXXX will work
able to 16 to 38 Months developmentally on her paperwork Drop the opportunity to on her goal as we
pronounce and CI2: Changes able to ask include reading practice encourage her to
form words into intonation in tone questions and books. At the flop pronouncing and form the words
sentences with to convey listen to stories. and drop area, forming words into seen on each page
teacher twice a meaning of She will have the there will be plenty sentences such as and encourage her
day. words. opportunity to use of books for “pig” or “farm” as to put her words
this skill as she XXXXXX to choose the teachers read to together into
listens to stories from. XXXXXX from many phrases as she
and asks questions different kinds of reads with a
about the stories books. teacher.
being read to her.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D3 G28 Age Developmentally, XXXXXX’s interests Blocks XXXXXX will have Teachers will
able to share 6 to 18 Months XXXXXX is able to on her paperwork the opportunity to model how to
and understand CI8: Hands toys to build a tower of include playing work on her goal as share toys by
the concept of other children. more than 6 with dolls. Cloth she shares the giving one of the
sharing and blocks. She will dolls will be blocks and dolls blocks to a child
practice with have the provided at the provided when that asked for it
fellow peers and opportunity to use block area. playing dollhouse and encourage
teacher once this skill as she with the other XXXXXX to hand
daily. builds houses tall children by giving blocks and house
enough to set the them to her peers pieces to her peers
dolls inside. when asked for. as they build, while
showing her there
are enough
materials for
everyone to have
some and
encouraging
XXXXXX to ask for
toys before taking
them by modeling
how to ask such as
“XXXXXX, may I
have the red block
please?”.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D3 G34 Age Developmentally, XXXXXX’s interests Flop & XXXXXX will have Teachers can
able to play with 16 to 38 months XXXXXX is able to on his paperwork Drop the opportunity to encourage XXXXXX
toys and/or CI1: Begins to listen to stories include reading work on his goal by to work on his goal
other kids within separate from and understands books. XXXXXX will playing with the by asking him to
2 minutes of primary caregiver most sentences. have plenty of stuffed animals and join other children
being dropped in familiar He will have the books to choose exploring the books at the activities
off at lab each settings outside opportunity to use from in the flop with other children provided such as
day. the home these skills as and drop area that within two minutes saying “Would you
environment (not stories are read to can be read to him of being dropped like to read books
always easily). him in the flop and by a teacher. off as he is in the with XXXXXX?” and
drop area. flop and drop area. encouraging him to
make friends by
introducing him to
other children
playing in activities
and asking him if
he’d like to join
them so that it will
be easier for him
to enter into
toddler lab.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, XXXXXX’s interests Gross XXXXXX will have Teachers can
able to use 2 16 to 38 Months XXXXXX has the on his paperwork Motor the opportunity to encourage XXXXXX
word sentences CI8: Starts to use ability to jump. He include jumping. work on his goal as to work on his goal
to express what short sentences. will have the XXXXXX will have he jumps on the by asking yes or no
he wants 3 times opportunity to do the opportunity to colored circles and questions such as
a day (including this as he jumps on do this as he jumps bubble wrap with “Do you like
yes or no the bubble wrap to on the bubble other toddlers by jumping?” or “Do
clearly). make it pop. wrap and colored answering simple you hear the
circles. questions such as popping?” and
“Which color did encouraging him to
you jump on?” answer his peers
which he may who may also ask
answer with “blue questions such as
one” or “don’t “Do you want to
know”. jump with me?”
which he may
answer with a
“yes” or “no”
clearly.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the interests Name of Describe how the What strategies
First Name created with the that references developmental of the toddler and activity child will be able to (at least two) and
family the goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. today (this does child specific, yet brief)
CI2 not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G50 Age Developmentally, XXXXXX’s interests Flop & XXXXXX will have Teachers can
able to use 16 to 38 Months XXXXXX is able to on her paperwork Drop the opportunity to encourage XXXXXX
words to label a CI3: Vocalizes listen to short include animals. work on her goal as to work on her
request 3 times wants and needs. stories and repeat XXXXXX will have she asks for toys or goal by asking
a day. words overheard. the opportunity to books from her close-ended
XXXXXX will have play make believe peers and answers questions such as
the opportunity to and snuggle with simple questions “What animal is
use this skill as the animals such as “What that?” or “Do you
books are being provided in the animals do you like horses?” and
read to her in the flop and drop area. want?” which she encourage her to
flop and drop area. may answer with “a name simple
cow” or “a big animals she may
horse”. see in books read
to her such as a
dog or fish.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Toddler Activity Assignments & Set-up Plan

3. Lead Teacher – Taylor

Check-in/out Helper - XXXXXX
Booth Helper - XXXXXX

4. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise indicated.

