Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler Activity Pre-Plan:

1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 4. Criteria c. Always uses appropriate statements and questions with children including appropriate grammar (no slang terms such as “guys”),
syntax, tone, and volume of voice as they talk with children in both one-on-one and group situations. I want to be observed on the language I use with the
children. Specifically, using appropriate statements, the child’s name, and no slang terms, specifically, “you guys”.

Section 4. Criteria b. Always shows enthusiasm and a positive attitude as they engage and support children individually and as a group. I want to be
observed on my ability to stay positive and calm around difficult behaviors, and with interacting with my peers throughout lab.

Section 2. Criteria a. Always shows respect for every child by interacting at their level, showing interest and concern for them, and making and maintaining
eye contact. I want to be observed on my ability to stay on the child’s level when interacting with the children, and getting and keeping eye contact when
speaking to individual toddlers.
1. 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 that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)

Page 1
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
AAAAA AAAAA will IELG D3 G29 16-39 Developmentally, I have observed Water AAAAA will have the Teachers can
follow two or Mo C16: Follows AAAAA is able to that AAAAA Wall opportunity to work verbally give
more one step simple directions grasp the handles seemed really on her goal of AAAAA
directions during and will sometimes of scoops with interested in following directions instructions of
lab. test limits. sand and water in pouring water as she listens to, scooping from one
them. She will be beads down a pipe understands, and of the water bins,
able to use this and watching them reacts to the steps pouring the water
skill to scoop slide down. AAAAA of, first, scooping on certain parts of
water into a will have the from the one of the the board, or
measuring cup, opportunity to water bins, and leaving the scoops
and pour it out watch colored then pouring it on at the station.
onto the water water slide down different parts of Teachers can also
board. different obstacles, the board. model, or use
as she pours it another toddler as
down the board. a model of
scooping from one
of the water bins,
pouring the water
on certain parts of
the board, or
leaving the scoops
at the station.

Page 2
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
BBBB BBBB will IELG D3 G31 Age Developmentally, I have observed Spray There are only 4 Teachers can
willingly take 16-38 mo. CI4: BBBB has the fine that BBBB is Rainbows spray bottles at the encourage him to
turns with other Able to wait to motor skills to interested in cause area, and only one take turns with the
children 2-3 take turns, with grasp small and effect, and of each color, so different bottles of
times during assistance. objects, and exploring different BBBB can work on paint with other
toddler lab. squeeze small uses for items, like his goal of turn children by setting
objects like the droppers, or taking with other timers or sing
bottles and bottles of paint. S toddlers by giving songs to set a limit
droppers. BBBB BBBB’s paperwork up one color, or on how long the
will be able to use also indicates that waiting his turn for turns last.
this skill to he is interested in another color of Teachers can
squeeze the painting. He will spray bottle. encourage turn
handle down on have the taking by modeling
the spray bottles opportunity to how to share the
to get the water discover how to spray bottles with
to squirt out. use a spray bottle BBBB or other
by using it to paint toddlers.
with colored
water.

Page 3
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
CCCC CCCC will use 1-2 IELG D5 G49 age Developmentally, I have observed Animal CCCC will be able to Teachers can
words to label 16-38 mo. CI4: CCCC is able to from the home Wash work on his goal of model using words
objects once a Uses descriptors to grasp small toy visits and at lab, labeling objects as as they parallel talk
day in toddler describe object or animals, as well that CCCC is very he labels the with what CCCC is
lab. event. as sponges. CCCC interested in toy different animals he doing, or self-talk
will be able to use horses. CCCC will is washing as he as they interact
this grip to hold have the holds them. CCCC beside him in the
onto the different opportunity to will also be able to Animal Wash.
muddy animals as interact with the work on his goal of Teachers can also
he uses the other horses on a new using words as he use signs that
hand to wash level as he has the makes the different CCCC r is familiar
them with a opportunity to play sounds of the with as needed
sponge or brush. with them in the animals he is such as, “help”,
mud, and then interacting with, or “more”, or
wash them off. labeling where the “water”.
animals are like,
“mud”, or “water”.

