Eden Preplan And Activity Plan 3

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

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 e. I lead the routines of the classroom independently and confidently. Section 3. Criteria d. I transition appropriately between activities. Section 4. Criteria c. I use appropriate grammar and syntax.

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 First Name

Allison

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Allison will speak in 3 to 4 word sentences twice a day in Toddler lab.

IELG D5 G53 Age 16 to 38 Months CI6: Increases phrases from two words to three and four words.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Allison is able to use her fine motor skills to grasp small objects. She will be able to use this skill as she grasps the pinecones and uses them to mold the play dough.

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed that Allison chooses to play with play dough in Toddler Lab. She will be able to play with play dough as she uses pinecones to manipulate the dough.

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Name of activity center where you are planning for the child today Sensory

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Allison will be able to work on her goal as she describes what she is doing with the play dough.

Allison can work on her goal as teachers ask open ended questions about her play dough creations. An example of this type of question would be, “Allie, what are you going to use the pine cone for?” Teachers can also model self-talk about what they are creating with play dough.

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Charlotte

Part One: Revised Submission Date (if needed):

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Charlotte will speak in 3 to 4 word sentences every day in Toddler Lab.

IELG D5 G53 Age 16 to 38 Months CI6: Increases phrases from two words to three and four words.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Charlotte is able to use her fine motor skills to grasp and lift objects. She will be able to use these skills to lift the tray and mix the paint together using ping pong balls.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed that Charlotte chooses to engage in artistic play at Toddler Lab. Charlotte will be able to experience artistic play as she mixes colors in the tray by moving the ping pong balls around.

Page 2

Name of activity center where you are planning for the child today Art

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Charlotte will be able to work on her goal as she describes her art work.

Charlotte can work on her goal as teachers ask open ended questions about her art work that require a response with more than one word. This can be done by saying things like, “Charlotte why are you mixing those two colors?” Teachers can also model self-talk about their own art work.

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Makenzie

Part One: Revised Submission Date (if needed):

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Kenzie will be able to name the colors yellow and purple every day in toddler lab

IELG D4 G39 Age 16 to 38 Months CI2: Sorts objects by a single characteristic (size, color, shape, or quantity).

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Makenzie is able to use her fine motor skills to poke, push, and pull. She will be able to use these skills to grasp the pan and slide the ping pong balls through the paint.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed that Makenzie engages in art activities in Toddler Lab. She will be able to explore art as she rolls ping pong balls through paint.

Page 3

Name of activity center where you are planning for the child today Art

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Makenzie will be able to work on her goal as she names the yellow and purple paint she is mixing in the trays, with the ping pong balls.

Makenzie can work on her goal as teachers ask leading questions about the colors Makenzie is using. This could be done by saying, “Kenzie, which of those colors is your favorite?” Teachers can also model which colors are which by using self-talk. This could be done by saying, “I’m going to mix the red and the blue. Look, it makes purple!”

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Elliot

Elliot will share with his fellow toddlers, at least twice, every day in Toddler Lab.

IELG D3 G28 Age 16 to 38 Months CI1: Plays side-by-side with another child.

Developmentally, Elliot is able to use his fine motor skills to grasp and manipulate small objects. He will be able to use this skill as he uses the tongs to pick up toy food and place it in the animals’ mouths.

I have observed Elliot playing with stuffed animals in Toddler Lab. Elliot will be able to pretend that he is feeding animal pets.

Fine Motor

Elliot will be able to work on his goal as he shares the tongs and food pieces with other toddlers at the activity.

Alice

Alice will be able to recognize numbers up to five every day in Toddler Lab.

IELG D4 G39 Age 16 to 38 Months CI6: Recognizes some quantities (sees 2 blocks and says, “Two.”

Developmentally, Alice is able to use her fine motor skills to grasp small objects. She will be able to use this skill as she picks up balls and

I have observed Alice choosing to play with balls in Toddler Lab. She will be able to play with the balls in the ball pit as she searches for the ducks.

Peek A Boo

Alice will be able to work on her goal as she counts the number of ducks that she finds in the ball pit.