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
Flop & Drop: XXXXXX IELG D5 G51 While the 2 laminated Have at least 12 Place all of the Make sure that XXXXXX
The Farm Age 16 to 38 children are in pictures of books listed books in the the books aren’t XXXXXX
Life Months CI4: the Flop and animals- 1 cow, here: bookshelf so thrown or torn, XXXXXX
Points to Drop area, they 1 horse (WR, Old MacDonald that the titles and that no
pictures in will have the Purple binder), 6 Had a Farm: by are facing out. books are put
books opportunity to Small Farm R.W Aley (WR, Place the into their
pick out and Animals (WR TA1), Big Red animal mouths. Be
look at and Cabinet 2 Shelf Barn: By pictures on the careful to not
point at 2), 7 Medium Margaret Wise wall have too many
pictures in Farm Animals Brown (WR, surrounding items on the
books about (WR Cabinet 2 TB10), Baby the Flop and floor, so that
farm animals as Shelf 2), 2 Farm Animals: Drop Area. children aren’t
they sit on the blankets (RR2 By Dutton (WR, Also place the tripping.
soft couches. Yellow 251) TD7), Spot Goes stuffed Anything used in

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
The children to the Farm: By animals on the this activity
can also Eric Hill (WR, shelves in the needs to be
snuggle and TH7), On The flop and drop passed through
cuddle with the Farm: By Dorling area. the Choke Tube
stuffed animals Kindersley (WR, Test.
as they listen to TK7), Farmyard
the short and Animals: By E.
simple stories Pestalozzi-
read to them Verlag (WR,
about farm TP3), On the
animals. Farm: By Slastair
Smith (WR,
PP10), Chicks
and Chickens: By
Gail Gibbons
(WR, PG5),
Cock-A-Doodle-
Doo: A Day on
the Farm: By
Venice Shone
(WR, S19), Cock-
A-Doodle-Moo!:
By Bernard
Most (WR,
M14), Farm

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
Animals: By
Katie Daynes
(WR, Z27), Over
on the Farm: By
Christopher
Gunson (WR,
G18)
Block Area: Taylor IELG D1 G2 While the Cloth Dolls (RR2 The Wonderful Place book on Do not let the XXXXXX
Dollhouse Age 16 to 38 children are in Blue 175), Blocks House: By top of the children throw XXXXXX
Fun Months CI6: the Blocks area, (In Toddler Margaret Wise block shelf so the blocks or Peretun
Builds with they will have Classroom), Brown (WR, it is near the stack towers
blocks and the opportunity Wooden B38) blocks and higher than
other to practice the Furniture 2- 2 of dolls. Leave themselves.
manipulatives. activity everything (RR2 most of the Anything used in
outcome as Blue 185), blocks on the this activity
they stack Wooden Doors shelf, so they needs to be
blocks on top of and Windows may use their passed through
each other. (RR2 Blue 180) own creativity, the Choke Tube
They will also but take a few Test.
have the blocks and
opportunity to create a
interact with couple small
their peers as houses and
they build and take the dolls
play with the out of the

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
dolls provided container and
to them. set them next
to the blocks
so that it looks
fun and
inviting for the
children.
Dramatic Taylor IELG D1 G15 While the 2 Safari Hats The Jungle Is My Place the blue Make sure XXXXXX
Play: Age 16 to 38 children are in (RR2 Yellow Home: by Laura flax sheets children do not XXXXXX
Safari Tour Months CI6: the dramatic 259), 2 Small Fischetto (WR, over the throw or put toys XXXXXX
Reacts to play area, they Backpacks (RR2 F2) kitchen in their mouth.
people in will have the Yellow 259), 1 counters in the Also make sure
costume as if opportunity to Binoculars (RR1 dramatic play toddlers do not
they are the engage in Purple 81), 3 area by taping use the butterfly
characters spontaneous Cameras (RR2 them down at nets as
they portray. imaginative Yellow 227), 2 each corner. weapons/swords.
play as they Nets (RR2 Place the book Have a teacher
take turns using Beautiful Junk on one of the standing by
the costumes 276), covered watching the
and boat while Jungle/Safari counters boat to make
acting out that Animals (WR standing up. sure children to
they are on a Cabinet 2 Shelf Place all not fall or push
safari cruise 3), 3 Monkeys cameras, hats, each other out.
watching (WR Cabinet 2 backpacks, Anything used in
animals. They Shelf 3), 2 Fake vests, and this activity