Page 4
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
DDDD DDDD will be IELG D5 G57 age DDDD is I have observed Rainbow DDDD will be able Teachers can label
able to identify 36-60 mo. CI6: developmentally DDDD was really Mallet to work on his goal the letters that are
the letters A, Names and able to grasp a interested in the of identifying the in the foam and
and C by the end recognizes several mallet, and hit an ball drop where he letters A and C by have DDDD
of lab. letters beginning object with had to hit the ball seeing them in the repeat them back,
with letters in their accuracy as seen with the mallet foam, and or approach it like
own name. with ball drops in first. DDDD will be identifying them. an I-Spy a letter
past labs. DDDD able to follow this game. Teachers
will be able to use interest as he gets can re-draw
this skill to to hammer the letters, or invite
accurately hit the Ziploc bag of DDDD to draw the
Ziploc bags with a shaving cream. letters in the foam
mallet. as they label the
letters.

Page 5
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
EEEE EEEE will play IELG D3 G28 Age Developmentally, I have observed Water There are two Teachers can
alongside other 16-38 mo. CI1: EEEE is able to EEEE is interested Wall buckets of water encourage EEEE
children 2-3 Plays side by side pick up scoops in pouring and and two scoops at to invite other
times during with another child. filled with water scooping different the station, so EEEE children to play
toddler lab. and pour them sensory materials, will be able to work alongside her by
back out. EEEE including water on her goal of asking her if she
will have the beads. EEEE will playing alongside wants to invite
opportunity to have the other toddlers, as them over, then
use these fine and opportunity to there is room for telling her if she
gross motor skills continue with her two toddlers at the wants to play with
to scoop up water interest in water wall. EEEE will them, she should
and pour it out on scooping and be able to scoop, invite them over.
different parts of watching where pour, and watch the Teachers can
the water board. the water goes as water alongside encourage EEEE
she scoops up the another toddler to approach other
water from bins, doing the same children already at
and pours it down activity. the water wall by
the water wall. telling her that if
she wants to play
with them, she
should go up to
them.

Page 6
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
FFFF FFFF will wear a IELG D1 G4 Age 16 Developmentally, I have observed Rainbow FFFF will be able to Teachers can
smock once a to 38 months CI5: FFFF is able to that FFFF is Mallet work on his goal of encourage FFFF to
day in lab. Insists on some grasp a mallet, interested in using wearing a smock, as put on a smock by
choices (what to and hit an object mallets from past there will be smocks showing him that
wear, completing a with accuracy, as labs. I have also available at this they are wearing a
project). seen with ball observed that FFFF area to wear. smock too.
drops in past labs. enjoys the sensory Teachers can also
FFFF will be able area. FFFF will be tell FFFF that
to use these fine able to follow smocks are to help
and gross motor these interests as us stay clean, just
skills to accurately he uses a mallet to like the smock he
hit a Ziploc bag hit different has at home.
filled with colored colored bags of Teachers can assist
foam, so the foam shaving cream. FFFF in putting
explodes out of After, FFFF will be the vest on.
the bag. able to touch the
shaving cream with
his hands and
move it around.

Page 7
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
GGGG GGGG will follow IELG D5 G48 age Developmentally, I have observed Animal GGGG will be able Teachers can give
two-step 36 to 60 mo. CI10: GGGG GGGG is interested Wash to work on her goal GGGG the two-
directions two Follows multiple- understands the in cleaning things, of following two- step directions of
times each lab step oral order of events of like baby dolls. I step directions in first getting the
each day. directions. washing objects. have also observed this area as she animal covered in
GGGG will be able from lab that listens to, mud, and then
to use this GGGG is interested understands, and washing the
knowledge to first in animals. GGGG reacts to the animal. Teachers
dirty the animals will have the instructions to first can model how to
by playing with opportunity to play with it in the perform this task
them in the mud, clean different mud to get it dirty, first, so she has a
and then washing farm animals in and then clean it better
them by putting this activity, but with sponges or understanding of
them in the soapy she will also have brushes in the how the chain of
water. the opportunity to soapy water. events works and
get the animals what she is able
dirty first. and allowed to do.