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Elliot can work on his goal as teachers suggest that he share the food toys. This could be done by saying, “Elliot, it looks like Ella would like to use the corn too. Can we make room, so Ella can use the corn with us? Now we can all play together.” Teachers can also model sharing as they use the same animals and food piles as the toddlers. This could be accompanied by self-talk like, “I am going to feed the same animal as Elliot. Now we are both feeding the cow together!” Alice can work on her goal as teachers ask her to find a specific number of ducks. This can be done by saying, “Alice, find me four ducks! Now find

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Merrick

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

Merrick will rote count to three at least once every day in Toddler Lab, with some assistance, until he is able to do it on his own.

Part One: Revised Submission Date (if needed):

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

IELG D4 G39 Age 16 to 38 Months CI6: Recognizes some quantities (sees 2 blocks and says, “Two.”).

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) searches for the rubber ducks.

Put the interests of the toddler and how it connects to where or how you are planning for them today

Developmentally, Merrick is able to use his gross motor skills to climb, bend, and crawl. He will be able to use these skills as he climbs into the ball pit, bends over, and crawls through the balls to search for ducks.

I have observed Merrick choosing to play with balls at Toddler Lab. Merrick will be able to play with the balls in the ball pit as he searches for the rubber ducks.

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Name of activity center where you are planning for the child today

Peek A Boo

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

Merrick will be able to work on his goal as he counts the number of ducks that he finds in the ball pit.

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

me seven ducks!” Teachers can also model self-talk about the ducks they are counting. This could be done by saying, “I have three ducks here. I will throw one back in, and now I have just two ducks.” Merrick can work on his goal as teachers give him specific numbers of ducks to find. Teachers can also model self-talk about the ducks they are counting. This could be done by saying, “I have three ducks here. I will throw one back in, and now I have just two ducks.”

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Bennett

Bennett will initiate conversation with other toddlers at least once a day in Toddler Lab.

IELG D5 G49 Age 16 to 38 Months CI1: Initiates communication using jargon, words, signs, and gestures.

Developmentally, Bennett is able to use his fine motor skills to grasp and pick up small toys. He will be able to use this skill as he picks up the pine cones and uses them to mold the play dough.

I have observed that Bennett plays with play dough in Toddler Lab. He will be able to play with play dough as he uses the pinecones to make impressions.

Sensory

Bennett will be able to work on his goal as he asks other toddlers to hand him a pinecone.

Ella

Ella will be able to say one new English word a week.

IELG D5 G52 Age 16 to 38 Months CI3: Expands vocabulary rapidly

Developmentally, Ella is able to use her fine motor skills to grasp small toys. She

I have observed Ella choosing to play with play dough in Toddler Lab. She will be

Sensory

Ella will be able to work on her goal as she learns the word pinecone.

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Bennett can work on his goal as teachers encourage him to take interest in his peers’ activities with the play dough. This can be done by saying things like, “Bennett, look at Alice. She is using her pinecone to make an impression. Will you ask her to let you use one of her pinecones?” Teachers can also model how to start a conversation as they help the children respond to each other. This can be done by saying things like, “Bennett, Alice asked you what you are making. You can tell her you are making a tower with your play dough.” Ella can work on her goal as teachers say the word ‘pinecone’ clearly and

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

Part One: Revised Submission Date (if needed):

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

(up to 1,000 words by 36 months).

Isaac

Isaac will follow 2 step directions at least 3 times a day every day in Toddler Lab.

IELG D5 G51 Age 16 to 38 Months CI3: Follows one to three step directions.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) will be able to use this skill as she picks up pinecones and uses them to mold play dough.

Developmentally, Isaac is able to grasp and manipulate small objects. He will be able to use this skill as he uses the tongs to transfer toy food to the animals’ mouths.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

Name of activity center where you are planning for the child today

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

able to play with play dough as she rolls pine cones through it.

I have observed Isaac choosing to play with toy animals in Toddler Lab. Isaac will have the opportunity to feed toy animals with tongs.

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Fine Motor

Isaac will be able to work on his goal as he follows the steps of using the tongs to pick up food, and then dropping the food into an animal’s mouth.

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

repetitively. Teachers can also self-talk about the pinecones by saying things like, “I am going to use my pinecone to make a print in my playdough!” Isaac can work on his goal as the teachers give clear and specific directions on how to use the tongs. This can be done by saying, “Isaac, first pick up the food, then drop it in the animal’s mouth.” Teachers can also model self-talk of the specific steps they are taking to feed the animals at the activity.

