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Establish a greeter to welcome students as they come in to the classroom. This strategy will help with eye contact and communication. K-2. RS.1 a.

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"'Making constructive choices" connects to TCI unit 2 investigation (part of iLit Unit 7??) in which students analyze the pros and cons of possible energy solutions and vote on the "best solution"

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Introduce a SMART goal Rubric
Create beginning of the year booklets stating short/long term goals.

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At the beginning of the year, Unit 1, we discuss appropriate vs inappropriate behaviors and a variety of roles and responsibilities in the classroom/school. These can be role played OR built in throughout the day as the kids are learning to be members of a classroom/school.

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"Describe common and creative strategies for overcoming or mitigating obstacles" connects to iLit Unit 6 - students can research a person that has overcome an obstacle in their life and what they did to overcome it successfully and share that through writing or presentation

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SRE Grade: Praise kids for effort not intelligence by 1. reviewing an effort picture rubric  and discussing strategies for what to do when things get hard. Teacher goal of a SOAR Slip to every student at one point throughout the week.

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SRE Grade: Praise kids for effort not intelligence by 1. reviewing an effort picture rubric  and discussing strategies for what to do when things get hard. Teacher goal of a SOAR Slip to every student at one point throughout the week.

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While working in the Makerspace, students will have the opportunity to demonstrate active listening, sharing and responding skills to identify the feelings and perspectives of others (K-2.RS.1)

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Teaching empathy within small groups by modeling active, empathetic listening skills.

Ask students open-ended questions to invite students to tell stories "in their own words". E.g. "Would you tell me more about...?" Open-ended questions help to build rapport with students and support social-emotional aspects of learning. Within academic tasks, it  helps gather information, and increase understanding.

Examples of open-ended questions:
Would you tell me more about ___? Could you help me understand ___? What are the good things and the less good things about ___?
What do you think you will lose if you give up ___?
What have you tried before?
How do you feel now about ___?
How do you see things changing?
What do you want to do next?
What is more important for you now?
What would it be like?
What do you imagine ___?
What would happen if ___?
What would you do ___?
How can we ___?
What is that like?
Where would you like to begin?

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In iLit for 3rd grade there are several reads about character's points of views. Through illustrations and words students can identify facial expressions and body language to understand the relationship between the characters.

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Incorporate read aloud picture books that deal with self-management behaviors.
Size of the problem, coping skills, growth mindset could be examples. We can encourage self-positive talk to promote growth mindset instead of a fixed mindset. Some book examples could be: Alexander and the Terrible, Horrible, No Good, Very Bad Day; When Sophie Gets Really, Really Angry; Little Engine That Could...
We can teach kids grit and perseverance...you can teach your brain to learn more and more!
We can collaborate with the counselor to create an SEL notebook. The kids would pull it out and work on it during counselor lessons and also throughout our curricular time as well.

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Giant sticky pad with makers space reflection sheets for students to self evaluate if and why makers space task objectives are met - why or why not.

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Use SWOT to help with large decision making in the class. S- Strengths W- Weaknesses O-Opportunities T-Threats. Use independently for group projects before meeting as a group. Self -Evaluate group during PBL projects.

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Making connections with youth during American Revolution and Civil War. Showing empathy, respect for others, and understanding different perspectives.

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While working on the Mystery Science lesson (How Could You Warm Up a Frozen Playground?), students will share materials and take turns expressing their ideas/opinions on how to solve the problem.

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LVE Grade 3 - Unit 1 iLit - Government for the People

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LVE Grade 3 - Unit 1 iLit - Government for the People

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Read about the different civil rights leaders and their impact on society. Guide students to describe their personal qualities, the benefits of those qualities, how they reacted to their challenges, listened to their communities and collaborated with others to make positive change.

Students can then brainstorm to describe their own strengths and challenges and how the can listen and collaborate to make a positive impact on their classroom community.

