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Using ChildrenUsing Childrens Literatures Literature
DifferentlyDifferently..Addressing Academic/..Addressing
Academic/
Behavioral/Personal/Emotional Issues of
Behavioral/Personal/Emotional Issues of ALL LearnersALL
Learners
Laura BeltchenkoLaura [email protected]
Associate Superintendent Curriculum and Instruction,
Wauconda
CUSD #118Doctoral Student, National Louis University,
Illinois
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The OK BookThe OK Book Amy Rosenthal and illustrated byAmy
Rosenthal and illustrated by
Tom LichtenheldTom Lichtenheld
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Bridging the Cognitive and Affective Bridging the Cognitive and
Affective Domains in the ClassroomDomains in the Classroom
Todays Agenda
Create an adult learning environment
Demonstrate the use of childrens literature as mentor texts
for academic and social behaviors
development
Share standards and different models of Social/Emotional
Learning
Walk away with activities that can be used in your classroom
that weave reading, writing and personal/social/emotional
development
A personal thank you for allowing me to share my passion for
childrens literature. LB
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What Do We Know About What Do We Know About Student
Learning?Student Learning?
Brain research tells us:
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Affective or Affective or Social/Emotional
LearningSocial/Emotional Learning
As teachers, we naturally emphasize the cognitive domain in our
teaching. After all, students think and learn with their brains (we
hope!). Yet the affective domain can affective domain can
significantly enhance, inhibit or even prevent significantly
enhance, inhibit or even prevent student learning.student
learning.
The affective domain includes
factors such as student motivation, attitudes, perceptions and
values. Teachers can increase their effectiveness by considering
the affective domain in book selection, lesson planning, read
alouds, center activities.
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SSequenced, equenced, AActive, ctive, FFocused and ocused and
EExplictxplict Durlak, Taylor, Weissberg, Schellinger, 2011
S: use a
Sequenced set of activities to achieve skill objectives
A: use
Active forms of learning
F: include at least one program component
Focused on developing
personal or social skills
E:
Explicitly target particular personal
or social skills for development
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What do What do We Need as EducatorsWe Need as Educators, to ,
to Support our Students Support our Students
Social and Emotional Needs?Social and Emotional Needs?
MaturityMaturity: self-awareness, self-acceptance, tolerance
of
others.
IntegrityIntegrity: respect for self and others that enables the
teacher to avoid exploitation of emotions.
ResponsibilityResponsibility: an attitude of responsiveness as
well as a willingness to guide group participants through
potentiall
difficult discussions
AdaptabilityAdaptability: the ability to adjust plans to meet
the needs of the group at the moment, and to allow participants
their own interpretations.
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Attributes continued:Attributes continued:
EmpathyEmpathy: the ability to understand another persons
feelings without actually experiencing them.
RespectRespect: the recognition of the value of another persons
feelings, and his or her inherent worth and uniqueness.
GenuinenessGenuineness: sincerity, spontaneity, openness;
awareness and acceptance of ones own inner experiences.
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Laura Beltchenko, 2013 12
Illinois PBIS Illinois PBIS ++ Illinois Social Illinois Social
and Emotional Learning Standardsand Emotional Learning
Standards
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Emotional IntelligenceEmotional IntelligenceEmotional
Intelligence is
the ability to perceive ability to perceive and express
emotionsand express emotions, to understand and use them and to
manage emotions so as to foster personal growth.
Salovey
& Mayer, 1990, 1997, 2000
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Picture BooksPicture Books and the and the ArtArt
that that
Tells Their StoriesTells Their StoriesAlthough each attribute in
the E.I. Framework
is valuable, todays presentation will focus on the Regulation of
EmotionsRegulation of Emotions..
Be open to feelings both pleasant and unpleasant.
Monitor and reflect on emotions
Manage emotion in oneself or others through personal action
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The Nice Book The Nice Book David EzraDavid Ezra
http://blaine.org/sevenimpossiblethings/?p=1478
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(CASEL) (CASEL) http://http://casel.orgcasel.org//CASEL focuses
on SEL as an essential
part of education and speaks of five basic sets of skills or
competencies that can be systematically focused on at home and in
school.