Page 8
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
HHHH HHHH will IELG D3 G31 age Developmentally, I have observed in Rainbow HHHH will be able Teachers can
initiate play with 16-38 mo. CI5: HHHH is able to lab that HHHH is Road to work on her goal encourage HHHH
2 other toddlers Able to share some take off her shoes interested in of initiating play to invite other
2-3 times each objects, people, with assistance, mixing paint with other toddlers children to play
day in lab. and space with and walk on her together. I have by inviting other alongside her by
peers; with adult own. She will be also observed that toddlers over to the asking her if she
assistance. able to use these HHHH spends the area with her. wants to invite
skills to help take most time at gross HHHH will also have them over, then
her shoes off so motor activities. the opportunity to telling her if she
that they can be HHHH will be able interact with her wants to play with
painted, and then to follow these peers as there is them, she should
walk on the paper interests as she room for 1-3 invite them over.
by herself. mixes the different toddlers at a time Teachers can
paints she uses on on the paper. encourage HHHH
her feet, and then to approach other
use gross motor children already at
skills to stand back the Rainbow Road
up and walk on top by telling her that
of the paper. if she wants to play
with them, she
should go up to
them.

Page 9
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
IIII IIII will be social IELG D3 G28 Age Developmentally, I have observed IIII Rainbow IIII will be able to Teachers can
with at least 16 to 38 Months IIII is able to carry is interested in toy Tracks work on his goal of encourage IIII to
three peers a CI1: Plays side by objects while cars. IIII will be being social with his invite other
day by side with another moving. He is also able to follow this peers at this area by children to play
participating in child. able to push interest, as he is inviting other alongside him by
an activity with objects across the able to interact toddlers over, or asking him if he
them. floor. IIII will be with the toy trucks joining the toddlers wants to invite
able to use these as he pushes them that are there. them over, then
fine and gross through different There are two telling him if he
motor skills as he puddles of paint. trucks at the area, wants to play with
pushes different so IIII will have the them, he should
trucks through opportunity to play invite them over.
paint, and across alongside another Teachers can
the paper. toddler at this area. encourage IIII to
approach other
children already at
the truck activity
by telling him that
if he wants to play
with them, he
should go up to
them and ask to
play.

Page 10
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family 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. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
JJJJ JJJJ will follow IELG D5 G48 age JJJJ is I have observed Rainbow JJJJ will be able to Teachers can tell
two-step 16-38 mo. CI6: developmentally JJJJ is interested in Mallet work on his goal of JJJJ the two- step
directions once a Responds to two- able to grasp a using hammers to following two-step directions of
day during lab. step directions mallet and swing hit different directions by hitting the bag first
(e.g., “Go into your it to hit objects, objects whenever listening to the with the hammer,
bedroom and get like at the ball they area available rules, then playing in the
your socks.”). drop. JJJJ will at other activities. understanding the foam. Teachers can
have the JJJJ will be able to rules, and acting in also model first
opportunity to follow his interest compliance with the how to hit the bag
use this skill to by using the mallet rules of hitting the of foam and then
use a mallet to to hit Ziploc bags bag with the draw with their
accurately hit a filled with shaving hammer, then being finger in the foam
bag of shaving cream. able to play with the so he knows what
cream. foam. he is able to and
allowed to do
more clearly.

Toddler Activity Assignments & Set-up Plan

2. Lead Teacher – Leah

Kitchen Toy Cleaner - Marli
Tech Helper - Marli

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

3. 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 Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
Art: Rainbow Marli IELG D4 G45 age Toddlers will Butch Paper (Work Five Trucks Line the butch Teachers HHHH
Road 16 to 38 months have the Room) by Brian paper up by the may need to
CI5: Increases opportunity to Wipes (Classroom) Floca (WR slide on the help
awareness of paint their feet Towels (Laundry P F2) lower section of toddlers
physical/ spatial and walk on the Room) the playground. take off
boundaries physical Red Paint After mixing shoes and
(must stay in boundary of the (Classroom) soap into the putting
nursery room; sit white paper, Purple Paint paint, pour half them back
at table to eat leaving their (Classroom) of a bowl full of on; have the
snack). painted Blue Paint each color of toddlers sit
footsteps (Classroom) paint into its down when
behind. Yellow Paint own bowl. Lay taking off
(Classroom) out the blue mat their shoes
4 Paper Bowls adjacent to the and putting
(Kitchen) butch paper. Set them back
Soap (RR1 Cabinet the wipes and on.
22) towels on the Teachers
Blue Mat blue mat. Set the may need to
(Classroom) paints between help
the blue mat and toddlers
the butch paper. paint their
Place the book feet and
on the far corner clean off the
of the blue mat paint when

