Title: No subject of study is more important than readingall other intellectual powers depend on it
1- No subject of study is more important than
readingall other intellectual powers depend on
it - Jacques Barzun
2Utilizing Literature to Integrate PBIS SEL
Throughout the Curriculum
- Margaret White, LCSW
- Illinois PBIS Network
- Brenda Lindsey, LCSW
- UIUC School of Social Work
- Marcy Nicoson, School Social Worker Rantoul City
Schools
3Objectives
- To learn methods of incorporating literature to
teach PBIS expectations and social and emotional
learning standards. - To identify resources for locating and evaluating
quality literature. - Explore strategies to engage students to make the
connection between literature and their world.
4SEL Goals
- Develop self awareness and self management skills
to achieve school and life success - 2. Use social awareness and interpersonal skills
to establish and maintain positive relationships - 3. Demonstrate decision making skills and
responsible behaviors in personal, school and
community context
5Brief Framework
- Literature is a good starting point for reading,
understanding, and discussing social and
emotional learning. - As readers respond to text, they make
connections. - Discussion allows students to explore issues and
relate to their own lives. - Connecting to emotions and senses enhances
comprehension skills
Ketch (2005), Spiegel (1998)
6How do you make those connections?
- Text to self
- Text to text
- Text to world
Harvey and Goudvis (2000), Keene and Zimmerman
(1997), Schmoker (2006), Shallenberger 2007
7Connecting to Text helps readers
- Understand how characters feel and motivations
for their actions - Prevent boredom
- Sets a purpose for reading keeping them focused
- Stay actively involved
- Remember what they have read
Tovani (2000)
8Text to self
- Easiest connection to teach
- Key phrase this reminds me of
- Easily integrated with SEL performance
indicators -
9Text to self
- What does this remind me of in my own life?
- What is similar in my life?
- How is this different from my life?
- Has something like this ever happened to me?
- How does this relate to my life?
- What were my feelings when I read this?
http//forpd.ucf.edu/strategies/stratText.html
10Text to text
- What does this remind me of in another
book/materials I have read? - How is the text similar to other things I have
read? - How is this different from other books Ive read?
- Have I read about something like this before?
http//forpd.ucf.edu/strategies/stratText.html
11Text to text connectionUsing the matrix
- Respect yourself
- Respect others
- Respect property
12Text to World
- What does this remind me of in the real world?
- How is this similar to what is currently
happening in the real world ? - How is this different from things I have read
about in the real world? - How did that part relate to the world around me?
-
http//forpd.ucf.edu/strategies/stratText.html
13Practice Connecting to Text
- Text to Self
- Text to Text
- Text to World
- Materials
- Book Have You Filled A Bucket Today A Guide to
Daily Happiness For Kids
14Book Activity
15Tips for reading the story
- During preselected points you may wish to stop
and use some think aloud questions or comments
relating to the matrix. - Stopping too often may disrupt the flow
16Sample Activities
- Have students with a partner (eye to eye, knee to
knee) brainstorm - actions that fit into the PBIS matrix
- Thumbs up thumbs down list under respect your
self, respect others, respect property - Journal time
SEL Goal 3 Demonstrate decision making skills
and responsible behavior
17Framework for text to self connection
- How is this book similar to my own life What does
this remind me of in my life? - How is this similar to how I follow the 3 Rs?
- respect yourself, respect others,
responsibility?
18Dont tell people how to live their lives just
tell them stories and they will figure out how to
live their lives Randy Pauch
19Instructional Books to Teach the Expectations
Respect and Take Care of Things Howard B
Wigglebottom Learns To Listen Dont Squeal Unless
Its a Big Deal How to Be A Friend A Guide to
Making Friends Know and Follow the Rules A Bad
Case of Tattle Tongue My Mouth is a
Volcano Sorry How To Lose All of Your Friends The
Essential 55
20Integrating PBIS SEL into History
Rosa Vinnie and Abraham If You Sailed on the
Mayflower in 1620 If You Grew Up With Abraham
Lincoln Older Students The Freedom Writers
Diary Warriors Dont Cry Ben Franklin's Almanac
Being a True Account of the Good
Gentleman's Life
21Integrating with Health Science
You are Healthy Dr. Strong and Sweet Potatoes Why
Do I Run? Why Do I Wash My Hands
22Integrating with Writing Literature
Great Books for High School Kids A Teachers
Guide for Changing
Kids Letters to Kegan 30 Truths for Lifes
Journey Thank You Mr. Faulkner Tuesdays With
Morrie The 6 Most Important Decisions Youll Ever
Make Rewind When Zachary Beaver Came to Town
23Warriors Dont Cry by Melba Pattillo
Beals
Discussion Example
- I did it, I shouted with excitement as I raced
in the front door where Grandma was standing in
her usual place to welcome me home after school. - Did what? she asked.
- I tried to do some of the things Gandhi talks
aboutyou know, keeping calm in your own mind no
matter whats going on outside. - p. 262
- Can you remember a time when you kept calm when
everyone else was not?
24Using Literature in Small Group Activities
- Marcy Nicoson, School Social Worker
- Eater Junior High School
- Rantoul Illinois
25- Junior High Girls Book Club
- How students became a member
- Self referral to SW regarding friendship issues
- Bringing neighborhood issues to school.
- Minor referrals
- Invitation
26- Group Set Expectations Based on EJHS
- Bulldog Expectations
- Be Ready
- Come Prepared to discuss the book
- Be Respectful
- Allow everyone a chance speak
- No putdowns
- Be Responsible
27Book Club Weekly Format
- Review Group Expectations
- Review key points from previous week
- Everyone in group had copy of book. I read out
loud in order to not embarrass - Incorporated Gretchen Courtney reading
strategies focusing on prediction - After around 4 weeks students asked if they could
read
28Meeting Weekly
- One class period 45 minutes
- Study Hall
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30Afterthoughts
- Looking back kids tertiary
- Neighborhood issues
- Data
- Positives
- Excited about reading
- Found ways to relate to characters in book
- Connect the text to world
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33Other Junior High Books
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36Resources
37Committee for Children Booklists
- http//www.cfchildren.org/support/recommended-
books/
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40 ReadWriteThink http//www.readwritethink.org
41Ready made lesson plans
42UIUC Graduate School of Library and Information
Science Center for Childrens Books
43- http//www2.scholastic.com/browse/lessonplans.jsp
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46Contact Information
- Margaret White,
- Technical Assistance Coordinator
- Illinois PBIS Network margaret.white_at_pbisillino
is.org - Brenda Lindsey
- University of Illinois-Urbana Champaign School
of Social Work - blindsey_at_uiuc.edu