CASEL, 2011
Their five core competencies, provide the behavioral support
that provide students with a foundation for successful
learning.
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Laura Beltchenko, 2013 18
CASEL Core Competencies: CASEL Core Competencies: Achieving
Success in School, Work and Achieving Success in School, Work
and
LifeLife1. Self-Awareness: Identify ones thoughts, feeling and
strengths, and recognizing how they influence ones choices and
actions.
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The Big Orange SplotThe Big Orange Splot Daniel PinkwaterDaniel
Pinkwater
2. Social-Awareness: Identify and understand the thoughts and
feelings of others, respecting their rights and appreciating
diversity.
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CASEL Core Competencies: CASEL Core Competencies: Achieving
Success in School, Work and Achieving Success in School, Work
and
LifeLife
3. Self-Management
Establishing and working toward short and long term goals, and
handling emotions so that they facilitate rather than interfere
with the task at hand.
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CASEL Core Competencies: CASEL Core Competencies: Achieving
Success in School, Work and Achieving Success in School, Work
and
LifeLife
4. Responsible Decision Making: Generating implementing and
evaluating positive and informed solutions to problems, and
assuming responsibility for personal decisions and behaviors.
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Responsible Decision MakingResponsible Decision Making
Award-Winning Childrens Author and IllustratorKevin Henkes
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Laura Beltchenko, 2013 27
CASEL Core Competencies: CASEL Core Competencies: Achieving
Success in School, Achieving Success in School,
Work and LifeWork and Life 5. Relationship Skills: Learning
the
skills to communicate, listen and negotiate situations to
establish and maintain healthy and rewarding connections with
individuals and groups.
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Illinois Social/Emotional Illinois Social/Emotional Learning
StandardsLearning Standards
Goal 1Goal 1: Develop self-awareness and self-management skills
to achieve school and life success.
Why this goal is importantWhy this goal is important: Involves
knowing your emotions, how to manage them and ways to express them
constructively.
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Learning Standard 1A: Learning Standard 1A: Identify and
Identify and Manage OneManage Ones Emotions and Behaviors Emotions
and Behavior
Early Elementary 1A.1a, Recognize and accurately label emotions
and how they are linked to behavior.
Later Elementary 1A.2a,
Describe a range of emotions and the situations that cause
them.
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Learning Standard 1A: Learning Standard 1A: Identify and
Identify and Manage OneManage Ones Emotions and Behaviorss Emotions
and Behaviors
Middle School 1A.3a,
Analyze factors that create stress or motivate
successfulperformance.
Early H.S 1A.4a,Analyze how thoughts and emotions affect
decision making and responsible behavior.
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Learning Standard 1A: Learning Standard 1A: Identify and
Identify and Manage OneManage Ones Emotions and Behaviors Emotions
and Behavior
Early Elementary 1A.1b, Demonstrate control of impulsive
behavior.
Late Elementary
1A.2b, Describe and demonstrateways to express emotions in a
socially acceptable manner.
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Learning Standard 1A: Learning Standard 1A: Identify and
Identify and Manage OneManage Ones Emotions and Behaviors Emotions
and Behavior
Middle School 1A.3b,
Apply strategies to manage stress and to motivate successful
performance.
Early H.S.
1A.4b,
Generate ways to develop more positive attitudes.
Late H.S. 1A.5b,
Evaluate how expressing more positive attitudes influences
others.
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Illinois Social and Emotional Illinois Social and Emotional
Learning StandardsLearning Standards
Goal 2Goal 2: Use social-awareness and interpersonal skills to
establish and maintain positive relationships.
Why this goal is importantWhy this goal is important: Success in
school and life requires us to have the ability to recognize the
thoughts, feelings and perspectives of others, including those
different from ones own.
