teaching

100+ Read Alouds to Teach Social Emotional Learning Skills

August 24, 2019 by pathway2success Leave a Comment

100+ Read aloud short stories to integrate social emotional learning into the classroom. Elementary teachers and even middle school educators can use these texts to discuss SEL skills like empathy, friendships, emotions, decision-making and more. Read and grab your free printable list! #sel #socialemotionallearning #pathway2success

Social emotional learning skills are important. Every educator wants their learners to understand their own strengths and challenges, effectively cope with stress, persevere through challenges, have empathy for others, develop lasting friendships, and make positive decisions. These are really just a few examples of what skills social emotional learning can cover.

There are numerous benefits to teaching SEL skills in the classroom, such as a reduction of behavioral problems and giving learners tools to problem-solve on their own.

Sometimes, the best solution is to dedicate a time period to social emotional learning each day. If this is something you are planning in your classroom, I’ve developed a COMPLETE yearlong SEL curriculum for elementary learners (and I have a SEL curriculum for older kids, too)!

With that said, sometimes time in the classroom is short. Although it can be extremely beneficial to teach SEL skills explicitly, there are always helpful ways that teachers can embed them into what they are already doing. For example, educators might use a daily SEL journal during writing time, have class discussions during break time, or use art activities to highlight SEL skills. One of the most helpful strategies for integrating SEL can be through literature.

The idea behind using literature to target social emotional learning skills really is quite simple. Educators can read the text as they normally would, stopping along the way to highlight critical skills that come up.

One of my favorite examples is Alexander and the Terrible, Horrible, No Good, Very Bad Day. In this short story, Alexander is having an awful day. It is such a terrible day that he wants to go and live in another country. However, rather than packing up his belongings and ignoring what is happening in his life, Alexander learns to cope with his emotions. He also learns about starting fresh each day. There are so many social lessons that can be learned from this one short read aloud.

With this, I put together a complete list of read alouds to use for social emotional learning. Grab a copy of your free printable SEL read aloud list to get started right away.

To get started, just find a skill you want to work on and select a book! As always, you know your learners best. It’s possible that not every book will work for your students, and that’s okay. Find the ones that suit their individual needs and see how much fun integrating SEL with literature can be.

Here are just a few examples from the complete list:

DEVELOPING SELF-AWARENESS

Giraffes Can’t Dance by Giles Andreae
Chrysanthemum by Kevin Henkes
It’s Okay to be Different by Todd Parr
The Name Jar by Yangsook Choi
Hooray for You! A Celebration of You-ness by Marianne Richmond

BUILDING CONFIDENCE

I’m Gonna Like Me by Jamie Lee Curtis
Amazing Grace by Mary Hoffman
Exclamation Mark by Amy Krouse Rosenthal
I Like Me! By Nancy Carlson
Zero by Kathryn Otoshi

UNDERSTANDING EMOTIONS

Visiting Feelings by Lauren Rubenstein
Jabari Jumps by Gaia Cornwall
The Way I Feel by Jonan Cain
The Color Monster by Anna Llenas
In My Heart: A Book of Feelings by Jo Witek

HOPES AND DREAMS

Hiromi’s Hands by Lynne Barasch
Rosie Revere, Engineer by Andrea Beaty
Big Al by Andrew Clements
Matthew’s Dream by Leo Lionni
The Wonderful Things You Will Be by Emily Winfield Martin

STUDY HABITS

Farmer Duck by Martin Waddell
Planning Isn’t My Priority by Julia Cook
Don’t Forget the Bacon by Pat Hutchins
See You Later, Procrastinator! By Pamela Espeland and Elizabeth Verdick

SELF-CONTROL

Interrupting Chicken by David Ezra Stein
How to Be a Superhero Called Self-Control by Lauren Brukner
What If? by Collen Doyle Bryant
What Were You Thinking? Learning to Control Your Impulses by Brian Smith

PERSEVERANCE & RESILIENCE

Salt in His Shoes by Deloris Jordan
Brave Irene by William Steig
Apples to Oregon by Deborah Hopkinson
Unstoppable Me! By D.r Wayne W. Dyer
Wilma Unlimited by Kathleen Krull
The Most Magnificent Thing by Ashley Spires