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During morning meeting, our activity will involve role playing situations for the following:
-voice tone
-body language
-personal space
-safe vs. unsafe choices

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The social awareness skill can be embedded into each iLit unit throughout the year. Students may be introduced to growth mindset at the beginning of the year and continue to revisit this idea throughout each unit. Making sure there is student ownership in the classroom will also help with self awareness. Allowing time and space for student celebrations, expertise, connections with each others, and reflections will nurture this skill. Our current PBL, Leave your Legacy, not your mark, helps students identify their strengths and ways they can contribute to the community in a positive way. Connecting with characters and situations in stories also contributes to this.

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In the classroom or on the playground--we will help students recognize and control their emotions by teaching cause/effect relationships of impulsive behavior.

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For morning check in tell teacher good morning and find a partner or small group for soft start. Give each person a compliment before cleaning up.

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During a social studies group project in which students have to create a PowerPoint that each member has to create his/her own slides to be placed in the group presentation, students will take personal responsibility to manage their time and emotions during decision making process. Students will design an action plan with their peers to organized the roles and responsibilities of each member of the group.

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We are talking about using problem solving strategies in the steps that led up to the American Revolution. We plan to incorporate a stop-think-act problem solving strategy and apply it to the events such as Boston Massacre, Boston Tea Party, etc. How could history have changed if a problem solving had been applied?

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*Describing and comparing different ecosystems. Analyzing what factors contribute to and take away from a healthy ecosystem.

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*When teaching about the Revolutionary War, students evaluate how and why people go to war using pros and cons when decision making.

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VPE sped: Teaching 5th grade sped students self management in executive functioning skills

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VPE sped: Teaching 5th grade sped students self management in executive functioning skills

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During morning meetings, establish a set voice tone, body language and sentence stems they can use to communicate in order to maintain healthy relationships with peers. We can also discuss various other SEL standards during our morning meetings.

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In Unit 2, fifth graders are studying the impact of the relationships between various Native American nations and European explorers. These relationships can illustrate a lack of effective communication and characteristics of unhealthy relationships.
In order to analyze these skills in full, students can create their own anchor charts/posters of what went wrong in these interactions to damage the relationships. Then, students can potentially create an alternate reality through narrative writing in which these skills were properly implemented, clearly illustrating how much different history would have been. Students could also write and perform a drama in which these skills are being implemented

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In iLit Social-Awareness is present in units 4-7. I can see how in unit 4 this would be an easy area to embed teaching empathy. The Benchmark resource is "Comparing Points of View" and in iLit immigrant groups are a focus. Since we are already teaching about different points of view and people who are different from we are this would be seamless with teaching "I-statements" and building relationships with others who are different from oneself.

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Before attending an assembly, review expectations and how we are suppose to conduct ourselves.

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In Unit 6, students will have the opportunity to work in small cooperative groups to build houses with limited resources to represent the way Native Americans and Kansas Settlers did long ago. Through the process, they will  learn and practice understanding how to use words, voice tone, body language, communication skills, and appropriate helpful behaviors as they work and talk together to problem-solve and create (K-2.RS.2). After building, the class will engage in a discussion about the process, which engages them in social interaction with peers through active listening, sharing, and responding skills (K-2.RS.1).

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Topic: Personal vs Private
Determine difference  between personal and private information.
- Role play - model and articulate
decision making process
- Explain possible consequences
- Reflect on past experience

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Unit 4 in Benchmark lends itself well to integrating social-awareness along with Point of View. Our focus in this unit is to see the same story from various perspectives. Students take on roles to explain their POV and express their feelings in that role. This can easily be integrated into real-world scenarios for them to relate to.
This meets the indicator that demonstrates empathy, as well as demonstrating respect for the perspective of others.

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In Unit 5 Ilit...tying in social awareness with national holidays, black history month, MLK day and reading body language, social cues an being an empathetic human.

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During morning meeting, work on "turn and talk" with partners: Listen to partners, and communicate clearly.
Incorporate Julia Cooks during read aloud time. Example: Teamwork isn't my thing and I don't like to share!