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Goal 2., Learning Standard A: Goal 2., Learning Standard A:
Recognize the feelings and perspectives Recognize the feelings and
perspectives
of othersof othersVerbs that are designed to build upon
knowledge:
Early Elem: Recognize
Late Elem: Identify
Middle/Jr. High: Predict
Early H. S.: Analyze
Late H. S.: Demonstrate
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Learning Standard 2A: Recognize the Learning Standard 2A:
Recognize the feelings and perspectives of others.feelings and
perspectives of others.
Early Elementary 2A.1a, Recognize that others may experience
situations differently from oneself.
Late Elementary 2A.2a, Identify verbal, physical and situational
cues that indicate how others may feel.
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Learning Standard 2A: Recognize the Learning Standard 2A:
Recognize the feelings and perspectives of others.feelings and
perspectives of others.
Middle/Jr. High 2A.3aPredict others
feelings
and perspective in a variety of situations.
Early H. S., 2A.4aAnalyze similarities and
difference between ones own and others
perspectives.
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Learning Standard 2Ab: Recognize the Learning Standard 2Ab:
Recognize the feelings and perspectives of others.feelings and
perspectives of others.
Early Elementary 2A.1b, Use listening skills to identify the
feelings andperspectives of others.
Late Elementary 2A.2b., Describe the expressed feeling and
perspectives of others.
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Laura Beltchenko, 2013 42
Illinois Social and Emotional Illinois Social and Emotional
Learning StandardsLearning Standards
Goal 3Goal 3. Demonstrate decision-making skills and responsible
behaviors in personal, school and community contexts.
Why this Goal is ImportantWhy this Goal is Important: Achieving
these outcomes requires an ability to make decisions, solve
problems, generate alternative solutions and learn from ones
decision making.
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Goal 3, Learning Standard A: Consider Goal 3, Learning Standard
A: Consider ethical factors in making decisions.ethical factors in
making decisions.
Early Elementary 3A.1a, Explain why unprovoked acts that hurt
others are wrong.
Late Elementary 3A.1b, Demonstrate the ability to respect the
rights of self and others.
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Goal 3, Learning Standard B:Goal 3, Learning Standard B:Apply
decision Apply decision making skills to deal responsibly with
daily making skills to deal responsibly with daily academic and
social situations.academic and social situations.
Early Elementary 3B.1a, Identify a range of decisions that
students make at school.
Late Elementary 3B.1b, Identify and apply the steps of
systematic decision making.
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Goal 3, Learning Standard B: Goal 3, Learning Standard B: Apply
decision Apply decision making skills to deal responsibly with
daily making skills to deal responsibly with daily
academic and social situations.academic and social
situations.
Middle/J. High 3B.3a.,
Analyze how decision-making skills improve study habits and
academic performance.
Early H.S. 3B.4a.,Evaluate personal abilities to gather
information, generate alternatives, and anticipate the
consequences of decisions.
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Turn andTurn and..
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Mellow OutMellow Outgives voice to emotional gives voice to
emotional lifelife
and to gifted childrenand to gifted children
Our culture is not always kind to individuals who behave a
little differently. Thus, even when they are in association with
negative behaviors or disorders, overexcitabilities may be seen as
strange.
Michael M. Piechowski, Yunasa Books, Madison, Wisconsin
2006,
www.mellowout.us
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Emotional Intelligence FrameworkEmotional Intelligence Framework
from from VantasselVantassel--BaskaBaska, Cross & , Cross &
OlenchakOlenchak, 2009, 2009
Perception, appraisal, and expression of Emotion
Emotional facilitation of thinking
Understanding and analyzing emotional information
Regulation of emotion
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Asynchronistic DevelopmentAsynchronistic Development
http://http://www.hoagiesgifted.org/asynchrony_squared.htmwww.hoagiesgifted.org/asynchrony_squared.htm
As Linda Kreger
Silverman so aptly describes it "...gifted children develop in
an uneven manner, ... they are more complex and intense than their
age-mates, ... they feel out-of-sync with age peers and 'age
appropriate curriculum,' ... the internal and external
discrepancies increase with IQ, and ... these differences make them
extremely vulnerable."
