Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Toddler Activity Pre-Plan: Part Two

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? This week focus will come from Chapter 7 of the book, Things to Do with Toddlers and
Twos. This chapter focuses on making things happen and playing with cause and effect. The toddlers will have the opportunity to explore
cause and effect play while using paint to create different pictures. The toddlers will also have the opportunity to explore cause and
effect while in the Fine Motor and Cause and Effect centers. In the Fine Motor center there will be a ball and mallet set, where they will
be able to see the effect they have when they hammer on an object. In the Cause and Effect center, they will see the effect they have
when they pull down a lever and it creates sound.

2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 3 Criteria a. I introduce my activity appropriately
Section 4 Criteria f. I am confident presenting and interacting with children in large group activities
This week I would like to focus on giving clear expectations and directions to the toddlers. I want to be confident and an exciting
presenter in the large group activities. Am I giving clear, easy to understand and inviting instructions? Am I asking toddlers clarifying
questions?

3. 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.
Toddlers Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
Caleb Caleb will take turns with his IELG D2 G38 Age 16 to 38 Bubbles Sensory: Exploring in Bubbles. Teachers will model how to
peers/teachers 2 times each Months CI9: Gives and takes As Caleb plays with the bubbles, share toys and use parallel talk.
day in lab. back objects during playful he will have the opportunity to We can have Caleb hand rubber
interactions with peers, with play with others in the lab as he ducks to other toddlers as they
assistance. shares the rubber ducks hidden play in the bubbles. We can also
underneath the bubbles and help him understand that there