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Hunter

Part One: Revised Submission Date (if needed):

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Hunter will engage in sensory activities every day in Toddler Lab.

IELG D4 G46 Age 16 to 38 Months CI3: Engages in messy play activities such as painting, waterplay, and building sand structures.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Hunter is able to use his fine motor skills to grasp and lift objects. He will be able to use these skills to grasp and lift the tray to move the ping pong balls through the paint.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed Hunter choosing to play at the art table in Toddler Lab. He will be able to experiment with art as he mixes colors in the tray.

Page 8

Name of activity center where you are planning for the child today Art

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Hunter will be able to work on his goal as he experiences the feeling of paint in the tray.

Hunter can work on his goal as the teachers invite him to the Art area. The teachers can also encourage Hunter to mix the colors by modeling how to do it first.

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Corbin

Part One: Revised Submission Date (if needed):

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Corbin will be able to name the colors yellow and green every day in toddler lab.

IELG D4 G40 Age 16 to 38 Months CI4: Identifies objects by a single characteristic such as big or small, heavy or light, and tall or short; with assistance.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Corbin is able to use his gross motor skills to climb, bend, and crawl. He will be able to use these skills as he climbs into the ball pit, bends over, and crawls through the balls to search for ducks.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed that Corbin chooses to engage in physical activities at Toddler Lab. He will have the opportunity to be physical as he crawls and searches through the ball pit.

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Name of activity center where you are planning for the child today Peek A Boo

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Corbin will be able to work on his goal as he names the yellow and green balls in the ball pit.

Corbin can work on his goal as teachers give him specific tasks to do involving colors. These tasks could include things such as, “Corbin, find me 3 yellow balls.” Teachers can also model self-talk about colors as they look through the balls. This could be done by saying things like, “I want to find one yellow and one green ball! Look, here is one yellow and one green ball.”

Lead Teacher: Eden Submission Date: 10/30/17

Toddler’s First Name

Evangeline

Part One: Revised Submission Date (if needed):

Toddler goal created with the family (Specific, observable, and measurable with any criteria/ conditions)

IELG Outcome that references the goal. Put the domain, goal, age range, and child indicator, Ex. D2 G51 16-38 mo. CI2

Evangeline will initiate conversations with other toddlers at least once a day in Toddler Lab

IELG D5 G49 Age 16 to 38 Months CI1: Initiates communication using jargon, words, signs, and gestures.

Identify one developmental skill that the child has and how they will use it in the activity you are planning for them today (this does not relate to their goal) Developmentally, Evangeline is able to use her fine motor skills to grasp and manipulate paint brushes. She will be able to use this skill as she manipulates the tongs to feed the animals.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Put the interests of the toddler and how it connects to where or how you are planning for them today

I have observed Evangeline playing with animal toys. She will have the opportunity to pretend that she is feeding animals at this activity.

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Name of activity center where you are planning for the child today Fine Motor

Describe how the child will be able to work on their goal at the activity you have planned for them. (Be specific, yet brief)

What strategies (at least two) and any other adaptations will the teacher use to support the child at this activity (be specific, yet brief)

Evangeline will be able to work on her goal as she tells other toddlers how she is feeding her animal.

Evangeline can work on her goal as teachers encourage her to tell other toddlers how she is feeding her animal. This can be done by saying, “Evey, tell Bennet how to feed the animals.” Teachers can also model conversation by using self-talk and asking questions of others. This can be done by saying things like, “I am going to feed my animal three times. How much food is your animal eating Ella?”

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Page 11

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Toddler Activity Assignments & Set-up Plan

3. Lead Teacher - Eden Kitchen Toy Cleaner - Katie Greeter Helper - Kylie

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 & Activity Title

Art: Ping Pong Painting

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Katie

IELG D4 G46 Age 16 to 38 Months CI4: Engages in the artistic process with enthusiasm.

Children will be able to experience the artistic process by mixing colors as they lift and move a tray with ping pong balls and paint in it.

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items 4 Trays (RR1, Cabinet 25, Drawer 1), 4 Ping Pong Balls (RR2, White, 270), Purple, Yellow, and Green Tempura Paint (RR1, Cabinet 20, Drawer 1), Dish Soap (RR1, Cabinet Under the Sink), White Butcher Paper (WR, enough to cover a table), 4 Smocks (Laundry Room), 1 Green Cloth (Laundry Room).