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The Mysterious The Mysterious Benedict Society TrilogyBenedict
Society Trilogy
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Children's Literature Embraces Children's Literature Embraces
these Attributesthese Attributes
1. Psychomotor
2. Sensual (senses)
3. Imaginational
4. Intellectual
5. Emotional
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DabrowskiDabrowskiss Theory of Emotional DevelopmentTheory of
Emotional Development Examples of Heightened Sensitivities
(overexcitabilities).Examples of Heightened Sensitivities
(overexcitabilities).
((PiechowskiPiechowski, 2006), 2006)
1. Psychomotor1. Psychomotor
Organic excess of energy
Love of movement for its own sake
Rapid speech
Pursuit of Intense physical activity
Impulsiveness and restlessness
Intense drive
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Clarice Bean series
by Lauren Child. Website:
http://www.milkmonitor.com/
Joey Pigza
series
by Jack Gantos
Jack Gantos's
second book about Joey Pigza
is just as delightful and soulful as his first. Joey's attempts
to keep the fragile peace in his life intact are touching, and his
intense longing to just be normal will mirror the feelings of most
preteens, whether they have ADD or not. Joey Pigza
may sometimes lose control, but he never loses his heart.
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Laura Beltchenko, 2013 54
DabrowskiDabrowskiss
Theory of Emotional Development Examples of Theory of Emotional
Development Examples of Heightened Sensitivities
(overexcitabilities).Heightened Sensitivities
(overexcitabilities).
(Piechowski, 2006)
22. Sensual. Sensual
(5 senses)
Heightened experience of sensual pleasure Seeking sensual
outlets for inner tension
Desires for comfort, luxury and refined beauty
Pleasures of taste and smell
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Sensual (5 senses)Sensual (5 senses)
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DabrowskiDabrowskiss
Theory of Emotional Development Examples of Theory of Emotional
Development Examples of Heightened Sensitivities
(overexcitabilities).Heightened Sensitivities
(overexcitabilities).
(Piechowski, 2006)
3. 3. ImaginationalImaginational
Dreams are retold in detail and vivid color
Predilection for fairy tales and magic
Love of poetic language, rich imagery, fantasy
Speaking and writing in metaphors
Imaginary companions
Inventiveness
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ImaginationalImaginational
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DabrowskiDabrowskiss
Theory of Emotional Development Examples of Theory of Emotional
Development Examples of Heightened Sensitivities
(overexcitabilities).Heightened Sensitivities
(overexcitabilities).
(Piechowski, 2006)
4. Intellectual4. Intellectual
Persistence in asking probing questions
Sharp sense of observation
Independence of thought
Striving for synthesis of knowledge
Striving for more understanding and truth than with academic
learning and achievement
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DabrowskiDabrowskiss
Theory of Emotional Development Examples of Theory of Emotional
Development Examples of Heightened Sensitivities
(overexcitabilities).Heightened Sensitivities
(overexcitabilities).
(Piechowski, 2006)5. Emotional5. Emotional
Compassion and empathy
Strong affective recall of past experiences
Intense desire to offer love
Fears, anxieties, depression
Enthusiasm and excitation
Intense loneliness
Attachment to persons, living things or places
Great intensity of feelings.
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What Does SEL Look Like in My What Does SEL Look Like in My
Classroom?Classroom?
The How and When of SEL.The How and When of SEL.
Start with a read aloud and a retelling Developmental
Bibliotheraphy can provide a
framework to lesson planning.
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Looking at a Read AloudLooking at a Read Aloud..
DifferentlyDifferently
How Do We Use Pictures Books to Lead in a Social/Emotional Book
Discussion/Read Aloud:
1.
Pre read the book. (that goes without staying)2.
Introduce why you are reading this selection to the child. (To
focus on a characters feelings)
3.
Maximize successful listening and talking skills.4.
Open and guide discussion using open ended questioning.
5.
Balance heavy
and light
experiences in the book.
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Light and HeavyLight and Heavy
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And the Important And the Important Attributes areAttributes
are....
To know and enjoy childrenenjoy childrens literatures
literature, understand child development in general as well as that
of special needs, gifted and culturally diverse students.
