Part One
Part Two
Revised Submission Date
1. What concepts or skills are the toddlers exploring or practicing as they participate in your
activities today and where will they explore them? What TTD Chapter are you referencing? TTD
Ch. 13 Peek-A-Boo This weeks plan focuses on supporting peekaboo experiences that promote cognitive
development and problem solving. Toddlers will be able to do this as they climb the stairs of the slide by
pulling up the paper (acting as a curtain) from the windows and looking through to see who or what is on the
other side. They will be able to use suitcases (being a form of peekaboo) in dramatic play as they put things
in the suitcase, close it, and open the suitcase back up. The toddlers will be able to put blocks in a box with
holes and watch the blocks disappear. The toddlers will also be able to read books. Reading books is another
great way to explore with peekaboo as the toddlers turn the pages to see what is next.
2. 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 2. Criteria e. I use a variety of strategies to engage children and support them.
I would like you to
observe how I do at leading the class on my own and how I do at promoting language development, social
awareness, and interactions between the toddlers. Many of our toddlers have goals related to taking turns
and developing language. Am I supporting these goals by using parallel and self talk? Or by helping toddlers
communicate by taking turns?
1. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you
anticipate them exploring and practicing their goal as they participate in the activities you have
planned. Remember to talk to your teaching team before you begin this, so that you are not
planning duplicate activities each week.
Page 1
Teacher __Marisa_____________
Part One
Toddler
s
Name
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Carter
Carter loves
trains.
Page 2
Part Two
Revised Submission Date
Toddler
s
Name
Lily
Teacher __Marisa_____________
Part One
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Lily likes to
read books.
Page 3
Part Two
Revised Submission Date
Toddler
s
Name
Elijah
Teacher __Marisa_____________
Part One
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Elijah loves
moving around.
Page 4
Part Two
Revised Submission Date
Toddler
s
Name
Teacher __Marisa_____________
Part One
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Davi
Davi loves
animals and
playing with
blocks.
Ruth
Ruth loves
music and
animals.
Page 5
Part Two
Revised Submission Date
Teacher __Marisa_____________
Part One
Toddler
s
Name
Phoebe
During routines
Phoebe will
communicate with
verbal words three
times a day.
Lila
Kaleigh
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Kaleigh enjoys
pretend play.
Page 6
Part Two
Revised Submission Date
Teachers can
encourage Phoebe by
modeling good
language skills and
having her ask for what
she wants instead of
just handing it to her.
Teacher __Marisa_____________
Part One
Toddler
s
Name
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Bruin
Bruin loves
playing with
blocks.
Israel
Israel enjoys
reading books,
just not for long
periods of time.
Page 7
Part Two
Revised Submission Date
Teachers can
encourage Bruin to play
with them in the blocks.
While there, teachers
can describe what they
are doing as they play
with the blocks then
describe what Bruin is
doing modeling parallel
and self-talk.
Teachers can engage
Israel while reading a
book by using different
voice tones and
creating momentary
actions that go with the
book. Israel can also
hold a cloth person as a
prop to keep him
engaged in a story.
Teacher __Marisa_____________
Part One
Toddler
s
Name
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Tenley
Tenley is
interested in
pretend play.
Page 8
Part Two
Revised Submission Date
Teachers can
encourage Tenley to
take turns in the train,
filling a suitcase with
another peer, and
handing things to other
peers to put in the
suitcase. Teachers do
this by helping Tenley
ask for a turn with the
suitcase or train. By
helping her be
understood by the
other child and doing
something interesting
while she is waiting for
her turn. Teacher
explains the benefits of
taking turns.
Teacher __Marisa_____________
Part One
Toddler
s
Name
IELG Outcome(s)
that relate(s) to
the goal
Reference the
domain, goal, age
range, and child
indicator
Levi
Levi likes
trains.
Part Two
Revised Submission Date
3. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the
center and any set-up or safety instructions.