Page 12
 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
away from the they are
paint. finished.
Sensory: Marli IELG D4 G41 age Toddlers will 3 Cows (RR2 Blue My First Fill the sensory Ensure that CCCC
Animal Wash 16 to 38 months have the 177) Book of table ¼ of the the toddlers GGGG
CI1: Shows opportunity to 3 Pigs (RR2 Blue Animals way with soil, do not drink
recognition of show their 177) from A to Z and fill with the water or
sequences of recognition of 3 Horses (RR2 Blue by water from the put
events or the sequence of 177) Christopher hose (after anything
objects. cleaning objects Sensory Bin (North Egan (WR getting the key muddy in
by first playing Playground) E13) from the front their
with the animals Water pump (Gross office) until it mouths.
in the mud, and Garage floor) turns to a mud. Ensure they
then cleaning Water (hose) Add half of the do not
them in the Soap (RR1 Orange animals to the splash each
soapy water. C22) mud. Line the other, or
Children will also Hose key (Front rim of the throw any
have the Office) sensory table of the
opportunity to Soil (RR2 Green with props.
stamp the 140) construction
muddy prints of 4 sheets paper by taping
the animals on Construction Paper it down. Put the
cardboard on (RR1 Orange C3) water pump next
the side of the 2 Towels (Laundry to the sensory
sensory tables, Room) bin. Fill it half
after they first 2 Tooth brushes way with water
dip the feet in (RR1 C24 D1) and add soap.
mud. 2 Sponges (RR2 Throw in the

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
Green 122) toothbrushes
Tape (Classroom) and the sponges,
and the other
half of the
animals. Set the
book by the
towels.
Fine Motor: Leah IELG D1 G12 age Toddlers will be 4 spray bottles (RR2 Mouse Mix one drop of Teachers BBBB
Spray 16 to 38 mo. CI1: able to Purple 87) Paint by watercolor in its should
Rainbows Experiments with experiment the Green Liquid Water Ellen Stoll own spray ensure that
effect of own different effects color (RR1 Paint) Waslh (WR bottle. Fill it with toddlers do
actions on of spraying rocks Yellow Liquid P W2) water. Out on not spray
objects and and paper Water color (RR1 the giant rock, each other,
people. towels with Paint) tape down four or
different colored Blue Liquid Water paper towels. themselves
water. Toddlers color (RR1 Paint) Place the 4 squirt with the
have the Red Liquid Water bottles on the bottles.
opportunity to color (RR1 Paint) rock. Spray the Teachers
see color Tape (classroom) rock with a color, should also
changes through 4 paper towels and a paper ensure they
color layering. (classroom) towel with do not
another color. throw the
Place the book at bottles.
the base of the
rock.
Cause & Leah IELG D2 G17 age Toddlers will 3 hammers (RR2 Bear Sees Tape the butch Ensure the JJJJ
Effect: 16 to 38 Months have the white 55) Colors by paper to the wall children are DDDD

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
Rainbow CI 4: Pounds opportunity to 6 ziploc bags Karma under the only hitting
Mallet object with pound stationary (Kitchen) Wilson (WR flowers, to the the Ziploc
intent and ziploc bags full of Shaving cream (RR1 P W14) right of the bags with
precision colorful shaving Art Supplies 14) water wall. Fill the
(hammers peg cream with Green watercolor the Ziploc bags hammers.
with accuracy). toddler (RR1 Paint) with shaving Ensure that
hammers and Yellow watercolor cream after nothing gets
watch them (RR1 Paint) dropping one into their
explode out Orange watercolor drop of a mouth or
colors onto the (RR1 Paint) different eyes; if it
paper. Red watercolor watercolor in does, wipe
(RR1 Paint) each bag. Shake it off with a
Blue watercolor the bag to mix towel.
(RR1 Paint) the color in.
Purple watercolor Tape the back of
(RR1 Paint) the bag to the
5 feet Butch paper paper (so the
(Workroom) foam can burst
Tape (Classroom) out of the sides).
3 smocks Lay the hammers
(classroom) below the paper.
towel (laundry Spray some of
room) the shaving
cream on the
paper and trace
out the letters A
and C with your