You must also gain the trustgain the trust of the children with
whom you are working and know something about how to use children's
books for both the cognitive and affective domains.
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Start with Authors that Address Start with Authors that Address
ChildrenChildrens (Personal/Social) Issuess (Personal/Social)
Issues
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Examples of Student Character Examples of Student Character
Education Behavior TraitsEducation Behavior Traits
CitizenshipCitizenship: Working together, sense of community and
cooperation.
RespectRespect: Treat others the way you want to be treated.
CompassionCompassion: Show that you care about others by
treating them with kindness and understanding.
ResponsibilityResponsibility: You are accountable for the things
you say and do.
HonestyHonesty: Rely on yourself to tell the truth and keep your
word.
CourageCourage: Logical risk- taking and truth
Social JusticeSocial Justice: Heightened awareness, acceptance
and tolerance of individual differences
Humor:Humor:
Ability to laugh as ones self as well as demonstrate a positive
attitude.
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Character Counts/First ClassCharacter Counts/First Class
Trustworthiness/Honesty/Courage
Respect/Acceptance
Responsibility/Self control/Perseverance
Fairness/ Problem Solving
Caring/Compassion
Citizenship/Teamwork
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Authors and Illustrators of good children's Authors and
Illustrators of good children's literature use language and
literature use language and illustrations that illustrations
that
delight and intriguedelight and intrigue the reader.the reader.
http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=175
Author Peggy Rathmann
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Fulfilling IllustrationsFulfilling IllustrationsDetails of the
illustrations should be so fascinating that a child can look
repeatedly and always find more: a surprise or a bit of humor, a
humor, a special feeling or special feeling or
relationshiprelationship just by looking at the characters face,
eyes or body posturing.
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These and other books depict These and other books depict
Character TraitCharacter Trait
Development and Development and
Personal/Emotional LearningPersonal/Emotional Learning
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Character Character FeelingsFeelings and and TraitsTraits
A feeling is an emotion that changes, but a trait describes what
the character is like on the inside.
A trait usually does not change in short story.
One effective way to teach character traits and increase
vocabulary is to connect the trait to a familiar person in a
current or historical event.
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Characters and Animals or HumansCharacters and Animals or
Humans
Books should depict characters whether animal or human who
display real display real emotions, emotions, feelings and feelings
and relationships that relationships that the student can the
student can recognizerecognize.
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Developmental BibliotheraphyDevelopmental Bibliotheraphy
Does not require a trained mental health professional.
It is meant to help prevent problems not to cure them.
Hynes and Hynes-Berry (1986) list some of the qualifications
that teachers already possess.
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Stages of BibliotheraphyStages of Bibliotheraphy Yes, you are
doing this as you set up your picture book/literature or
discussions/read alouds in your classrooms. Lets view them in
terms of character traits.
Identification
Surfacing of Emotions
(the Catharsis)
Insight
Universalization
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Identification (recognizing)Identification (recognizing)
The process by which the reader identified with a character in
the book, recognizing something of himself in what is pointed out
or read in the story.Book characters can be very real to
children.
We often call this a .Text to self connectionText to self
connection
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Surfacing of Feelings) Surfacing of Feelings)
(catharsis)(catharsis)
This occurs as the reader follows the character through a
difficult situation to a successful resolution.
This is a continuation of
Text to SelfText to Selfand incorporating
Text to WorldText to World
situations.
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Relationships of the CharactersRelationships of the
Characters
Using the story in a Readers Theatre or shared dialog to assist
in the identificationidentification
(recognition) of an issue brings it to catharsiscatharsis
(piquing awareness) and sees it through to insightinsight and
(thinking) about our self as it relates to the characters.
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Insight (thinking)Insight (thinking)
The reader develops an awareness of the characters situation to
their own life. The reader reflects on the story and makes an
awareness transfer which fosters:
Self understanding
Brings their own opinions and self understanding into sharper
focus
This insight can lead to changedattitudes and hopefully changed
behavior.
(This insight doesnt necessarily lead to immediate action.)