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Book Title, author, reference number, and location

Fairy Colors By Caroline Repchuk (WR, T R10).

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Name of toddler(s) planned for in this activity

Tape butcher paper down to the table. Mix paint with soap. Set out the trays on the table and pour small amounts of paint into each tray. Place one ping pong ball into each tray. Set smocks out nearby. Dampen the cloth and have it nearby.

Ensure that the toddlers are not throwing the balls or the trays.

Hunter Makenzie Charlotte

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Part One: Revised Submission Date (if needed):

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Sensory: Pinecone Pressure

Eden

IELG D1 G14 Age 16 to 38 Months CI9: Plays with malleable materials (play dough, clay, art materials).

Children will be able to explore pinecones as they use them to shape and mold play dough.

Fine Motor: Feed the Animals

Kylie

IELG D2 G18 Age 16 to 38 Months CI9: Completes simple insert puzzles (uses shape sorter box or puts pegs into peg board).

Children will be able to exercise their fine motor skills as they complete a simple insert puzzle by using tongs to insert toy food into an animal’s open mouth.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items Play Dough (Toddler Closet, T/TH 4 AM Shelf), 10 Pine Cones (IWP), 2 Trays (RR1, Art Supplies, 18), 2 Smocks (Laundry Room, cupboard over the counter), 1 Blue Mat (Toddler Lab CLK 202, Art Cupboard). Feed the Animals (RR2, Red, 150).

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Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Name of toddler(s) planned for in this activity

In The Yard By Dorling Kindersley (WR, T K5).

Place two trays out on a table. Separate the play dough evenly between the two trays. Place five pine cones on each tray. Insert a few of the pine cones into the play dough.

Ella Bennett Allison

That’s Not My Lion By Fiona Watt (WR, T W2).

Place the animals on the table with the food scattered around them. Place one set of tongs in front of each animal.

If the pinecones are broken up they could pose a choking hazard. Be aware of how the pine cones are being used. Watch to be sure the children are not putting the toy food in their mouths. Ensure that the toddlers are not throwing the food at each other.

Isaac Evangeline Elliot

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Part One: Revised Submission Date (if needed):

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Cause & Effect Or Peek-a-boo: Ball Pit Blitz

Eden

IELG D1 G14 Age 16 to 38 Months CI5: Enjoys hiding and finding games.

Children will have the opportunity to search for, and find, duck toys hidden in the ball pit.

Class Clean-up (Lead Teacher for the day is in charge of this)

Eden

IELG D3 G31 Age 60 Months through Kindergarten CI5: Describes and follows classroom and group routines.

The children and will clean up all of the toys and activities with teacher support. They will place all the toys in the correct bins, and stack the bins and all other props on the slide. (Do not place anything on top of the lockers).

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items 1 Plastic Pool (Small Shed), Colored Plastic Balls (RR2, Orange, 192), 10 Rubber Ducks (RR2, Green, 123).

Clean up song, CD player or docking station, and toy bins.

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Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Name of toddler(s) planned for in this activity

Find The Bird By Stephen Cartwright (WR, T C4).

Place the plastic pool on the floor. Dump the plastic balls into the pool. Mix the rubber ducks in with the balls so that they are partially hidden. Play the clean-up warning song 2 minutes before it is time to clean up. Put the bins down during this time so they will be ready to go when clean-up starts. Model clean up procedures for toddlers and give them choices of items to clean up.

Ensure that the toddlers are not throwing the balls at each other.

Merrick Corbin Alice

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Transition to Large Group Activities (Lead Teacher for the day is in charge of this)

Part One: Revised Submission Date (if needed):

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Eden

IELG D5 G48 Age 6 to 18 Months CI8: Follow singlestep directions without gestures

The lead teacher will start the transition activity to help the children gather to the large group area.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items Large Group Song: “It’s group time, hooray! It’s group time, hooray! Learn and share and grow today. It’s group time, hooray!”

The children will hear the teachers start to sing the Large Group song and will gather at the Large Group area where the Lead Teacher is waiting.