RESPECT

David Goes to School by David Shannon
The Way I Act by Steve Metzger
Respect and Take Care of Things by Cheri J. Meiners

EMPATHY

The Invisible Boy by Trudy Ludwig
The Bicycle Man by Allen Say
Do Unto Otters by Laurie Keller
Stand In My Shoes by Bob Somson
Zen Ties by Jon J. Muth

KINDNESS

Each Kindness by Jacqueline Woodson
Those Shoes by Maribeth Boelts
Pinduli by Janell Cannon
Good People Everywhere by Lynea Gillen
Kindness Starts with You by Jacquelyn Stagg
A Chair for My Mother by Vera B. Williams

FRIENDSHIP SKILLS

How to Lose All Your Friends by Nancy Carlson
Making Friends is an Art by Julia Cook
Love Monster and the Last Chocolate by Rachel Bright
Jessica’s Box by Peter Carnavas
Louise and Andie: The Art of Friendship by Kelly Light

INCLUDING OTHERS

The Boy Who Wouldn’t Share by Mike Reiss
Rulers of the Playground by Joseph Kuefler
A Sick Day for Amos McGee by Philip C. Stead
The Invisible Boy by Patrice Barton
Same Same But Different by Jenny Sue Kostecki-Shaw

CONFLICT RESOLUTION

Eat Your Peas by Kes Gray
Sharing a Shell by Julia Donaldson
There’s a Bear on my Chair by Ross Collins
Where the Wild Things Are by Maurice Sendak
Iris and Isaac by Cheterine Rayner

BEING RESPONSIBLE

The Paperboy by Dav Pilkey
I Just Forgot by Mercer Mayer
Arthur’s Pet Business by Marc Brown
The Emperor’s Egg by Martin Jenkins
The Way I Act by Steve Metzger

MAKING GOOD CHOICES

What If Everybody Did That? By Ellen Javernick
Do Unto Otters by Laurie Keller
Making Smart Choices by Lucia Raatma
Land of Or by Katie Mullaly

PEER INFLUENCE

The Juice Box Bully by Bob Somson and Maria Dismondy
One by Kathryn Otoshi
The Hueys in the New Sweater by Oliver Jeffers
A Bad Case of the Stripes by David Shannon
Bully on the Bus by Carl W. Bosch

REFLECTING ON CHOICES

David Gets in Trouble by David Shannon
Lilly’s Purple Plastic Purse by Kevin Kenkes
Beautiful Oops! By Barney Saltzberg
After the Fall by Dan Santat

Happy reading! If you’re interested in more ideas for SEL, here are a few posts that might be helpful:

Interventions for Executive Functioning Challenges: Attention

April 15, 2019 by pathway2success 1 Comment

Challenges with focus and attention can become a huge roadblock to learning for kids and young adults. Simply put, attention is critical to learning. If students can’t focus on the lesson, they are going to struggle with understanding the new content. If students can’t focus on the directions, they are not going to know what to do. If learners are unable to switch their focus, they are unable to initiate new tasks. When students have difficulty with attention skills, it can be challenging for the educator, but also extremely frustrating for the learner.

It’s important to note that this article isn’t specifically written for kids with ADHD. That is because many kids (whether diagnosed with ADHD or not) have challenges with focus and attention. As always, it’s more important to focus on the interventions and supports than the label. With that said, if you feel your student or child does have symptoms of ADHD, it’s important to share those concerns with the school team or pediatrician.

What is attention? Attention is a fascinating multi-faceted skill. It is so much more than just being able to stay focused. Attention involves having self-awareness about your level of attention so that you can direct and re-direct your focus, as needed. It is being able to ignore distractions, like a cell phone or friends talking nearby. Even further, attention is being able switch your focus to more important information or a new task, such as when new directions are being given while working.