Identify reporting versus tattling: Using role and various children's books: A Bad Case of Tattle Tongue or  Tattlin Madeline .

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For Unit 6, compare the perspectives of the colonists and the British when the different types of taxes were imposed on the colonists. Discuss intolerable acts, taxes, patriots/loyalists, etc.

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Empathy lessons would fit in perfectly with our unit which discusses immigration of different cultures to Kansas. It will help to integrate perspective, empathy and points of view into students' understanding. By sharing their own heritage, students can work on active listening and the ability to listen to others (speaking skills and listening skills).

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"Praise effort, strategies, and progress, NOT intelligence or abilities."

Model emotional self-regulation and positive self-talk

Role play situations using a problem-solving technique

Validate students feelings

Choice in high interest activities = problem solving and critical thinking

***Should be integrated/taught to students everyday***

There should be a "peace corner" in the room for students to utilize when necessary

Make sure to model/teach students how to utilize resources (ex: how to log onto the computer, etc.)

ALWAYS BE A GOOD ROLE MODEL

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Ask questions that encourage students to reflect on barriers they may encounter and ways they can overcome them.
Routinely provide authentic feedback when you observe students positively managing themselves.
Examine problems or moral situations from literature and examine other alternatives or impacts.

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Teaching a simple formula for making good decisions with the Zones of Regulation.... Using an analogy of going down the Green Road or the Red Road.... What do those actions look like? What are the possible consequences of each? What could you do differently next time if you chose the Red Road? etc.

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-Using read alouds and characters to identify positive/negative decision.
-Role playing and using past experiences to guide discussions on positive decision making.
- Unit 8- Weather: How does the weather impact the choice you make on your outfit for the day?

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1. Create a contact
2. Task List
3. Checklist and Rubrics
4. Time Management Logs
5. Flexible Seating and Space
6. Time for Reflection and Goal Setting

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Create a growth mindset environment.

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These can be taught through teachable moments within each class/activity. Creating students who are able to be aware of others feelings, thoughts and differences will create respectable humans.

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choice = problem solving critical thinking

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During our morning meeting time we work together on class goals. If we don't reach our goals we reflect on what we can do better next time. During morning meeting we also take turns sharing. During this time we model and discuss how to be an active listener and have appropriate responses and questions. Lastly, we greet each other in different ways during our morning meeting.

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Tie in Self-Management with famous Kansas City people. What were barriers that were in the way? What was motivating? Who did they utilize to help them reach their goals?

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7 Strategies to Improve Meta-cognition

1. Teach students brains are wired for growth (growth mindset)
2. Practice recognition what they don't understand. (model how to practice)
3. Provide opportunity to reflect on coursework.
4. Learning Journals- reflect weekly
5. Use a "wrapper" to increase students' monitoring skills.
6. Essay vs. multiple choice exams
7. Facilitate reflexive thinking.

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Carving out time in the day to promote growth mindset, setting goals, reflection by using picture books and discussing who can help them reach their goals. Also providing time at the end of day to give them an optimistic closure of the day similar to a morning meeting, but shorter, possibly with a question.

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Social awareness is only found on the iLit spreadsheet for unit 7, although social-awareness would be easy to teach in almost any fictional story. One great resource found in iLit is the GALE resources. There are several books that would be great with exploring questions like why do people immigrate and why do people immigrate to KS?

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5th
Unit 2 focuses on what we can learn  by studying relationships. We read stories and reflect on characters, thoughts and values. In the classroom we learned about different ecosystems and related it to how they (students) impact the ecosystems.  Daily, as a grade level we have class meetings.

2nd Grade
In unit 1 (What responsibilities do we have to all living things?), we read several stories and discussed virtues, emotions and empathy. We also focused on teaching specific lessons with the counselor on self-regulation (zones of regulation), positive self-talk, growth mindset and feelings and empathy. In the classroom, we include Conscious Discipline. We have daily class meetings to discuss emotions, problem-solving techniques and take time to celebrate individuality within our classroom family.