Large Group Activity – Child Choice: 1. Freeze Dance

Eden On a tray we will provide 3 props from 3 of the activities for

1. Freeze Dance- IELG D4 G46 Age 16 to 38 Months CI5: Explores various ways of

1. Freeze DanceToddlers will have the opportunity to explore various ways of moving with music as

1. Freeze DanceToddler Lab CD Player (In the classroom cabinets), Freeze Dance CD Song #4 (WR, Yellow CD

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Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Towards the end of clean up, teachers will create a large group area with the shelves so that children have a defined space to participate in the large group activity.

1. Freeze DanceHave the CD in the CD player ready to go on song #4. Teachers will have scarves in

1. Freeze DanceTeachers will need to be aware of how the children are

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Part One: Revised Submission Date (if needed):

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

2. We Are The Dinosaurs

a child to select from. I will choose 1 toddler to come up and select what activity we will do. After that activity I will choose another child to come up and select a second activity. We will keep track of who chooses so every child has a turn.

moving with or without music.

they sing and dance to the freeze dance. Toddlers dance with scarves and stop moving when the song says to “Freeze.”

3. Three Little Fish 4. Popcorn Song 5. Brown Bear 6. Three Frogs

2. We Are The Dinosaurs- IELG D1 CI6: This activity supports the child indicators of singing and moving to a song. 3. Three Little Fish- IELG D3 G31 Age 16-38 Months CI5: Able to share some objects, people, and space with peers; with adult assistance. 4. Popcorn Song- IELG D3

2. We Are The DinosaursDuring the song “We are the Dinosaurs” the children will march around singing the song we are the dinosaurs along with participating in the actions while following the routines. The children will also be holding dinosaur paws

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items Holder, Page 11), Scarves (WR, cabinet 6, shelf 1). 2. We Are The Dinosaurs- “We are the Dinosaurs” song (Kindle), 12 Dinosaur paws (Toddler closet). 3. Three Little Fish12 Stuffed animals of ocean creatures (IWP), Paper with song lyrics (IWP). 4. Popcorn SongPopcorn Basket (Toddler Closet, Column 3, Shelf 1), Parachute (Gross Garage, Shelf 1). 5. Brown BearBrown Bear Story Props (Toddler

Page 16

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

their pockets ready to hand out. 2. We Are The Dinosaurs- Have the kindle open to the “We Are The Dinosaurs” song. Have the teachers put the dinosaur claws in their pockets, ready to hand out. 3. Three Little Fish- Have a large defined space for the large group activity. Have plenty of objects and props for children to use and manipulate.

Safety Instructions Be specific with any safety instructions for set-up or during the activity

dancing and ensuring they are not hitting each other or going to run into anything. 2. We Are The DinosaursWatch that the children do not push each other or hit each other with their paws. 3. Three Little FishWatch that the children are not hitting each

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

G28 Age 16 to 38 Months CI6: Responds verbally when interacting with peers (talking or singing).

on popsicle sticks to act like the dinosaurs in the song.

5. Brown BearIELG D5 G59 1638 months CI1: Labels pictures with words. 6. Three FrogsIELG D1 G27 1638 Months CI1: Imitates sequences of action (songs with gestures, movement games).

3. Three Little Fish- The class will be able to share a space with their peers and sing a song to the tune of “Three Blind Mice” called “Three Little Fish”. Each child will hold a different ocean creature stuffed animal (fish, shark, dolphin, etc.) and will do swimming motions with their stuffed animal, such as

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items Closet), Bear Paws (Toddler Closet), Carpet Squares (Toddler Closet). 6. Three Frogs- The Green and Speckled Frogs Poster (Toddler Lab closet), Frog headbands (Toddler Lab closet), Lyrics (IWP).

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

4. Popcorn SongHave a large defined space for the large group activity. Make sure the parachute and popcorn basket are ready to go nearby. 5. Brown BearHave the carpet squares set out in a semi-circle. Have the props ready and give the teachers the bear paws to keep in their pockets. 6. Three FrogsHave the poster ready to go. Have teachers put the headbands in

Page 17

Safety Instructions Be specific with any safety instructions for set-up or during the activity

other with the fish. 4. Popcorn Song- Make sure the children do not throw the balls at each other. Be gentle when shaking the parachute. 5. Brown Bear- Make sure that the children do not put the bear paws in their mouths. 6. Three Frogs-

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items

going fast and slow.

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

their pockets, ready to hand out.