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Universalization (awareness)Universalization (awareness)
Bringing the story character full circle.
It is the point at which the student truly can identify with the
character presented in the text/story/picture book.
The student can relate to how the story character handled a
situation and can see relationships in their own life.
Universalization concept courtesy of J.Delisle
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Take a Close Look at the ART of Take a Close Look at the ART of
the Picture Book. Illustrations are the Picture Book. Illustrations
are the Palette that Make it Work!the Palette that Make it
Work!
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Picture books should ring with emotional content so that
children care about what is going on in the story line.
IllustrationsIllustrations should be vibrant and original.
http://pbskids.org/lions/stories/chickssalsa.html
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IllustrationsIllustrations should not merely accompany the story
line but complement and enhancecomplement and enhance
it.
http://www.pigeonpresents.com/teachersguides/knuffle_teachguide.pdf
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Wordless BooksWordless Books Books with only illustrations allow
for
conjecturing and discussion. Interpretation Interpretation of
the plot via the picturesof the plot via the pictures can often
lead to
recognizing, feeling and thinking.
http://www.thefishknowthesecret.com/
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Word Choice/VoiceWord Choice/Voice
http://www.memfox.net/mem-reads-aloud/#
Books should introduce words that can help children categorize
words categorize words into feelings and into feelings and
emotionsemotions. Looking at the character in this illustration,
how do you think he feels?
AND WHY?
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Plotting AlongPlotting Along Leaving you with a thought to
Leaving you with a thought to
ponderponderPlots that are not completely predictable allow for
conjecturing and discussion between adult and child as the book is
read.
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Web ResourcesWeb Resources
Responsive Classroom:
http://www.responsiveclassroom.org/
Committee for Children:
http://www.cfchildren.org/
Morningside Center (video from PS 81):
http://www.morningsidecenter.org/
Edutopia
Magazine (George Lucus
Foundation):
http://www.edutopia.org/search/apachesolr_search
/social%20and%20emotional%20learning
Illinois PBIS Network:http://www.pbisillinois.org/
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Web Resources Cont.Web Resources Cont. Good Media Good Kids,
University of Notre
Dame:http://goodmedia.nd.edu/ Teaching Philosophy to
Children:www.teachingchildrenphilosophy.org Philosophy for
Children, stories
page:https://www.mtholyoke.edu/omc/kidsphil/stories.html Illinois
Social and Emotional Standards website:
http://isbe.net/ils/social_emotional/standards.htm
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Recommended ReadingsRecommended Readings
Halsted, J. (2009). Some of My Best Friends Are Books (2nd ed.).
Scottsdale, Az.: Great Potential Press.
McElmeel, S. (2002). Character Education, A Book Guide for
Teachers, Librarians, and Parents. Greenwood Village, Colorado:
Greenwood Publishing Group.
Findlay, D. (2001). Characters with Character, Using Childrens
Literature in Character Education. Fort Atkinson, Wisconsin:
Highsmith
Press
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Begin with the End in Mind!Begin with the End in Mind! Bring
Books into the Personal/Social Bring Books into the
Personal/Social
and of Course the Academic and of Course the Academic
Development of Your Students!Development of Your Students!