Page 14
 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
can also initiate Palm Frond binoculars in needs to be
social Leaves (RR2 the large bin in passed through
interactions Beautiful Junk the dramatic the Choke Tube
with their peers 272) 2 Vests play area off to Test.
as they invite (RR2 Yellow 255) the side and
them to dress- 6 Laminated out of the way.
up and ride in Butterflies Place the nets
the boat while (Toddler Closet- next to the bin
looking at Large Group), if they don’t fit
animals Rocking Boat inside. Place
through (GG Right Wall), the blue
binoculars, 3 Laminated blanket on the
taking pictures pictures of ground length
with their jungle animals- 1 wise to look
cameras, and lion, 1 elephant, like a river and
catching 1 monkey (IWP), set the rocking
butterflies with 3 Vines/Green boat on top.
their butterfly Butcher Paper Place all of the
nets and (IWP) 4 Blue Flax stuffed
pretending that Sheets (RR2 animals on the
the other Beautiful Junk counters in the
children are 266), 1 large bin dramatic play
actually the (RR2 Beautiful area so
characters they Junk 262), Tape children do not
portray. (Found in trip over any.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
Toddler Place the palm
Classroom), frond leaves
Green Ribbon on one of the
(RR2 Beautiful counters.
Junk 266), 1 Blue Arrange all
Blanket (RR2 materials to
Beautiful Junk) look appealing
for the
children. Tape
the vines
(rolled butcher
paper) to the
ceiling spread
apart and hang
the three
monkeys from
the ceiling with
ribbon and
tape. Visibly
place all
butterflies
around the
dramatic play
area so the
children may

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
find and catch
them. Tape the
laminated
pictures of
jungle animals
on the
counters and
slide with tape.
Gross XXXXXX IELG D2 G17 While the 8 Cut-out Colors: By Jane Set up the Make sure that XXXXXX
Motor: Age 16 to 38 children are in colorful circles Conteh-Morgan Gross Motor the book gets XXXXXX
Let’s Jump! Months CI6: the Gross (IWP), Bubble (WR, T C15) activity in the pushed out of
Jumps in place. Motor area, Wrap (RR1 middle of the the way if
they will have White 26), Tape floor in front children get too
the opportunity (5x5)(Found in of the close to jumping
to jump on Toddler dramatic play on it. Have a
colored circles Classroom) area and slide. teacher standing
in a circle. They Tape the by watching the
will practice the colored circles children to make
activity down in a 5x5 sure they don’t
outcome by circle spread jump into each
jumping equally apart other. Also make
repeatedly on from each sure children are
the bubble other. Also jumping/walking
wrap and tape down the in the same
colored circles bubble wrap direction so

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
lying over the directly over there are no
gross motor the 5x5 circle. accidents. Allow
area. Have the a maximum of 5
Colors book children in the
lying on the circle at a time.
ground outside
of the colors
circle.
Class Clean- Taylor IELG D3 G31 The children Clean up song, Play the clean- Make sure All
up (Lead Age 60 Months and will clean CD player or up warning toddlers do not toddlers
Teacher for through up all of the docking station, song 2 minutes fight over any
the day is in Kindergarten toys and and toy bins. before it is toys while
charge of CI5: Describes activities with time to clean cleaning up and
this) and follows teacher up. Put the that each toddler
classroom and support. bins down has the
group They will place during this opportunity to
routines. all the toys in time so they put toys away.
the correct will be ready
bins, and stack to go when
the bins and all cleanup starts.
other props on Model clean
the slide. (Do up procedures
not place for toddlers
anything on top and give them
of the lockers). choices of