Page 1
 Teacher: Kristy Pobst
Lead Teaching Date: 11/18/16
Toddlers Goal and/or other skills to
Name be practiced (Specific,
observable, and
measurable with
criteria/conditions)
Cannon Cannon will participate in
large group each day by
singing and/or doing the
actions of each activity.
Colton Colton will be able to
recognize any color, 2 times a
day.
Paige Paige will use her words to
resolve a conflict or express
herself once per lab.
Porter Porter will use words to label
and/or request three times
each day in toddler lab.
Part One
Submission Date: 10/31/16
IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator
IELG D3 G31 16 to 38 Months
CI 3
Participates in loosely
structured group play and
activities such as chasing each
other or singing and moving
to music together.
IELG D4 G39 Age 16 to 38
Months CI1: Matches objects
by a single characteristic (e.g.
size, color, shape, or quantity:
puts all the toy cars together)
IELG D3 G38 Age 16 to 38
months CI 3: Recognizes and
expresses emotions towards
familiar persons, pets, or
possessions with appropriate
facial expressions, words,
gestures, signs, or other
means.
IELG D5 G52 (16-38 mo.) CI1:
Increasingly uses words and
phrases.
Part Two X
Revised Submission Date 11/14/16
Interests or Name of center and how the
observations of activity will help the child
child that connect work on their goal or skill
to how you are development. What will they
planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
takes turns hiding the ducks
under the bubbles.
Puzzles, books Large Group Activity: Toddlers
choice. While at this center,
Cannon can work on his goal by
participating in the songs and
books. Cannon loves books so if
we read Dear Zoo, Cannon can
listen to the story being read,
and then have the chance to flip
open one of the flaps.
Puzzles. Outdoor Activity: Large Puzzles.
At this activity, Colton will have
the opportunity to recognize
and explore different colors of
puzzle pieces.
Sing and dance. Large Group Activity: Toddlers
choice. While at this center,
Paige will have the opportunity
to communicate to teachers
what large group activity she
would like to do for that day.
Bubbles. Sensory: Bubbles. Porter can
work on his goal as he asks for a
rubber duck or labels the
Page 2
What the teacher will do to
support the child at the
activity (be specific, yet
brief)
are enough ducks for everyone
to hold one.
Teachers will give Cannon
specific ways to participate in
activities when he is hesitant to
join. Teachers will also give
Cannon warnings to help him
prepare for changes in routine
and transitions for new
segments of the day.
As Colton is playing at this
activity, teachers will label
different colors of puzzle pieces
for him and will help him
identify different colors.
Teachers will give Paige the
choices she has to pick for large
group activity. As she picks what
activity she would like to do,
teachers will encourage her to
communicate through her
words. Model how to use words
to express herself and resolve
conflicts with other teachers
and children.
Teachers can encourage Porter
to work on his goal by modeling
how to use words to request,
and by using parallel and self
 Teacher: Kristy Pobst
Lead Teaching Date: 11/18/16
Toddlers Goal and/or other skills to
Name be practiced (Specific,
observable, and
measurable with
criteria/conditions)
Cambria Cambria will initiate play with
her peers 2 times each day in
lab.
London London will name/verbalize
the colors of three objects
each lab.
Jack Jack will count up to 5 in the
lab, while pointing to each
individual object, 3 separate
times during the day.
Part One
Submission Date: 10/31/16
IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator
IELG D3 G28 Age 16 to 38
Months CI3: Initiates social
interaction with peers (e.g.
brings toys to child or moves
closer to child).
IELG D4 G41 (16-38 mo.) CI7:
Groups objects on the basis of
visual characteristics (shape
or color) or themes
(functional uses such as items
for scooping).
IELG D1 G13 (16-38 mo.) CI6:
Notices and describes how
items are the same or
different
IELG D4 G39 Age 16 to 38
Months. CI4: Counts rote,
saying numbers words,
Part Two X
Revised Submission Date 11/14/16
Interests or Name of center and how the
observations of activity will help the child
child that connect work on their goal or skill
to how you are development. What will they
planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
bubbles he is playing with at the
sensory table.
Bubbles Sensory: Exploring with Bubbles.
Cambria will be able to work on
her goal by playing with the
other children at the sensory
table through initiating play
when others come join her at
the table. She can show her
peers what she finds
underneath the bubbles and can
hand them rubber ducks to play
with.
Coloring. Art: Painting In A Bag. As
London is painting, she will be
able to work on her goal by
exploring with different colors
of paint inside the bag. She can
label what colors she sees inside
her bag.
Shapes. Fine Motor: Hammer Away. In
this center, Jack will have the
opportunity to count the
number of balls and shapes he
Page 3
What the teacher will do to
support the child at the
activity (be specific, yet
brief)
talk as they play together. They
will also hold objects up to their
face so that Porter makes eye
contact with the teacher.
While Cambria is playing
alongside other toddlers,
teachers will invite toddlers to
work together to build
something, or complete a task.
Teachers can encourage
Cambria to show her peers how
to find the rubber ducks in the
bubbles.
When London is at this center,
teachers will introduce the new
colors to her. Teachers will
encourage London to verbalize
the different colors that she
sees.
Teachers will count along with
Jack, and will also initiate
counting with Jack. The teachers
will also give Jack the
 Teacher: Kristy Pobst
Lead Teaching Date: 11/18/16
Toddlers Goal and/or other skills to
Name be practiced (Specific,
observable, and
measurable with
criteria/conditions)
Penny Penny will verbally express
what she needs/verbalize
words two times each toddler
lab.
David David will follow 1 to 3 step
directions two times each
toddler lab
Grayson Grayson will pronounce
words with clarity three times
each toddler lab.
Emri Emri will use words to
express emotions and needs.
Part One
Submission Date: 10/31/16
IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator
though not always in the
correct order.
IELG D3 G 38 (16-38 mo.) CI5:
Seeks caregivers support
when needing help.
IELG D5 G48 (16-38 mo.) CI6:
Responds to two-step
directions (i.e. "Go into your
bedroom and get your
socks.").
IELG D5 G51 (16-38 mo.) CI3:
Follows one to three step
directions.
IELG D5 G52 Age 16 to 38
months CI 10: Pronounces
words with increasing
articulation and clarity.
IELG D4 G45 16 to 38 Months
CI 1
Part Two X
Revised Submission Date 11/14/16
Interests or Name of center and how the
observations of activity will help the child
child that connect work on their goal or skill
to how you are development. What will they
planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
hammers. Jack will have at least
5 balls to count up to.
Dancing Large Group Activity: Toddlers
Choice. In the large group
activity, Penny will work on her
goal by verbally expressing what
large group activity she wants to
do that day.
Singing. Large Group Activity- Toddlers
Choice. In the large group
activity, David will have the
opportunity to listen and follow
directions as we give actions to
songs and stories.
Coloring. Art- Painting In A Bag.
In this center, Grayson can work
on his goal, by pronouncing
some simple words with clarity
as he moves the paint around in
a bag. Some simple words he
can say are: paint, color, and
bag.
Music. Cause and Effect- Making Music.
At this center, Emri can work on
Page 4
What the teacher will do to
support the child at the
activity (be specific, yet
brief)
opportunity to count by asking
him to count with them.
Teachers will encourage her to
use her words when requesting
something. Help by modeling
how to ask questions. Ask her,
what do you need/want?
Teachers will give David
instructions for activities and
help him by reminding of these
instructions if he forgets.
Teachers can also encourage
him to stay focused on dancing
and doing the actions by
modeling and being
enthusiastic..
Teachers will help Grayson
pronounce words with clarity
when he is expressing wants
and needs. While in the art
center, teachers will use self-
talk to introduce words to
Grayson. If Grayson uses sign
language to express wants and
needs, teachers will help him
verbalize what he wants as well.
Teachers will ask Emri if she
needs help when she shows
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Toddlers Goal and/or other skills to IELG Outcome(s)
Name be practiced (Specific, that relate(s) to the goal
observable, and Reference the domain,
measurable with goal, age range, and child
criteria/conditions) indicator
Actively seeks assistance by
approaching adults and using
words to express emotions
and needs.
Interests or Name of center and how the
observations of activity will help the child
child that connect work on their goal or skill
to how you are development. What will they
planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
her goal as she is playing with
the See N Say toys. If all of the
toys are taken by other toddlers,
and she is upset, she will use her
words to ask for help.
What the teacher will do to
support the child at the
activity (be specific, yet
brief)
signs of frustration. They will
pair this with the sign for help.
Teachers will also help Emri by
labeling her emotions.