Page 9
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Part One
Lead:
Marisa
Part One
Helper 1 Checkin/Checkout
Person &
Booth
Observer:
Part One
Helper 2 Greeter:
Emily
Flop &
Drop:
Emily
Alyssa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Alyssa
IELG D5 G48
(16-38
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
That you will
do your job as
a lead. See
Lead Teaching
Evaluation
form.
That you will
follow
instructions
and do your
job as CI/CO
and booth
person
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Greeter Checklist
(turn in to lead
teacher at the
end of the
teaching day)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned
for in this
activity
From Head to
Toe by Eric
Arrange the
cloth people
Eli
Lily
Lead Teaching
Checklist (turn in
all checklists at
the end of your
lead teaching
day)
Check-in/out
Checklist (turn in
to lead teacher
at the end of the
teaching day)
Class picture
book (cupboard
Page 10
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Learning
About Me
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Months)
C15:
Listens to
short and
simple
stories.
IELG D5 G52
(16-38
Months)
C6: Imitates
and repeats
words
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
be able to sing
and do the
actions to
Head
Shoulders,
Knees, and
Toes. They
will also be
able to read
different
books about
the body. The
props to
explore with
while reading
the books will
be some
plastic and
cloth people.
This will help
toddlers be
able to
Part Two
Revised Submission Date
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned
for in this
activity
in classroom), All
of the plastic
people and cloth
people (RR1
Manipulative
Resources
White #45), Felt
Body Parts (RR2
in long drawers
below puppets),
Felt Board (IWP),
Easel (classroom
or toddler closet)
Carle (RR2 B
C9),
All About
You by
Catherine
Anholt (RR2 B
A5),
Ears/Orejas
by Cynthia
Klingel (RR2 B
K3),
Eyes/Ojos by
Cynthia
Klingel (RR2 B
K4),
Nose/Nariz by
Cynthia
Klingel (RR2 B
K5), Skin/Piel
by Cynthia
Klingel (RR2 B
K7),
among
pillows. Place
books on
shelves where
title can be
seen as well
as arrange the
plastic people
with the books
where they
can be seen.
Be careful of
not having too
many items
on the floor
that can cause
tripping. Put
the easel next
to the books
and put the
felt board on
it. Make sure
Israel
Page 11
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
become
familiar with
and be able to
label a few
parts on their
bodies.
Toddlers will
also be
exploring with
peekaboo by
reading books.
Turn the page
of a book and
the picture
goes away.
Then turn the
page back and
it appears
again!
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Mouth/Boca
by Cynthia
Klingel (RR2 B
K6), Baby
Faces by
Dutton (RR2 T
D7),
See,
it is secure so
that it doesnt
fall over.
Place felt face
and face body
parts on felt
board.
Hear, Touch,
Taste, Smell
by Melvin
Berger (RR2 B
B27),
I Like Me! by
Nancy Carlson
(RR2 B C18),
Clap Your
Hands by
Lorinda Bryan
Cauley (RR2 B
C19),
Everybody
feels... Angry
Page 12
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned
for in this
activity
Put the
cardboard box
in the middle
Lila
Bruin
Davi
by Jane
Bingham (RR2
T B14),
Everybody
feels... Happy
by Jane
Bingham (RR2
T B15),
Everybody
feels... Scared
by Jane
Bingham
(RR2 T B16),
Everybody
feels... Sad by
Jane Bingham
(RR2 T B17),
Block
Area:
Disappeari
Chelsea
IElG D2 G18
Age 16-38
Months CI12:
Children will
be able to put
blocks into
Cardboard box
with holes in it
for blocks (IWP),
Page 13
Peek-a-Boo! I
See you by
Joan Philips
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
ng Blocks
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Completes
simple insert
puzzles (uses
shape sorter
box or puts
pegs into
peg board).
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
holes on a big
cardboard
box. The
holes will
match the
different
shapes of the
blocks. This
allows for
experimenting
with peek-aboo as the
block
disappears
through the
big box.