• Examples of Attention •

It’s important to note that attention is an academic skill, but it is also a life skill. It’s really a prerequisite to be able to learn new information. People need to pay attention while hearing new content, but also when having conversations with others. Here are some examples of what strong attention skills might look like:

Keeping eyes on the teacher and listening while learning about a new skill.
Quickly being able to switch focus from one task to another.
Making eye contact and listening to a peer during a conversation.
Listening and thinking about directions being given by a teacher or boss.
Being able to stop, focus, and listen when important information is being conveyed.

• Possible Signs of Challenges with Attention •

Challenges with attention can have big impacts for students. As previously stated, when learners aren’t able to focus on new material, this makes learning that content that much harder. Similarly, when learners aren’t focused during instructions, they won’t understand how to proceed with an activity. Simply put, attention challenges become a major roadblock to learning.

Possible signs of attention challenges might include:

A student constantly staring out the window or down the hallway instead of watching the teacher during a lesson.
A learner who frequently misses hearing important instructions for tasks and then isn’t sure what to do.
A student who constantly plays with objects (pencils, toys, etc) instead of working on assigned tasks.
A child who is unable to finish assignments due to various distractions.

• Interventions, Supports, and Strategies for Attention •

Here are some strategies, activities, and ideas to help learners with time management challenges in the classroom:

Teach about attention and other EF skills explicitly
Give clear, one-step directions
Teach how to stay organized
Highlight most important directions on assignments
Teach and use classroom call-and response
Use a chime before giving important information
Incorporate movement during lessons and activities
Use visuals as reminders and supports
Reduce distractions around the room (ex: too many posters or a fan nearby)
Use preferential seating (find where the student can focus the best, as this is different for every child)
Incorporate hands-on learning activities
Use a study carrel (you can buy one or build it out of cardboard!)
Add center activities to allow for more movement during tasks
Break longer tasks into smaller, more manageable ones
Provide fidgets (and explicitly teach how to use them as a tool)
Give break breaks between lessons and activities
Teach students how to check in with themselves
Set a timer for work sessions
Consider a white noise machine or playing classical music during work sessions
Assign a study buddy during work sessions
Play attention-boosting games and play activities (like Simon Says)
Use student interests in lessons
Provide extra time to complete assignments

• Strategies for Parents to Support Attention Skills at Home •

It’s important to note that parents and families can also implement strategies to help at home! Here are some strategies parents and families can use at home strengthen skills for attention:

Be clear with directions (and give fewer words)
Allow wind-down time after school
Build in routines and consistency
Develop a “homework space and time” (and stick with it)
Teach self-monitoring
Break longer tasks into smaller, more manageable ones
Keep an organized and tidy work space to reduce distractions
Give check-ins during longer work sessions (“Show me what you accomplished so far.”)
Reduce distractions (television, cell phone, computer)
Model focusing while the child is working (read while they do homework, for example)
Use a white-noise machine
Give breaks after work completion
Incorporate rewards for completing chores or assignments

If you notice that your learners need some extra support with their attention and other executive functioning skills, I have units to target executive functioning skills for middle and high school learners and executive functioning skills for younger learners. Get all your materials in one spot to make teaching these skills a breeze!

This is a blog series focused on interventions to support executive functioning skills. Make sure you read up on interventions for planning and supports for organization!

Interventions for Executive Functioning Challenges: Time Management

February 18, 2019 by pathway2success 1 Comment

Time management skills are essentially life skills. Kids and young adults need this skills now and in the future. All educators and parents want our learners to be able to work independently, use time well, and complete tasks on time. In order to meet these expectations, students need to learn, understand, and continually practice skills for time management.

Kids and young adults can benefit greatly from just learning what time management is and why it matters. The whole idea is that we can work smarter instead of harder, helping us to complete our work more efficiently in a shorter time frame. To kids who struggle with time management, this idea that they can learn tips and tricks to use their time better can actually sound like magic! Best of all, these skills are so broad that they can be integrated into every single thing we do. From every content area to every chore at home, we use time management skills (and they really DO pay off).

What is time management? Time management is having an accurate understanding of time and making decisions to complete tasks in a timely way. As with most other executive functioning skills, time management isn’t just one isolated skill. It includes being able to estimate how long tasks will take, prioritizing, dividing time between tasks, pacing yourself, using time wisely, and working to meet deadlines.