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
finger. Place the
book by the
smocks.
Class Clean-up Leah IELG D3 G31 Age The children and Clean up song, CD Play the clean-up Teachers
(Lead Teacher 60 Months will clean up all player or docking warning song 2 should try
for the day is through of the toys and station, and toy minutes before it to prevent
in charge of Kindergarten CI5: activities with bins. is time to clean any tripping
this) Describes and teacher support. up. Put the bins as the
follows They will place down during this toddlers
classroom and all the toys in time so they will move from
group routines. the correct bins, be ready to go one location
and stack the when clean-up to the
bins and all starts. Model other.
other props on clean up
the slide. (Do not procedures for
place anything toddlers and give
on top of the them choices of
lockers). items to clean
up.
Transition to Leah IELG D5 G48 Age The lead teacher “Come gather on Towards the end Teachers
Large Group 6 to 18 Months will start the the carpet, come of clean up, should try
Activities CI8: transition gather everyone, to teachers will to prevent
(Lead Teacher Follow single- activity to help sing a song, to create a large any tripping
for the day is step directions the children move a long, to group area with as the
in charge of without gestures gather to the read and learn the shelves so toddlers
this) large group area. today, Hey!” that children move from
have a defined one location

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
Children will sing space to to the
the transition participate in the other.
song with the large group
teachers as they activity.
gather on the
carpet for large
group.
Large Group Leah 1. Shake Your 1. Shake Your 1. Shake Your Sillies Dear Zoo 1. Shake Your 1. Shake
Activity – Sillies Out: IELG Sillies Out: As Out- 15 Egg shakers by Rob Sillies Out: The Your Sillies
1. Shake Your D2 G19 age 16 to the song, “Shake (WR Shelf 4) Campbell lead teacher will Out: Watch
Sillies Out 38 mo. CI2: Your Sillies Out” “Shake Your Sillies (Sister pull up “Shake that
2. Dear Zoo Performs basic plays, the Out” on the Kindle Cranmer’s Your Sillies Out” children are
3. Animal creative toddlers will (Sister Cranmer’s office) on the Kindle. not hitting
Jungle movements, with have the office) Support teachers each other
4. Do it Like adult guidance or opportunity to 2. Dear Zoo: will help pass out with the egg
the Animals alone (dances to follow the Literacy Bucket egg shakers. shakers or
5. The Things music or instructions in (Toddler Closet, On a tray I will throwing
We Like to Do rhythm). the song that Shelf 1- Large provide 3 them.
6. Freeze 2. Dear Zoo: IELG relate to Group Props), The different props Ensure they
Dance D3 G31 Age 16- different gross big book of Dear form 3 of the have
38 mo. CI7: motor Zoo by Rob large group enough
Participates in movements. The Campbell (Sister activities for a personal
loosely toddlers will also Cranmer’s office) child to select space to
structured group use their fine 3. Animal Jungle: from. I will dance
games (chase, motor skills as Animal Jungle- choose a toddler without
dramatic play). they have egg animal jungle board that has not had touching
IELG D5 G51 Age shakers to hold (toddler closet), the opportunity other

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
16-38 mo. CI1: and shake as necklaces (toddler to choose before children.
Understands and they dance. closet) to select the first 2. Dear Zoo:
responds to 2. Dear Zoo: The 4. Do it Like the activity we do. Ensure all
simple questions. toddlers will Animals: Animal After that the children
3. Animal Jungle: have the Dice (Toddler activity, I will have
IELG Domain 1, opportunity to Closet) choose another enough
Goal 8, Ages 16- participate in a 5. The Things We child to come up room for
38 Months CI1: loosely Like to Do: The to select the movements.
“Observes structured group Things We Like to second activity. Ensure the
others’ actions to activity as they Do Book (classroom children do
see the effect come and shelf) not hit one
they have on participate in the 6. Freeze Dance: another
objects large group Freeze Dance song with the
and people.” activity. They on Kindle, 20 stuffed
4. Do it Like the will have the scarves (WR C 2 animals.
Animals: IELG D1 opportunity to and 3, shelf 3) 3. Animal
G10 Age 16 to 38 respond to Jungle:
Months CI1: simple questions Ensure all of
Imitates a single when I ask them the children
action from a which animals have
finger play or they think are enough
dance behind the flap. room to
movement. The toddlers will move
5. The Things We have the around
Like to Do: IELG opportunity to safely.
D1 G10 Age 16 to raise their Do not
38 Months CI1: stuffed animals allow the