Part Two
Revised Submission Date
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
30 colored shape
blocks (RR2
Blocks Blue
#26)
(WR T P7)
of the block
area and keep
the colored
shape blocks
in their
container next
to the
cardboard
box. Make
sure the
toddlers do
not throw the
blocks by
playing beside
them and by
modeling how
to use the
blocks. Model
how to put the
different
shapes
through the
Page 14
Shapes:
Square by
Simon &
Schuster
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Dramatic
Play:
Travel By
Train
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Marisa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D1 G15
Age 16-38
Months CI10:
Uses theme
play when
presented
with props or
prompts
(animals go
to the barn;
babies are
fed and put
to bed).
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
Children will
be able to
pretend to
travel
somewhere by
train. There
will be
suitcases for
them to pack
cloths and
animals in
providing a
peekaboo
experience for
them. They
will be able to
climb into a
train made
out of
cardboard
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Page 15
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
The Little
Engine That
Could by
Watty Piper
(RR2 B P7),
Let's Go! by
Barbara
Shook Hazen
(B H7)
Freight Train
by Donald
Crew (B C26)
Set-up,
Safety,
Routine
Instructions
(Be specific)
holes on the
box.
Put the
dramatic
playhouse set
up stuff in the
toddler closet
to clear the
space. Put
the train in
that area with
suitcases next
to it with the
animals and
dress cloths
inside them.
Model for
children how
to share
playing with
the train to
avoid pushing.
Name of
toddler(s)
planned
for in this
activity
Carter
Tenley
Phoebe
Kaleigh
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Gross
Motor:
Pull The
Train
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Emily
Alyssa
IELG D2 G21
Age 16-38
Months CI1:
Attempts
new
activities
that require
familiar and
unfamiliar
physical
movement,
with or
without adult
assistance.
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
boxes.
The toddlers
will pull two
small trains
made out of
boxes to give
rides to dolls
and stuffed
animals.
Part Two
Revised Submission Date
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned
for in this
activity
2 wagon box
trains (IWP), any
6 small stuffed
animals (WR on
top of the
cupboards), 2
stuffed dolls
(RR2 Dramatic
Play yellow #1)
Up, Down,
and
Around by
Katherine
Ayres (WR B
A6)
Place the
trains in front
of the slide
where the
runway is.
Make sure
that the trains
block the
runway but
that they
dont cause
tripping. Help
the children
take turns
pulling the
trains to avoid
pushing and
angry
children. Limit
one child per
box. There
Levi
Page 16
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Class
Clean-up
(Lead
Teacher
for the
day is in
charge of
this)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Marisa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D3 G31
Age 60
Months
through
Kindergarten
CI5:
Describes
and follows
classroom
and group
routines.
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
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).
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Clean up song,
CD player or
docking station,
and toy bins.
Page 17
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
can be two
children in the
big box.
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
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Transition
to Large
Group
Activities
(Lead
Teacher
for the
day is in
charge of
this)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Marisa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
The lead
teacher will
start the
transition
activity to
help the
children
gather to the
large group
area.
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
We will be
singing these
words: Come
over, come over;
come sing, and
dance, and play.
Children will
be move to
their carpets
for the large
group activity.
Large
Group
Activity-
Marisa
D1 G16 Age
16-38
Months CI9:
Children will
have fun
learning
19 carpets
(Toddler closet),
19 Stuffed
Page 18
Animals and
Their Sounds
by Marisa
Set-up,
Safety,
Routine
Instructions
(Be specific)
items to clean
up.
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.
Place carpets
on the floor as
children are
coming over.
Make sure
there is a
large defined
Name of
toddler(s)
planned
for in this
activity
Ruth
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Act That
Animal
(Please
refer to a
detailed
description
of the large
group
activity in
the box at
the end of
the plan).
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Makes
animal
noises and
seeks
recognition
of that sound
from others.
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
animal sounds
while holding
a stuffed
animal. The
children will
also be able to
do actions
with each
animal.
Part Two
Revised Submission Date
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Animals: Pig,
Cat, Dog, Cow,
Horse, Chicken,
Tiger, Frog, and a
Bear (WR in
large bins on top
of cupboards)
Dawson
Page 19
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Transition
to outdoor
play
(Lead
Teacher
for the
day is in
charge of
this)
Please bold
one:
Large
south
playgroun
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Marisa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
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
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Emergency
backpack and
rope (behind
door), check
in/out sheet
We will be
singing a song
that relates to
going outside.
