Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

Toddler Activity Pre-Plan: Part Two

1. What concepts or skills do you want the toddlers to explore or practice as they participate in
your activities?

I would like the children to explore the senses other than touch. I think that we have focused in our
lab a lot on the sense of touch, which is good, but I would like to focus on some of the other senses
in this lesson. I would like to capitalize on sound, sight, taste and smell. In the sensory table I will be
making sound shakers with different kinds of sounds that the children can explore and listen to. At
the art table, the children will be doing a squeezing activity that has paint mixed with flour salt and a
food cent for the children to smell. And at the fine motor activity the children will be doing a color
sort that incorporates sight.
2. What would like me to specifically observe about your teaching/guidance skills during your lead
teaching day?

I would like for you to observe my room awareness. Am I mobbing around the room and engaging in
play with all of the children at one time or another or am I staying in one place and only focusing on
one or two children the entire class time. Am I aware of conflicts that arise in the classroom and do I
act quickly and appropriately to solve those problems?
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you
anticipate them exploring and practicing skills as they participate in the activities below.
Remember to talk to your teaching team before you begin this, so that you are not planning
duplicate activities each week.
Toddlers Name
a. Goal and/or other skills to be practiced (Specific, observable, and measurable with
criteria/conditions)
b. IELG Outcome(s) that relate(s) to the goal.
c. Interests or observations of child that connect to how you are planning for them today.
d. Name of center and how the activity will help the child work on their goal or skill development.
What will they be doing as they practice their goal? (Be specific, yet brief)
e. What the teacher will do to support the child at the activity (be specific, yet brief)

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

Daisy
a.
b.
c.
d.

Indicate what she wants either through signs or words at least 3 times
D:5 G:49 CI:1 Vocalizes wants and needs.
Daisy loves snack, and often helps other children clear their dishes.
Snack: As Daisy requests what to eat for snack she is practicing her goal of indicating her wants. She can either point,
sign or use words to ask what she would like for snack.
e. The teacher in charge of snack will wait for Daisy to indicate what she would like for snack by holding up the pictures,
model signing, and saying the food names repeatedly for Daisy to imitate.
Davi
a.
b.
c.
d.

Following instructions right away without being distracted at least twice a day.
D:5 G:48 C:6 Responds to two-step directions
Likes pretzels, raisins and juice
Snack: Davi can practice his goal by listening to instructions when eating his food and when clearing his dishes after he
finishes snack. As he listens to and follows the directions given by the snack teacher, he is practicing his goal.
e. Teachers help Davi by prompting him to put his dishes away and making sure that he follows through with it. If he
wanders away without listening, make sure to follow through and ask a teacher to bring him back to the snack table to
complete the directions.
Denver
a. Learn to share two times a day
b. D:3 G:28 CI 8 Shares materials during play with peers, with considerable adult assistance.
c. Sorting, fitting things together
d. Fine Motor: Denver likes to sort objects into. As he plays sorts the noodles by color he can work on his goal of sharing. There are will be many noodles
of all different colors Denver can practice sharing by giving some of those noodles to other children so that others can play alongside him.
e. Teachers can support Denver by asking him to share some of noodles with other children. Teachers can say, Denver,
Oliver really wants to play too, can you share some of your noodles with him? As Denver does share, make sure to thank
him for doing so.
Evelyn

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

a.
b.
c.
d.

Play alongside other children at least three times during the day.
IELG D:3 G:28 C:1 Plays side-by-side with another child, at least three times a day.
Sorting things
Fine Motor: Evelyn likes to sort things by color. While she is at the fine motor table she can also practice her goal of playing next to other children
There is enough supplies there for 4 other children to participate in the same activity
e. Teachers can support Evelyn by inviting other toddlers to play next to her, so that she can gain more experiences of playing alongside other children.
Also, support Evelyn by saying, Evelyn and Denver, you two are playing nicely next to each other.
Hannah
a.
b.
c.
d.