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
Imitates a single in the air when it children to
action from a matches the pull
finger play or animal in the necklaces
dance book, and make right on
movement. different animal their necks.
6. Freeze Dance: sounds. Do not
IELG D5 G54 age 3. Animal Jungle: allow
16 to 38 months The toddlers will children to
CI2: Follows have the crowed
direction, opportunity act teacher or
moving from one like some of the board.
step to two steps animals in the 4. Do it Like
or three steps jungle as we sing the Animals:
within a routine. a song about Make sure
them. children are
4. Do it Like the spaced out
Animals: from each
Children will other so
have the they do not
opportunity to hit each
imitate a single other.
action from a Watch as
dance they
movement as participate
they each take to make
turns rolling a sure they
dice with animal don’t fall

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
names and over. Watch
actions on them. children
They will then who are not
act out the participating
action how they that they
think the animal don’t pull
would do it. furniture off
5. The Things We slide.
Like to Do: 5. The
Children will Things We
have the Like to Do:
opportunity to Ensure that
increase their each child
enthusiasm has enough
about their space to
peers as they move
learn about their around
favorite thing to safely.
do. 6. Freeze
6. Freeze Dance: Dance:
The lead teacher Ensure that
will put the Kids each child
in Motion CD has enough
into the CD space to
player and find move
song number around
four. She will safely.

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
have the scarves
ready and
introduce the
activity and set
up any
expectations.
When the music
plays everyone
will start to
dance however
they like. When
the song says,
“FREEZE”
everyone will
“freeze” and
hold still until
the music begins
again. Children
and teachers can
sing along with
the lyrics as they
learn them. We
will dance
through the song
twice.
Transition to Leah IELG D5 G48 Age Children get Emergency Help toddlers Teachers
outdoor play – 6 to 18 Months ready to go backpack and rope put on coats and should

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
(Lead Teacher CI8: outside by (behind door), backpacks and ensure none
for the day is Follow single- putting on their check in/out sheet line up. of the
in charge of step directions coats and will Children will sing Teachers will toddlers
this) without gestures lining up on the the transition song help the children bolt for the
Large south rope. Teachers with the teachers grasp the rope door and try
playground will help the as they gather on and sing while to escape.
children grasp the carpet for large the children walk Teachers
Small north the rope and group. to the outside should also
playground sing while the play area. inhibit
children walk to We hold the rope children
the outside play to go outside, go from
area. outside, go outside, shoving or
we hold the rope to pushing one
go outside, to run another.
and jump and play!
1st Outdoor Marli IELG D1 G14 age Toddlers will Water Board Place the water Teachers EEEE
Activity: 16 to 38 months have the (Toddler Closet) board on the far should AAAAA
Water Wall CI3: Uses simple opportunity to 3 Large Bins (RR2 left of the wall ensure
tools (scoops, use scoops to Beautiful Junk 259) with the hanging children do
funnels, shovels, scoop water Water (Outside flowers. Place a not drink
buckets). from a bucket Hose) bucket under the the water.
and pour the Hose key (Front board. Fill the Teachers
water down a Office) other two should
water board. The Red Water Color buckets half way ensure the
will have the Paint (RR1 Orange with water from children do
opportunity to C2) the outside hose not splash
watch the water Blue Water Color after getting the each other

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
run down the Paint (RR1 Orange key hose from with the
different C2) the front office. water or
obstacles to the 2 Liquid Measuring Add 2 drops of throw the
bottom of the Cups (kitchen) red watercolor cups.
board. paint to one
bucket, and 2
drops of blue to
the other bucket.
Place one liquid
measuring cup in
each colored
water bucket.
2nd Outdoor Leah IELG D1 G 14 age Toddlers will Cardboard Pieces Mix soap in with Ensure the IIII
Activity: 16 to 38 months have the (IWP) the paint. Lay children
Rainbow CI10: Starts opportunity to 2 Dump Trucks out the don’t run
Tracks playing with push the dump (Small Shed) cardboard by the into each
wagons, trucks through Red Paint tree by the other with
tricycles, and the paint and (Classroom) entrance of the the trucks
push toys. see the stamping Yellow Paint playground. Glob or smash
effect of the (Classroom) on strips of paint their fingers
tires and the Blue Paint onto the in any of the
paint onto the (Classroom) cardboard. Place moving
cardboard. Soap (RR1 C22) the trucks on the parts. Make
2 Smocks cardboard. Run sure the
(Classroom) one of the trucks children
through the don’t stick
paint and onto their hands