Toddler Activity Assignments & Set-up Plan

4. 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.
Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Part Two Lead: Kristy That you will do Lead Teaching
your job as a lead. Checklist (turn in all
See Lead Teaching checklists at the end
Evaluation form. of your lead teaching
day)

Page 5
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Helper 1 Chantelle That you will Snack Checklist
Support follow instructions (turn in to lead
Teacher: and do your job as teacher at the end of
snack person the teaching day)
Helper 2 - Elizabeth That you will Photographer
Photographer: follow instructions Checklist (turn in to
and do your job as lead teacher at the
the photographer end of the teaching
day)
Art: Kristy IELG D4 G46 16 The children will Small Tempura Paint Lets Discover Make sure Cannon,
Painting In A to 38 Months be have the (RR1-Orange- Paint- Colors by Block children are not London,
Bag CI2: opportunity to Red, Blue, Yellow, Board Books (WR removing the Grayson.
Participates in explore with and Green paint). 14 T B11). paint supplies
messy play paint, mess free. Ziploc Bags- sandwich from table, or
activities such The toddlers will bag size (kitchen). taking the bags
as painting, have a sealed Duct Tape (Toddler off the table.
water-play, and Ziploc bag with classroom cabinet). Cover paint with
building sand paint inside. This Butcher paper- 2 2 sealed Ziploc
structures, will be taped sheets to cover art bags to avoid
without undue down to the table. table (RR1 wall) paint leaking out.
stress. Toddlers can Tape down all
finger-paint as four sides of bag
they move the to the table.
paint around Instructions to
inside the bag. make paint bags:
Squirt about
cup per color in a
Ziploc bag (just 2

Page 6
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
colors). Then seal
that bag tight and
then put inside
another Ziploc
bag and seal
tight.
Sensory: Chantelle IELG D2 G19 16 The children will Sensory table Shapes: Push or roll up Caleb, Porter.
Exploring In to 38 Months have the (toddler classroom). Square by Simon childrens sleeves
The Bubbles CI8: opportunity to Soap (kitchen- 1/3 & Schuster to protect
Plays with play with bubbles cup). Water-(1/3 cup (Work Room clothing. Make
materials of in the sensory warm water). 1 tbsp. TT1) sure children are
different table. The bubbles cornstarch (IWP). not removing
textures (sand, will have rubber Food Coloring (IWP). bubbles from
water, leaves). ducks, and other Rubber Ducks and table or are
animals that they Animals (RR2- eating them.
can find hidden Sensory- #123- 10 Have a rag by the
underneath. duck/animals). 1 mat table so that
(toddler classroom toddlers can dry
cabinet). Aprons-3 off their hands
(toddler classroom when done. Also
drawer). have a mat
underneath the
sensory table.
Combine all
ingredients
together and mix
until lots of
bubbles are

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
created. Dont
mix together until
morning of lab so
that we have lots
of bubbles.
Fine motor: Elizabeth IELG D2 G18 16 The children will Ball and Mallet Set I Can, Can Make sure all Jack.
Hammer Away to 38 months have the (RR2 Toddler #192- You? by Marjorie pieces pass the
CI5: opportunity to all materials). Pitzer (Work choke tube test.
Uses forefinger hammer balls and Hammer and Shapes Room T P10) Have the balls on
to thumb grasp shapes into (RR2 Toddler # 205- the holes ready
with precision. matching holes all materials) for toddlers to
and see the effect hammer them.
they have. Have some of the
shapes matched
up with their
shape so toddlers
understand
matching the
shape with their
shape.
Cause & Chantelle IELG D1 G8 16 The children will See N Say (RR2- I Make Music by Set the See N Say Cambria,
Effect/Peek-a- to 38 months have the Toddler #202- 3 from Eloise Greenfield toys up over by Emri.
boo: CI3: opportunity to the box). (WR- T H1) the block area,
Making Sound Experiments pull down the where we usually
with the effect lever on the See set up Cause and
of own actions N Say toy, and Effect. Make sure
on objects and see the effect that that each of the
people. it has. When the toys are working.