Taking turns without hitting, with adult help, two times a day.
IELG: D3 G28 CI 8 Takes turns during play with peers, with considerable adult assistance.
Hannah loves the sensory table, no matter what is there she stays there most of the day.
Sensory: As Hannah plays at the sensory table she is able to practice taking turns with the sound shakers. When other
children have a toy that she wants, she can be prompted by a teacher to wait until it is her turn, instead of taking the toy
from the child.
e. Teachers support Hannah by saying, Oh Hannah, Oliver is playing with that shaker right now, and after he is done you
can have a turn. Make sure to follow through and give Hannah the shaker after Oliver is done, or when an appropriate
amount of time has passed
Isaac
a. Taking turns: Take turns at least twice a day
b. IELG: D3 G28 CI 8 Takes turns during play with peers, with considerable adult assistance.
c. Squeezing
d. Art: As Isaac s at the art table he can practice his goal of taking turns with the different squeeze bottles at the table. If
there is a color that he wants, he can wait his turn before grabbing the color from the other child.
e. Teachers support Isaac by saying, Isaac, Evelyn is using with that color right now, after she is done you can have a
turn. Make sure to follow through and let him have a turn after Evelyn is done, or when an appropriate amount of time
has passed.
Stormy
a.
b.
c.
d.

Share at least twice a day

IELG D3 G28 CI 9 Gives and takes back objects during playful interactions with peers, with assistance.
Noises
Sensory: Stormy likes listening to different noises, while she is at the sensory table she will be able to listen to different
types of sound. Also while she is there she can work on her goal of sharing. With a teachers help, the shaker can be
shook and both children can listen to the same noise and talk together about what the noise sounds like.

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

e. Teachers support Stormy by helping her to share the shakers. The teacher can shake the bottle and have both children
listen to the noise it makes. Then ask the two children what the shaker sounded like. For example was it quiet or loud?
Did it sound like rain? Etc.
Laura Ann
a.
b.
c.
d.

Say color of items at least 4- 5 times throughout the day

IELG D:4 G:42 CI Developmental Growth: Describes observable characteristics of objects, people, and events
Laura Ann loves snack
Snack: As Laura Ann is at snack she can practice her goal by saying the colors of her foods. Also, as she talks with the
snack teacher, Laura Ann can say what her favorite color is, and talk about colors in general.
e. Teachers talk about colors with Laura Ann, saying things like, What color is your juice Laura Ann? My favorite color is
pink, like the shirt you are wearing. What is your favorite color? Stormy is wearing a blue shirt today.
Maggie
a. Take turns without screaming at least twice a day.
b. IELG D3 G28 CI 8 Takes turns during play with peers, with considerable adult assistance
c. Squeezing
d. Art: While Maggie is squeezing the paint mixture from the bottles, she can practice her goal by taking turns with the
different bottles of color.
e. Teachers can help Maggie by saying, Oh Evelyn had that color first, and you can either choose another color or wait until
it is your turn. Make sure to follow through.
Oliver
a. Verbal-pronunciation of words
b. IELG D5: G:48 C:5 Communicates with simple two to three word combinations and gestures, increasing to more complex
utterances
c. Squeezing
d. Art: Oliver likes squeezing things and emptying the contents of bottles. As he is doing this, he can practice his goal of
vocalization as he names the different colors and smells of the paint.
e. Teachers support Oliver by saying, Oh, you used the blue paint, what does that one smell like? As he answers, try to
repeat what he said or reassure his response, so that you can help him to have a conversation
Ryan
a. Speak English on his own to a friend or teacher three times a day
b. IELG D:5 G:64 C: Developmental Growth: Demonstrates varying competency in learning English depending on age, onset, and
amount of language exposure.

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

c. Big Sounds
d. Sensory: Ryan likes playing with things that have sounds associated with them. As Ryan is at this center he can talk about the sounds that he is hearing
and relate them to other sounds that he has heard before, thus practicing his goal of speaking English.
e. Teachers can support Ryan by saying, What is that? That sounds like rain Try to have Ryan repeat the word after you so
he can practice saying it, as well as hearing it.
Vylette
a. Talk about other childrens emotions and comfort peers at least three times a day.
b. IELG D:3 G:32 C: 2 With adult assistance, offers age appropriate comforting strategies to comfort peers or adults when they are hurt or upset.
c. Art and Painting
d. Art: Vylette likes painting and playing at the art table. As she is at the art table she can practice her goal by talking about the emotions of other children
and herself.
e. Teachers support Vylette by saying, Vylette, how do you think Oliver feels when you take away the bottle he is using? How do you feel when you get
a toy taken from you? Support her answer by saying, Yeah I bet he feels sad, lets wait until he is done before we take the bottle away, we want him to
be happy.