Laura Beltchenko,[email protected]
Using Childrens LiteratureDifferently..Addressing
Academic/Behavioral/Personal/Emotional Issues of ALL Learners Laura
BeltchenkoThe OK BookAmy Rosenthal and illustrated byTom
LichtenheldBridging the Cognitive and Affective Domains in the
ClassroomWhat Do We Know About Student Learning?Slide Number
5Affective or Social/Emotional Learning Sequenced, Active, Focused
and ExplictDurlak, Taylor, Weissberg, Schellinger, 2011Slide Number
8What do We Need as Educators, to Support our Students Social and
Emotional Needs?Attributes continued: Slide Number 11Illinois PBIS
+ Illinois Social and Emotional Learning Standards Emotional
IntelligencePicture Books and the Art that Tells Their StoriesThe
Nice Book David
Ezrahttp://blaine.org/sevenimpossiblethings/?p=1478(CASEL)
http://casel.org/CASEL Core Competencies: Achieving Success in
School, Work and LifeThe Big Orange SplotDaniel PinkwaterCASEL Core
Competencies: Achieving Success in School, Work and LifeCASEL Core
Competencies: Achieving Success in School, Work and LifeResponsible
Decision MakingCASEL Core Competencies: Achieving Success in
School, Work and LifeSlide Number 29Slide Number 30Slide Number
31Illinois Social/Emotional Learning StandardsLearning Standard 1A:
Identify and Manage Ones Emotions and Behavior Learning Standard
1A: Identify and Manage Ones Emotions and BehaviorsLearning
Standard 1A: Identify and Manage Ones Emotions and Behavior
Learning Standard 1A: Identify and Manage Ones Emotions and
Behavior Illinois Social and Emotional Learning StandardsGoal 2.,
Learning Standard A: Recognize the feelings and perspectives of
othersLearning Standard 2A: Recognize the feelings and perspectives
of others.Learning Standard 2A: Recognize the feelings and
perspectives of others.Learning Standard 2Ab: Recognize the
feelings and perspectives of others.Illinois Social and Emotional
Learning StandardsGoal 3, Learning Standard A: Consider ethical
factors in making decisions. Goal 3, Learning Standard B:Apply
decision making skills to deal responsibly with daily academic and
social situations.Goal 3, Learning Standard B: Apply decision
making skills to deal responsibly with daily academic and social
situations.Turn and.Mellow Outgives voice to emotional life and to
gifted childrenEmotional Intelligence Framework from
Vantassel-Baska, Cross & Olenchak, 2009Asynchronistic
Developmenthttp://www.hoagiesgifted.org/asynchrony_squared.htmThe
Mysterious Benedict Society TrilogyChildren's Literature Embraces
these AttributesDabrowskis Theory of Emotional Development Examples
of Heightened Sensitivities (overexcitabilities).(Piechowski,
2006)Slide Number 53Dabrowskis Theory of Emotional Development
Examples of Heightened Sensitivities
(overexcitabilities).(Piechowski, 2006)Sensual (5 senses)
Dabrowskis Theory of Emotional Development Examples of Heightened
Sensitivities (overexcitabilities).(Piechowski,
2006)ImaginationalDabrowskis Theory of Emotional Development
Examples of Heightened Sensitivities
(overexcitabilities).(Piechowski, 2006)Dabrowskis Theory of
Emotional Development Examples of Heightened Sensitivities
(overexcitabilities).(Piechowski, 2006)What Does SEL Look Like in
My Classroom?The How and When of SEL.Looking at a Read
Aloud.Differently Light and HeavyAnd the Important Attributes
are..Start with Authors that Address Childrens (Personal/Social)
IssuesExamples of Student Character Education Behavior
TraitsCharacter Counts/First Class Authors and Illustrators of good
children's literature use language and illustrations that delight
and intrigue the
reader.http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=175Author
Peggy RathmannFulfilling IllustrationsThese and other books depict
Character Trait Development and Personal/Emotional Learning
Character Feelings and TraitsCharacters and Animals or
HumansDevelopmental BibliotheraphyStages of BibliotheraphyYes, you
are doing this as you set up your picture book/literature or
discussions/read alouds in your classrooms. Lets view them in terms
of character traits. Identification (recognizing)Surfacing of
Feelings) (catharsis) Relationships of the CharactersInsight
(thinking)Universalization (awareness)Take a Close Look at the ART
of the Picture Book. Illustrations are the Palette that Make it
Work!Slide Number 80Slide Number 81Wordless Books Books with only
illustrations allow for conjecturing and discussion. Interpretation
of the plot via the pictures can often lead torecognizing, feeling
and thinking. Word Choice/Voice
http://www.memfox.net/mem-reads-aloud/#Plotting AlongLeaving you
with a thought to ponderWeb Resources Web Resources
Cont.Recommended ReadingsBegin with the End in Mind!Bring Books
into the Personal/Social and of Course the Academic Development of
Your Students!