Learning Opportunity Planning Form

(Avoid opportunities associated with holidays)

Student Name: Taylor Strubbe

Resource Used: Whitehurst, G., & Lonigan, C. (2001). Emergent literacy. In S. Neuman,& D. Dickinson (Eds.). Handbook
of early literacy research (pp.11-29). New York, NY: Guilford Press.
Date to be presented: 4/10/15
Site Supervisors Signature _________________________________________ Date __________________

It is required to discuss your final written plans with your site supervisor and obtain a sign-off signature one week before presenting this learning opportunity.

Primary Curriculum (content) Area: Literacy/Literature

Learning Opportunity Name: Too Much Glue
Brief description/type: I will read the story Too Much Glue. After reading the story, I will encourage to join me at the
tables for an activity. I will have a paper with a body outline where the children can glue on different objects onto their
person, as seen in the story Too Much Glue.
WHO Its For: eight 3 year olds
List specific accommodations/adaptions:
WHY-Rationale: Infants and toddlers develop literacy skills through their verbal interactions and shared book
experiences with adults who have been warm and responsive to them.
Objective(s): By participating in this opportunity, the children will

Focuses on a book or the reader when hearing the stories read to him/her
Points to, or labels and talks about objects, events or people within books.

Grasps and or manipulates a variety of objects in his/her environment

Standard(s): 4.2 Early Literacy: Infants and toddlers engage in early reading experiences.
HOW to Prepare: What you need:
MATERIALS: Book (Too Much Glue), paper (body printed on paper), glue, different objects to glue onto paper
TIME: 15-20 minutes
SETTING: Large group
SET UP/SPACE: circle area and table area
HOW to Teach:
Introduction: Ask children to join me over at circle time. Ok friends I have a story to share with you. (Pull out book.) Today we
are going to read the story too much Glue. What do you think this story will be about? (wait for some answers) OK. Should we
read it to find out what happens.
Teaching steps:
1. Read story
2. What happened in the story?
3. Ok. Now we are going to go do an activity where you all get to make your own Matty and glue different objects onto him
4. Encourage friends to join me at the tables
5. Hand out items to glue onto body
6. remember friends glue raindrops not puddles

Closure & Transition: So friends what did we learn today from our activity? (Glue raindrops not puddles) You all did a wonderful
job gluing on your objects lets turn our attention towards Ann and Karen now.

HOW to Assess and Document

Objectives
Focuses on a book or the reader when
hearing the stories read to him/her
Points to, or labels and talks about
objects, events or people within books.
Grasps and or manipulates a variety of
objects in his/her environment

Evidence of Learning
Children might
Eyes on reader through the entire story

How to Document This Evidence

Pictures-video recoding

Stands up and tells about the story after Pictures-video recording

finished
Glue objects onto paper
Pictures-anecdotal recodes

Assessment Documentation: Pictures

Evaluation:
What evidence of childrens engagement and learning did you see during this learning opportunity? How were the
objectives met?
While I read the story the children were very engaged, I could tell this because I had all eyes on me and they were
very quiet. When it got to the exciting parts I could tell they were excited because they kept asking questions and
pointing things out in the story. When we did our activity they were saying that it was Matty from the story.
What did you learn from planning and presenting this learning opportunity?
a) About the learning opportunity itself: I learned that reading new stories are very good for children, stories that
pertain to them are even better. I was happy that everything flowed together.

b) About children: They take what they learn and apply it to everyday life experiences. I am gluing just like
matty!

c) About your own abilities: I was capable of making sure everything flowed together just right, and was able to
connect the dots of the projects.

Evaluate this learning opportunity as a whole. Share suggestions, as discussed with your site supervisor, for improvement.
a) As I reflect on this learning opportunity, I feel my strengths were: Having everything together and being able to
have everyones attention throughout the story.

b) As I reflect on this learning opportunity, I realize that I could improve by: Knowing the headstart guidelines for
activities.