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There are no units in first grade iLit that connect with this CASEL Competency.

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There are no units in first grade iLit that connect with this CASEL Competency.

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K.2.3 Why is it important to guide our behavior?
The following strategies are helpful in reinforcing skills necessary for self-management:
1)"Giraffes can't dance" to talk about YET - trying is the next step.
2) "Hands are not for hitting" to focus on positive, explicit replacement behaviors
3) teach belly breathing - routinely do this throughout day
4) teacher model/talk aloud how to work through frustrations - take a breath/drink break/try again
5) work on emotional recognition at class meetings - "My name is ____.  I feel ____ because____"  Peers work on empathy and providing suggestions and helps student realize how to manage self despite emotions.

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We discussed the idea of continuing our Growth Mindset unit at the start of each year. That seemed to be a great way to build community and review some of those expectations at the start of the year.
We feel that many of these skills are best referenced during read alouds, picture books, and ELA texts.

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Communicating effectively: During our morning sharing circle children have the opportunity to demonstrate active listening skills.

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Teaching relationship skills via structures like quiz, quiz trade - mix, pair, share - wagon wheel - carousel

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We would like students to delve into empathy & perseverance when researching inventors.  Students can identify needs of others (empathy) and the need for the innovations.  We can highlight that many inventors have failures before they have success.

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We feel social awareness works well in unit 4. Unit 4 focuses on different points of view while bringing in different cultures. Students will have a chance to put themselves in someone else’s shoes, demonstrate respect for others, and recognize differences in cultures.

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-Incorporate it into Unit 9 along with economics.
-Incorporate it into daily classroom problem solving and encourage children to take ownership in their decisions.
-Read and discuss picture books on the topic (google "responsible decision making" for some lists)

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These skills can be taught in a variety of settings or 'in the moment'. This can include any type of projects/morning meeting/open ended questions, etc. The teacher can facilitate different view points and offer communication discussion points.

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First grade utilizes brag tags to set weekly goals in self management. We use literature, games and role playing during meetings to help students reflect and feel successful. Benchmark unit 6- “What we learn from a mistake?” Is a good place to integrate our learning and reflect mid-year.

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Using brain breaks during a lesson and summarizing learning at the end of a session could help the brain make connections to learning.

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Subjects for morning meetings:

Professional vs. Informal conversations- Being socially smart and identifying your audience and how to address them

Teaching ways of avoiding peer pressure- safely removing themselves from unsafe situations

Conflict Resolutions strategies

Video Learning- School wide initiatives can be helpful. Signing pledges can help students feel accountable for their behaviors

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Unit 2 We could teach self awareness as we discuss rules and qualities/responsibilities of a leader. Discuss what thoughts and emotions can create outcomes and what kids of outcomes these can create. We could discuss rules and laws and relate that to identify situations that are in and out of our own control and how they could evoke emotional responses. This could also include consequences of behaviors and positive responses to problems.

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Continue addressing standards during Morning Meeting!

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Demonstrating empathy comes much more naturally to some students than others. We need to explicitly teach this skill. Literature is a great tool to do this.

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Working on relationship skills during our morning meeting time. Using this time to explicitly teach relationship skills.

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*Morning meetings
*Read aloud books related to the skills
*Tag on to the counselor lessons
*Begin year with modeling conflict resolution
*7 Habits - Think Win, Win
* SEL in Elementary ELA

download doc with 2nd grade ideas

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We looked at how to address with Unit 6.  We will use the literature as a spring board to self awareness.  Students will identify traits of the character and then put themselves in the situation and think about how they would react.

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iLit Unit 8 Market Economy PBL.
Students learn abut Economics and then create an invention, gather & organize information based on their invention. Students will communicate and share their Economics PBL with grade level presentations. Gives students opportunities for cooperative learning to develop and routinely practice communication, social and assertiveness skills.