Page 8
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
toddler pulls
down the lever,
the toy will begin
to play a song or
animal sounds.
Class Clean-up Kristy IELG D3 G31 The children and Clean up song, CD Play the clean-up Penny
(Lead Teacher Age 60 Months will clean up all of player or docking warning song 2
for the day is in through the toys and station, and toy bins. minutes before it
charge of this) Kindergarten activities with is time to clean
CI5: teacher support. up. Put the bins
Describes and They will place all down during this
follows the toys in the time so they will
classroom and correct bins, and be ready to go
group routines. stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Transition to Kristy IELG D5 G48 The lead teacher Large group time is a Towards the end
Large Group Age 6 to 18 will start the special time, its a of clean up,
Activities Months CI8: transition activity time that we gather teachers will
(Lead Teacher Follow single- to help the together. We read a create a large
for the day is in step directions children gather to book, or we sing a group area with
charge of this) without the large group song, and we get the shelves so
gestures area. ready to play with that children
our friends. (to the have a defined

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Children will be tune of Saturday is a space to
sitting on carpet special day) participate in the
mats and looking large group
at the Teacher activity.
Large Group Kristy IELG D:3 G:31 On a tray we will 1. Mouse Mess: 1. Mouse Mess 1. Mouse Mess: Paige, David.
Activity Age 16 to 38 provide 3 props Mouse Mess by (WR, B R3) Bring easel over
Toddler Choice months CI:7 from 3 of the Linnea Riley (WR, B 2. Dear Zoo to large group
1. Mouse Participates in activities for a R3), 1 Bucket of (Sis. area. Have
Mess loosely child to select Mouse Ears (Toddler Cranmers another teacher
structured from. I will choose Closet, Column 3, office help turn the
2. Teddy group play and 1 toddler to come Shelf 1). between the pages of the
Bear, activities, such up and select filing cabinet book.
Teddy as chasing each what activity we 2. Teddy Bear, Teddy and wall). 2. Teddy Bear,
Bear other or singing will do. After that Bear: Teddy Bear:
and moving to activity I will 12 Teddy bears Tape the words
3. Dear Zoo music together. choose another (toddler closet) and on the wall by the
child to come up words to the rhyme blue rocking
4. Tiny Tim and select a (WF 1AM cabinet in chair. Have the
second activity. toddler lab). support teacher
5. Hot Potato We will keep track assist you in
of who chooses so 3. Dear Zoo: handing out the
6. Im A every child has a Sis. Cranmers office teddy bears so
Miracle turn. between the filing that each child
Options: cabinet and wall- and each teacher
1. Mouse Mess- Dear Zoo by Rod has a teddy bear.
The lead teacher Campbell 3. Dear Zoo:
will have the Toddler Closet Have another
Mouse Mess book Column 3 Shelf 1- teacher hand out

Page 10
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
with the help of Dear Zoo Literacy the animals from
another teacher Bucket the Dear Zoo
to hold it using bucket as you
the easel. She will 4. Tiny Turtle: introduce the
have the little Headband with book to the
mouse ears ready, turtles on it (Toddler children.
introduce the Closet-entire bag of 4. Tiny Tim:
activity, and set headbands). Have another
up any teacher hand out
expectations. 5.Hot Potato: the turtle
When the book is Hot Potato CD #1 Hot headbands, and
being read the Potato by The make sure all the
children will be Wiggles teachers have
given clear CD Player located in one as well. Make
instructions on the classroom sure to hang the
what movements Located in the words up on the
to do. Children classroom pictures of wall.
and teachers can hot potato, cold 5. Hot Potato:
do the spaghetti, and Place CD in CD
movements mashed banana. player with the
together. We will number track
read through the 6.What A Miracle: ready to go. Put
book once. CD with What a up pictures on
2. Teddy Bear, Miracle (IWP) wall. Clear space
Teddy Bear- In 18 Streamers-to wear in the flop and
large group around wrist (WR, drop area
children will have Cabinets 2 & 3, Shelf removing
the opportunity to 3).