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
items to clean
up.
Transition to Taylor IELG D5 G48 The lead Lyrics to Time for Towards the Make sure the All
Large Group Age 6 to 18 teacher will Large Group (To end of clean toddlers do not toddlers
Activities Months CI8: start the the tune of “Oh up, teachers fight over any
(Lead Follow single- transition My Darling will create a chairs and that
Teacher for step directions activity to help Clementine”): large group they each have a
the day is in without the children “Time for large area with the defined space
charge of gestures gather to the group, time for shelves so that that is arms-
this) large group large group, Oh, children have a length away from
area. it’s time for defined space other toddlers
Large Group to participate enough to move
The children As we gather in the large their arms
will be altogether and group activity. around.
participating we sit beside our
while I read the friends!” The children
story by will be coming
covering their over to
eyes and participate in
uncovering large group by
them to grabbing a
discover new chair and
animals on each sitting in a
page and half-circle
stating what around the

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
animals they lead teacher as
see. they wait for
further
instructions
and materials.
Large Group Taylor IELG D3 G31 The children Brown Bear, Brown Bear, The book and Make sure the All
Activity – Age 16 to 38 will have the Brown Bear, Brown Bear, box will be children do not toddlers
Brown Bear, Months CI7: opportunity to What Do You What Do You kept on the put the bear
Brown Bear, Participates in participate in a See?: By Eric See?: By Eric counter until paws in their
What Do loosely group activity Carle (WR, B Carle (WR, B large group mouths.
You See? structured as they sit and C11), 24 Brown C11) and then
group play etc. participate in Bear Small Paws brought to the See detailed
the story. They (Toddler Closet- large group activity
will use words Large Group), 12 area for large description at
and phrases as Brown Bear group. end of plan for
they identify Large Paws specific
animals, and (Toddler Closet- instructions and
answer Large Group) script for the
questions. lead teacher to
follow.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
Transition to Taylor IELG D5 G48 Children get Emergency Help toddlers Have a teacher All
outdoor play Age 6 to 18 ready to go backpack and put on coats standing at both toddlers
– (Lead Months CI8: outside by rope (behind and backpacks ends holding the
Teacher for Follow single- putting on their door), check and line up. rope. Make sure
the day is in step directions coats and will in/out sheet Teachers will the children do
charge of without lining up on the Lyrics to Friend help the no push each
this) gestures rope. Teachers Song (To the children grasp other and stand
Please bold will help the tune of “We’re the rope and in a line holding
one: children grasp following the sing while the on to the rope.
Large south the rope and Leader” from children walk
playground sing while the Peter Pan): to the outside
children walk to We’re following play area.
Small north the outside play our friends, our
playground area. friends, our
friends.
We’re following
our friends to go
and play
outside.”
1st Outdoor XXXXXX IELG D2 G17 While the Stepping Stones Place the Have a teacher All
Activity: Age 16 to 38 children are (Gross Garage Stepping Toys standing by toddlers
Walk the Months CI7: outside, they Shelf 7) by the watching the
Line Balances on will have the preschool children to make
one foot opportunity to window in the sure they don’t
briefly. practice the grass. Place jump into each

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
activity the stepping- other or fall off.
outcome as stones 6 inches Make sure the
they balance on apart from children do not
one foot and each other in a push each other.
take small steps straight line.
at a time while
they walk on
the stepping-
stones.
2nd Outdoor XXXXXX IELG D1 G14 While the 10 Small Bugs Place all of the Do not let All
Activity: CI3: children are (RR2 Blue 167), 2 bugs partially children throw or toddlers
Outdoor Uses simple outside, they small rakes covered by the eat sand. Make
Sensory tools (scoops, will have the (Small Shed), 2 sand scattered sure the children
Table funnels, opportunity to small shovels in different do not throw the
shovels, practice the (Small Shed) areas of the toys. Make sure
buckets.) activity sandbox. Place all toys pass the
outcome as all shovels and choke tube test.
they dig with rakes on top of
small rakes and the sand easily
shovels to find accessible to
and discover children. Make
bugs in the sure to leave
sand. out one bug
and place it on
one of the