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Activity Area Set-up Activity Activity Materials Needed Book Set-up Safety Name of
& Person Outcome/IELG Description Be specific with Title, Instructions Instructions toddler(s)
Activity You or your This is a skill the This is a detailed item name, the author, Be specific with Be specific planned
Title helpers. children can description of number/amount reference how you want with any for in this
See practice while at what the activity you need, the number, this activity set- safety activity
Teaching this activity is and how the reference and and up instructions
Calendar children will be location of the location for set-up
for explore, play item, and whether or during
assigned and practice the you will provide the activity
helpers activity outcome (IWP) any of the
items
the cardboard so in their
you can see the mouths if
tracks. Lay the there is
smocks by the paint on
edge of the their hands.
cardboard.
Inclement Leah IELG D2 G17 Age Children will be 2 blue handled Put vacuums in Children
Weather Gross 16-38 Months able to wander popping vacuums gross motor shouldn’t be
Motor Indoor CI1: Walks and around the gross (GG floor) area. running
Activity: Pop It runs with skill; motor area with with the
changing both pop it vacuums. vacuums, or
speed and They will be able running the
direction. to hear the vacuums
popping that into other
comes from the toddlers.
toy.

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

Large Group Activity Name of

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

IELG Outcome: IELG D2 G19 16 to 38 mo. CI2: Performs basic creative movements, with adult guidance or alone (dances to music or rhythm).

The skills this activity promotes: Awareness of own body in space, stamina, balance, fine motor, gross motor, following instructions, and
regulation of actions.

Activity Description: As the song, “Shake Your Sillies Out” plays, the toddlers will have the opportunity to follow the instructions in the song
that relate to different gross motor movements. The toddlers will also use their fine motor skills as they have egg shakers to hold and shake as
they dance. Children will be able to perform basic movements like jumping, flapping arms, shaking arms, and clapping along to the rhythm of
the song “Shake Your Sillies Out”.

Adaptations for individual toddlers: AAAAA may need a teacher’s hand or furniture for support while standing.

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 dance with egg shakers today!”

Expectations for children (What will you say and do to show the children how to participate in the activity?): “We are going to practice
listening. Show me how you clap your hands together. (Clap hands) Now show me how you shake your sillies out! (Boogie) Show me how you
fly. (Fly). Now show me how you jump! (Jump) Great job at following directions, now let's try it with some music! Everyone find a teacher and
get two egg shakers! Remember our egg shakers need to stay in our hands!”

Handing out props (how will you hand out props): “Everyone find a teacher and get an egg shaker!” Have support teachers help hand each
toddler egg shakers. Explain that each egg works the same regardless of color.

During the activity (What are you saying and doing during the activity for the children to model?): I will sing along to the song while dancing
along with the commands and the egg shakers. I will encourage the children to sing and dance along to the music, by saying, “hold your
shakers up high! Hold your shakers down low! Spin around! Shake your shakers fast! Shake your shakers slow!” but participation will not be
forced.

Closing Script (What will you say and do to end the activity and transition to the next thing?): “I had so much fun dancing with everyone.
Now that our song is all done, go give your egg shakers to a teacher. When you’ve given your eggs to a teacher, you can sit down.” Once all

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 Lead Teacher: Leah Jones Part One: Part Two: x Lead Teaching Date: 7/10/18

Submission Date: 7/2/18 Faculty Submission Date: 7/2/18 Revised Submission Date: 7/9/18 TTD Chapter: 8

children are sitting down: “Boys and girls it’s time to listen to Miss Janica and act like animals!” After Janica’s large group: “Boys and Girls, we
are ready to go outside! Line up on the carpet and hold onto the rope so we can go outside!”

Collecting props (how will you collect the props?) “[...] go give both of your egg shakers to a teacher.” Have support teachers help collect egg
shakers.

Page 26