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
learn the Teddy cushions and
Bear Teddy Bear books.
rhyme and do the Safety: Make sure
actions there is a wide
mentioned in the open space for
rhyme such as toddlers to
bending over, dance.
turning around, 6. What A
and reading up Miracle:
high. Children will Sarah will work
be able to be the music and
more comfortable support teachers
and confident in will hand out
their gross motor streamers. There
movements such will be plenty of
as bending props, and plenty
forward, jumping, of room for the
and reaching up toddlers. The
high. props are
3. Dear Zoo- The durable, not
children will have sharp, and too
the opportunity to big to choke on.
participate in the
book Dear Zoo by
make the
corresponding
animal sounds,
and match their

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
toy animal to the
one in the book.
They will also
have the
opportunity to
take turns
opening flaps in
the book.
4. Tiny Tim-
Children will have
the opportunity to
participate with
the rest of the
class in singing
and moving to the
song, Tiny Tim.
5. Hot Potato-
Children will have
the opportunity to
develop their
gross motor skills
and participate in
dance and music.
They will have the
opportunity by
doing the actions
and dancing to
the music.

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
6. Im a Miracle-
The toddlers will
have the
opportunity to
participate in a
movement
activity, where
they can point to
or touch the body
parts as they are
mentioned in the
song. They can
also dance while
waving the
streamers to the
song.
Transition to Kristy IELG D5 G48 Children get ready Emergency backpack Help toddlers put
outdoor play Age 6 to 18 to go outside by and rope (behind on coats and
(Lead Teacher Months CI8: putting on their door), check in/out backpacks and
for the day is in Follow single- coats and will sheet line up. Teachers
charge of this) step directions lining up on the Grabbing the rope is will help the
without rope. Teachers fun to do fun to do to children grasp the
Large south gestures will help the do to do rope and sing
playground children grasp the Grabbing the rope is while the children
rope and sing fun to do to do to do walk to the
Small north while the children to do outside play area.
playground walk to the
outside play area.

Page 14
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
Walking with friends
is fun to do fun to do
to do to do
Walking with friends
is fun to do to do to
do to do
Playing outside is fun
to do fun to do to do
to do
Playing outside is fun
to do to do to do to do
(To the tune of Fun
to do

1st Outdoor Kristy IELG DI G8 Age Children will have Large Waffle Blocks Have the waffle Colton.
Activity: 16 to 38 Months the opportunity to (Gross Garage- all of blocks in an area
Large Puzzle CI:3 put together the the pieces) away from other
Experiments large waffle activities to allow
with the effect blocks. They can lots of room to
of own actions put the pieces lay out the block
or objects and together and pieces or build
people. build. They will be something.
able to see the
effect they have
with the puzzles
as they build
different things.

Page 15
 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
2nd Outdoor Elizabeth IELG D2 16- Children will have Bubble Wrap (RR2 Bubble wrap will Caleb, Porter.
Activity: 38mo G19 CI6 the opportunity to Beautiful Junk Wall- be taped down
Bubble Wrap Exhibits eye- see the effect #262- 5 ft.). Duct on the floor
Pop hand they have when Tape (Toddler inside the
coordination they walk across Classroom Cabinet- outdoor
bubble wrap and tape down bubble playground.
hear the popping wrap). Make sure it is
sound. taped down
secure on all
sides, so no
toddler trips.
Make sure it is
not right next to
the stairs or slide
to avoid falling.
Inclement Kristy IELG D2 G 18 Children will have Sand (RR2 Green Set up enough Cambria,
Weather Gross Age 16 to 38 the opportunity to 137), Plastic cups animals in the London.
Motor Indoor Months CI8: play in the sand (RR2 yellow 232), sand table for
Activity: Pours and table and can play Plastic farm animals each student to
The Land Of dumps water, with and put (RR2 orange 203) have enough.
Sand sand, and other plastic animals in Sensory table Have cups for
materials using the sand. They (toddler closet) Small each student so
containers or a can dump water dust pan and brooms they can
simple tool into it and see (kitchen) experiment with
what happens to the water and the
the sand and sand. Make sure
animals. sand is not
thrown to avoid

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 Teacher: Kristy Pobst Part One Part Two X

Lead Teaching Date: 11/18/16 Submission Date: 10/31/16 Revised Submission Date 11/14/16

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you will
exploring, playing be bringing any of
and practicing the the items)
activity outcome)
sand going in
toddlers eyes.

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