District 30 SEL Session 1 Grade 6

Author: Liz Locatelli, Ed.D. and Giselle Martin-Kniep, Ph. D.

1

2 Integrating Social & Emotional Learning into

3 Rigorous Literacy Lessons

4 District 30

5 Grade 6

6 Facilitated by

7 Giselle O. Martin-Kniep, Ph. D. and Liz Locatelli, Ed. D.

8 Learner-Centered Initiatives, Ltd.

9 70 Little West Street, 21E

10 NYC, NY 10004

11 516-502-4231

12 516-502-4233 fax

13 www.lciltd.org

14 lizl@lciltd.org

15 twitter@gisellelci

16 twitter@lciltd

17 Webinar #1

18 Session: Outcomes:

19 Participants will deepen their ability to promote social and emotional learning in the context of meaningful literacy activities by:

• 20 Debriefing the implications of community building activities
• 21 Unpacking NYS Social & Emotional Learning Benchmarks with literacy-based activities
• 22 Exploring & sharing ways to embed questions and activities that promote SEL into current practice.

23 Permission

24 As a participant in the LCI “Integrating SEL into Rigorous Literacy Instruction,” you have permission to replicate or reproduce the materials, in whole or in part, for your own personal use.

25 The permissions granted are expressly made subject to and limited by the following restrictions:

1. 26 You shall not knowingly permit anyone other than yourself to use the materials from this program.
2. 27 You may not use the materials from this program for commercial purposes, including but not limited to sale, bulk reproduction or distribution in any form.
3. 28 Any and all copies or versions of the materials must include the following: “Copyright 2020. Learner-Centered Initiatives, Ltd. All rights reserved. Used with permission.”
4. 29 You may not remove, obscure or modify any copyright or other notices included in the materials.

30 If you need permission that goes beyond what is included here, please contact info@lciltd.org.

31 Bio

32 Liz Locatelli, Ed. D.

33 Liz has been passionate about helping at risk students throughout her career. As a public-school teacher, she created a summer program to prepare students who had been socially promoted for the rigor of high school. That program led to the creation of an alternative annex, which to this day focuses on building student efficacy for over one hundred students in the North Rockland CSD. Her work with at risk students in the alternative program as well as in a maximum- security prison has inspired her dedication to programs that address the needs of marginalized students and their teachers

34 Liz has extensive background in literacy education, curriculum development, professional development and action research. She holds an Ed.D., from New York University in Literacy Education and her dissertation was on engaging teachers in creating their own curriculum. At LCI, Liz has focused on working with teachers to create Quality Curriculum, including authentic assessment tasks, formative assessment and rubrics, all aligned to the standards. She has also worked with representatives from various districts to create school-based, district-based and regional Quality Assessment Tasks.

35 Liz has had two articles published by ASCD, “Tough Love and Endless Chances” in Smartbrief and “Students Will If Teachers Will: Re-orienting Teachers and Students Toward Self-Directed Learning” in IMPACT. She also wrote a chapter on Vocabulary Development for Why Am I Doing This? by Giselle O. Martin-Kniep.

36 Building relationships that create a culture of trust

37

38 Processing Questions:

1. 39 How did this activity make you feel about yourself?

2. 40 How did it make you feel about your learning community?

3. 41 What are the implications for working with students?

42 Questioning that develops Social & Emotional Skills as well as Higher Level Thinking

43

44 Identify the level of each question below:

1. 45 What do you see in the picture? Be specific.______

2. 46 Why do you think he feels this way?______

3. 47 What happens when a student feels this way? ______

4. 48 What could we do in this class to avoid frustration? ______

49 Activities or questions that promote the SEL Standards

50 Select one standard and post your activity/question on
Jamboard: https://tinyurl.com/yc4gtuzb

71 Individual Planning: Embedding SEL into Literacy Instruction

77 Peer Review

1. 78 Access each other’s plans.
2. 79 Silently post comments on each other’s plans.
3. 80 Read the comments silently
4. 81 Take turns asking clarifying questions.
5. 82 As a group, summarize major insights gained from the activity.

83 Feedback: Kind, Specific, Helpful

96 Stories that promote Social and Emotional Learning

97 “Eleven” by Sandra Cisneros https://tinyurl.com/ke2bzrs

98 “Scholarship Jacket” by Marta Salinas https://tinyurl.com/yb7kaar3

99 “Thank You Ma’am” by Langston Hughes https://tinyurl.com/y4nxg5pg

100 Template for planning a literacy lesson that incorporates SEL Standards.

108 Link to Survey https://forms.gle/6T8V5cHY4covoKBS9

109 Please fill this out thoughtfully. It will help us to serve you better in future sessions.

DMU Timestamp: August 12, 2021 19:20