Walk, walk,
walk outside,
Were following
the teacher!
Hold onto the
Page 20
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
description at
end of plan for
specific
instructions
and script for
the lead
teacher to
follow.
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.
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
play area.
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Children will
use chalk on
the sidewalk
creating their
own drawings
(scribbling
and making
marks). This
will help them
work on their
fine motor
skills.
1 bucket of chalk
(RR1 #8)
Small north
playground
1st
Outdoor
Activity:
Fun With
Chalk
Emily
Alyssa
IELG D2 G18
(16-38
months) CI2:
Scribbles
with drawing
and writing
tools.
IELG D2 G18
(16-38
months) CI3:
Begins to
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
rope, so no one
gets lost,
So we can play
outside!
(Repeat as much
as needed)
(To the tune of
Row, row, row
your boat!)
Page 21
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
the chalk.
imitate
marks
(scribbled
lines, a
circle).
2nd
Outdoor
Activity:
Bowling
Emily
Alyssa
IELG D2 G17
(16-38 months)
CI5: Throws a
ball
Children will
be able to roll
a ball on the
ground to
knock over
pins that are
set up on the
floor. They
also will be
able to set up
pins again.
This activity
promotes
gross motor
Bowling set
(Gross Garage)
Page 22
Make sure
there is a
defined space
and that there
isnt anything
that the
children and
trip on. Set
up pins on the
grass next to
the small
slide. Put the
balls three
feet away
Name of
toddler(s)
planned
for in this
activity
Teacher __Marisa_____________
Part One
Activity
Area
&
Activity
Title
Inclement
Weather
Fine
Motor
Indoor
Activity:
Squeeze
And Shape
(This can
stay the
same on
your plan
until you
use it)
Person
Responsib
le for Setup of
Center
(See
Teaching
Calendar
for
Helpers)
Marisa
Activity
Outcome/IE
LG
(This is the
skill you
want
children to
practice at
this
activity)
IELG D2 G18
16-38
Months CI5:
Uses
forefinger to
thumb grasp
with
precision.
Activity
Description
(This is a
detailed
description
of what the
activity is
and how the
children will
be
exploring,
playing and
practicing
the activity
outcome)
skills and
hand-eye
coordination.
Toddlers will
be able to
have fun by
shaping the
play dough
while using
their
forefinger to
thumb to
grasp play
dough to
squeeze and
shape it.
Materials
Needed
(Be specific
with item
name, the
number you
need, the
reference and
location of the
item, and
whether you
will be
bringing any of
the items)
Part Two
Revised Submission Date
Book
(Title,
author,
reference
number, and
location)
Set-up,
Safety,
Routine
Instructions
(Be specific)
Name of
toddler(s)
planned
for in this
activity
Page 23
Put play
dough on
tables and
distribute
tools to each
table for the
children to
play with.
Watch for
children
throwing or
eating play
dough.
Israel
Teacher __Marisa_____________
Part One
Part Two
Revised Submission Date
Page 24
Name of
toddler(s)
planned for
in this
activity
Ruth
Teacher __Marisa_____________
Part One
Part Two
Revised Submission Date
During the activity (What are you saying and doing during the activity for the children to model?): What
sound does this animal Davi is holding makes? Can you act like this animal? I am asking the children what sound the
animal makes then I am showing them how the animal sounds and acts. As I say the name of the animal, I will say the
name in Portuguese and sign the animal.
Closing Script (What will you say and do to end the activity and transition to the next thing?): Boys and girls
pick up your carpet and hand it to a teacher. Put your animals in the basket. Before we go outside I need you to get
your stuff from your cubby then grab hold of the rope.
Collecting props (how will you collect the props?) I will tell the children to give their carpets to a teacher and to put
their stuffed animal in the basket. As the carpets are the collected, by all the teachers, the lead teacher will have the basket
so the children can put their animals in it.
Page 25