• Examples of Time Management •

Here are some examples of what strong time management skills might look like on the spot:

Prioritizing which homework assignments to start before beginning a list of work.
Someone pacing themselves on a test to make sure they finish in the given time frame.
Writing out a daily schedule to keep track of times and events.
Chunking a project into sections to complete it by a specific deadline.

• Possible Signs of Challenges with Time Management •

It’s important to think of time management as a foundational skill for overall success. Imagine this: A student understands the content in a class well. They start working on a graded project to demonstrate their knowledge. The student is doing a fantastic job – truly their best work! The problem is that they realize the deadline for the project is tomorrow and there is no way they will be finished on time. Does the student turn in a half-completed project? Turn it in late? Rush and complete work that isn’t their best quality? Give up and turn in nothing at all? All of these outcomes demonstrate a clear issue with time management. Simply put, time management skills are a critical element to doing our best work.

Possible signs of time management challenges might include:

A learner spending too long on one problem or section of an assignment.
A student working on an assignment due next week (or not working on anything at all) when they have other work that is due next period.
A student consistently actively working but not finishing assessments or other assignments in a given time period.
A student who appears to always be in a rush at the last minute to finish work.

• Interventions, Supports, and Strategies for Time Management •

As with all executive functioning skills, time management abilities can be strengthened and improved over time. Here are some strategies, activities, and ideas to help learners with time management challenges in the classroom:

Teach time management and other EF skills explicitly
Discuss and practice prioritizing with multiple tasks (one way to do this is make a list of assignments and go back and order them by importance)
Teach how to make checklists for a set of steps or tasks
Practice estimating time for different takes (you can even make it a game! “How long do you think it would take you to clean your room?”)
Use a visual timer to visually show how much time is left for a task or session
Use chimes to warn 5 (or 10) minutes before transitions
Maintain a relatively consistent and predictable daily schedule
Keep the class schedule listed in the same spot every day
Teach, practice, and discuss routines frequently
Have students put their schedules on the front of their binders or desks
Identify and reduce distractors (you can even call them time-eaters!)
Discuss and practice strategies for moving on when stuck (skipping a problem, rereading, asking a friend, etc.)
Practice, model, and teach organization (since it is easier to use our time well when we are orderly and organized)
Practice planning out longer project together with mini-deadlines along the way
Provide work check-ins to students to make sure they are on the right track
Teach how to maximize downtime (ex: if you finish your work early in study hall, look over other work and start something else!)
Teach students how to check-in with themselves (“How am I doing? Am I on track?)
Play time-based games (add a timer to most any game like Pictionary or Scrabble to get kids managing their time!)
Discuss and practice what it means to “pace yourself”

• Strategies for Parents to Support Time Management at Home •

Here are some strategies parents and families can use at home strengthen skills for time management:

Model and practice estimating how long a task might take
Create a home calendar with important events listed
Discuss daily priorities and tasks at a common time (such as breakfast)
Develop a daily schedule with dedicated homework and chore times
Use strategies to stay organized and tidy
Reduce and give limits for social media and television time
Practice making to-do lists together and ordering items by importance
Identify, discuss, and reduce distractions (“time-eaters”)
Establish routines (for morning, after school, and bedtime)
Avoid over-scheduling (kids and young adults need downtime to learn how to use their free time, too!)
Consider digital calendars or apps
Model and discuss thinking ahead (such as putting clothes out for the next day)
Use a timer for working sessions
Use and discuss deadlines for tasks (“Your room needs to be organized by Thursday.”)
Provide rewards and incentives for completing tasks (“When all your homework is done, you can have 30 minutes of video game time.”)

If you notice that your learners need some extra support with their time management and other executive functioning skills, I have units to target executive functioning skills for middle and high school learners and executive functioning skills for younger learners. Get all your materials in one spot to make teaching these skills a breeze!

This is a blog series focused on interventions to support executive functioning skills. Make sure you read up on interventions for planning and supports for organization!

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