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
shovels so that
the children
know what
they are
supposed to
do for this
activity.
Inclement XXXXXX IELG D2 G18 While the Dot Art Paint Place Have a teacher All
Weather CI2: children are in (RR1 Cabinet 20 aluminum foil standing by toddlers
Fine Motor Scribbles with the fine motor Drawer 1), pieces big watching the
Indoor crayons and inclement Aluminum Foil enough to fill children to make
Activity: begins to weather area, (RR1 Art Supplies the cookie sure they don’t
Color Dots imitate marks they will have 18) sheets into the mark any of the
(a circle). the opportunity 16 small pieces cookie sheets other children.
to use their of tape (Toddler and tape them Make sure that
creativity to Classroom), at each of the the children do
draw with the 4 Cookie Sheets corners. Place not put any
dot markers on (Kitchen) dot markers markers in their
the aluminum next to the mouths, and do
foil. They will cookie sheets not throw them.
have the easily
opportunity to accessible to
practice the children, and
activity make a few
outcome as dots on the

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a Be specific with reference Be specific Be specific with planned
Title helpers. the children detailed item name, the number, and with how you any safety for in this
See can practice description of number/amount location want this instructions for activity
Teaching while at this what the you need, the activity set-up set-up or during
Calendar activity activity is and reference and the activity
for how the location of the
assigned children will be item, and
helpers explore, play whether you will
and practice provide (IWP)
the activity any of the items
outcome
they scribble aluminum so
with the dot that the
markers. children know
what they are
supposed to
be doing in this
activity.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

Large Group Activity Name of

toddler(s)
Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Don’t forget to turn in planned for in
the large group activity materials with your plan. this activity

Title: Brown Bear, Brown Bear, What Do You See? All toddlers

IELG Outcome: IELG D5 G48: Shows understanding of words by appropriate gesture and listening to a story being read. IELG D5 G52:
Increasingly uses words and phrases.

The skills this activity promotes: Receptive language skills and following one to two-step directions with gestures.

Activity Description: As the lead teacher reads them the story, toddlers will have the opportunity to listen to a story about a bear finding
different animals and they will have the opportunity to follow directions by discovering them as well as they cover and uncover their eyes
with their bear paws.

Any adaptations for individual toddlers: XXXXXX has almost no vision in her left eye and stigmatism in her right eye so sometimes her
depth perception is off. Teachers will encourage XXXXXX to sit towards the front in Large Group so she may more clearly see the book that
is being read.

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 practice
listening and following directions as we read Brown Bear, Brown Bear, What Do You See?. Let’s practice listening right now. I want
everyone to listen with their ears as I tell you to cover your eyes with both hands and sit very still. Good listening boys and girls, now let’s
try it with our bear paws. Everybody look at XXXXXX and she will hand you two paws to put over your hands. (Have XXXXXX handing out
paws to children.)

Expectations for children (What will you say and do to show the children how to participate in the activity?): “Now we are going to
practice covering our eyes with our bear paws. Remember we’re going to cover our eyes but when I finish saying “what do you see?” we’re
going to uncover our eyes and find out what animal we will see next! Now let’s practice. Brown bear, brown bear, what do you see? Now
uncover your eyes!” Practice this with children 1-2 times “I think we are ready for our story now.” (Then read the book.) I will model when
to cover and uncover our eyes as I read the book by placing a paw over one of my eyes. The other teachers in the classroom will be there
as well to model this.

Handing out props (how will you hand out props): Have the other lead hand each toddler two bear paws. Explain to the toddlers that all
bear paws are almost the same and so we don’t need to worry about which paws we get.

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 Lead Teacher: Taylor Part One: X Part Two: Lead Teaching Date: 2/14/18

Submission Date: 1/29/18 Revised Submission Date (if needed): 2/12/18 TTD Chapter: 14

During the activity (What are you saying and doing during the activity for the children to model?): While reading the book, I will cover
one of my eyes with a bear paw as I read “brown bear, brown bear what do you see?” and emphasize the word see and gasp so the
toddlers may imitate my actions and cover their eyes with their paws and know to uncover them when I gasp, but no one will be forced to
participate.

Closing Script (What will you say and do to end the activity and transition to the next thing?): “Now that our book is at the end, everyone
put your paws in one hand and raise them high so that I can come around and collect the paws. When I have your paws, you can sit down.
(State what the next transition is).” Then say, “Boys and girls, we are now going to listen to what Ms. XXXXXX has planned for us!” or “Now
we are going to put our carpet squares back and continue playing at all the activities we have.”

Collecting props (how will you collect the props?): “Now that our book is at the end, everyone put your paws in one hand and raise them
high so that I can come around and collect the paws. When I have your paws, you can sit down.”

Page 26