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Unit 2 Key Learning Experience: creating or adapting a rule/law, explicitly teach active listening as they are presenting and debating laws.

We teach relationship skills on a daily basis as students are interacting with each other and adults. We also use the Conscious Discipline Time Machine to teach the students how to successfully negotiate conflict with peers.

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Focus on goal setting.  Help students to reflect on goals both academically and socially.

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Focus on goal setting.  Help students to reflect on goals both academically and socially.

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During Unit 2, we discuss the qualities that define a leader, as well as the responsibilities that they have.  We have students identify their strengths, and which of their own strengths relate to the qualities that a leader has.  Students brainstorm different ways that they could be a better leader in the classroom.

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Social mapping to help students understand their actions and how it makes others feel, along with how they feel about things based on their actions. The goal would be to discuss what they could have done differently and/or will hopefully do differently next time.

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Giving the students visual representations of self management; for example video presentations, role playing, etc. Then, having the students reflect on their own personal experiences of the examples.

Reading picture books that teach self management, and then reflecting on the lesson at the end.

Incorporating brain breaks, breathing techniques, yoga poses/ stretching, talk about how to motivate themselves.

Having students explain how they feel and why they feel that way.

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Explicit instruction for perspective taking and vocabulary lessons focusing on a variety of emotions.  Teach strategies to support managing emotions (Zones of Regulation).

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Read books about self-control (ie My Mouth is a Volcano and Interrupting Chicken).  Bubble Lesson - blow bubbles and kids cannot touch them.  Teach Calm Down Strategies. Role Play peer interactions and emotional control.

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Explicit instruction ---
-Work on metacognition with students
-Work on identifying strengths and weaknesses as well as working on emotional responses to situations that they do not have control over.

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We are going to teach a wide variety of vocab to allow students to accurately and specifically name their emotions.

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Praise process and effort, instead of intelligence.
Teach self-management techniques

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Compare and contrast character decisions based on their environment that impacted their lives.

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To start the school the school year, we make an anchor chart about what we like and don’t like while working in groups or partners. We keep the chart up all year and refer to it to remind students how others might be feeling when working together.

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Special education in the general education setting

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Special education in the general education setting

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Do disability simulations like writing name with non dominant hand wearing oven mitt to experience difficulties with fine motor control, copy a design using only a mirror to experience fine motor difficulties, do a blindfold buddy walk to experience blindness, do a reading activity in a foreign language to experience reading difficulties, give oral directions in a foreign language to experience receptive language or ESL difficulties, etc.

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Special education in the general education setting

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Special education in the general education setting

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Use children’s book for conversation starters...
The Sandwich Swap
The Can Man
Everybody Has Something
Wonder
Tacky the Penguin
Three Cheers for Tacky

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Gifted- In the past, we used The Gifted Kid's Survival Guide, which was very helpful in helping increasing self-awareness for kids.  Helping kids identify their feelings when they are frustrated, overwhelmed, etc. is important so they don't shut down.

Self-awareness fits in really well with our building focus on Conscious Discipline this year.  We are working on modeling self-awareness as teachers, identifying our feelings, using resources for support, etc.  We are also doing some direct instruction in this area.

4th grade- Self-awareness fits in really well with Unit 6- seeing patterns.

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Benchmark Unit 1 & 9 tie in with teaching self-management through rules and routines and wants/needs. We would use texts from Benchmark, songs and stories from Conscious Discipline, and various deep breathing strategies to reinforce and teach self-management skills.

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We read about deep breathing, and talking through situations. We read about choosing incentives that motivate students. We also read about morning
meetings, which we already implement in our class.  We would like to know more strategies for impulse control.

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Morning meetings
Morning greetings
Wishing well
Counselor lessons
Read aloud
PBL
Conscious discipline breathing stratigies
Conflict resolution strategies

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The video on Grit teaches us that those that are most successful and persevere are those with the most Grit. We help students push through hard moments to move forward.