4. Popcorn SongThe children will have the opportunity to participate in a group activity as they stand around a parachute and pretend to make popcorn pop as they sing the popcorn song with the teachers and other children. 5. Brown BearThe children will have the opportunity to practice labeling pictures with words by

Page 18

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Allow all toddlers enough room to move their hands without risk of hitting each other. Encourage toddlers to stand back and allows others to see to avoid frustration.

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items

repeating the names of the animals from the story as they as said aloud by the teachers. 6. Three FrogsWhile at the large group activity, children will have the opportunity to watch and listen to the lead teacher sing the “The Green and Speckled Frogs” song, and follow along with the hand motions. There will also be a poster to help children visualize the frogs in the song, and

Page 19

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Transition to outdoor play – (Lead Teacher for the day is in charge of this)

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

Eden

IELG D5 G48 Age 6 to 18 Months CI8: Follow singlestep directions without gestures

Katie

IELG D4 G46 Age 16 to 38 Months CI2: Uses a variety of materials for tactile experience and exploration (paint, glue, 3dimensional materials,

Large south playground Small north playground

1st Outdoor Activity: Tree Time

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome headbands for them to wear. Children get ready to go outside by putting on their coats and will lining up on the rope. Teachers will help the children grasp the rope and sing while the children walk to the outside play area. Children will be able to explore the texture of tree bark as they use crayons and paper to make a rubbing.

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

Emergency backpack and rope (behind door), check in/out sheet Transition song to go outside: “Children in the class will go outside, go outside, go outside. Children in the class will go outside. Hands on the rope.”

Help toddlers put on coats and backpacks and line up. Teachers will help the children grasp the rope and sing while the children walk to the outside play area.

White Butcher Paper (WR, enough the go around the trunk of the tree), 15 Crayons (RR1, Cabinet 4), Duct Tape (Classroom, Cabinet 9).

Tape the butcher paper around the trunk of the tree at toddler level. Place the crayons at the base of the tree.

Page 20

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Ensure the children are not ripping the tape off the tree; small pieces of tape could become a choking hazard.

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

2nd Outdoor Activity: Clowning Around

Eden

Inclement Weather Gross Motor Indoor Activity: Shooting Hoops

Eden

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

musical instruments, dance). IELG D2 G17 Age 16 to 38 Months CI5: Kicks and throws a ball, but with little control of direction or speed.

IELG D2 G17 Age 16 to 38 Months CI5: Kicks and throws a ball, but with little control of

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items

Children will be able to use their gross motor skills as they try to throw a bean bag into the clown’s mouth.

Children will be able to use their gross motor skills to throw a basketball through a hoop.

Set-up Instructions Be specific with how you want this activity setup

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Clown Bean Bag Toss (GG, below shelf 16), 6 Bean Bags (WR, Cabinet 1, Shelf 2).

Stand the clown board up against a tree. Place the bean bags beside it.

Basketball Hoop (Small Shed), 1 Basketball (GG, Shelf 7), 1 Box (RR2, White, 278).

Clear a space in the classroom beside the storage closet. Place the basketball hoop against the wall in the cleared

Ensure the children throw the bean bags one at a time so they don’t hit each other. Make sure a teacher is keeping children out of the way of the flying bean bags. Ensure that the children are not throwing the ball at each other.

Page 21

Book Title, author, reference number, and location

Name of toddler(s) planned for in this activity

Lead Teacher: Eden Submission Date: 10/30/17

Activity Area & Activity Title

Set-up Person You or your helpers. See Teaching Calendar for assigned helpers

Part One: Revised Submission Date (if needed):

Activity Outcome/IELG This is a skill the children can practice while at this activity

Activity Description This is a detailed description of what the activity is and how the children will be explore, play and practice the activity outcome

Part Two: X

Lead Teaching Date: 11/16/17

11/13/17

TTD Chapter: 11

Materials Needed Be specific with item name, the number/amount you need, the reference and location of the item, and whether you will provide (IWP) any of the items

direction or speed

Book Title, author, reference number, and location

Set-up Instructions Be specific with how you want this activity setup

area. Place the box beside the hoop. Place the basketball beside the hoop.

Page 22

Safety Instructions Be specific with any safety instructions for set-up or during the activity

Name of toddler(s) planned for in this activity