Using Picture Bks Social Emotional Learning

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

Laura Beltchenko, 2013 2

The OK BookThe OK Book Amy Rosenthal and illustrated byAmy Rosenthal and illustrated by

Tom LichtenheldTom Lichtenheld


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


What Do We Know About What Do We Know About Student Learning?Student Learning?

Brain research tells us:


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.


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


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.


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.


Illinois PBIS Illinois PBIS ++ Illinois Social Illinois Social and Emotional Learning Standardsand Emotional Learning Standards


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


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


The Nice Book The Nice Book David EzraDavid Ezra

http://blaine.org/sevenimpossiblethings/?p=1478


(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.


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.


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.



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.



LifeLife

4. Responsible Decision Making: Generating implementing and evaluating positive and informed solutions to problems, and assuming responsibility for personal decisions and behaviors.


Responsible Decision MakingResponsible Decision Making

Award-Winning Childrens Author and IllustratorKevin Henkes


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.


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.


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.


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.



Early Elementary 1A.1b, Demonstrate control of impulsive behavior.

Late Elementary

1A.2b, Describe and demonstrateways to express emotions in a socially acceptable manner.



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.


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.


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


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.


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.


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.


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.


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.


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.


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.


Turn andTurn and..


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


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


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."


The Mysterious The Mysterious Benedict Society TrilogyBenedict Society Trilogy


Children's Literature Embraces Children's Literature Embraces these Attributesthese Attributes

1. Psychomotor

2. Sensual (senses)

3. Imaginational

4. Intellectual

5. Emotional


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


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.


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


Sensual (5 senses)Sensual (5 senses)




(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


ImaginationalImaginational




(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




(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.

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.


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.


Light and HeavyLight and Heavy


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.


Start with Authors that Address Start with Authors that Address ChildrenChildrens (Personal/Social) Issuess (Personal/Social) Issues


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.


Character Counts/First ClassCharacter Counts/First Class

Trustworthiness/Honesty/Courage

Respect/Acceptance

Responsibility/Self control/Perseverance

Fairness/ Problem Solving

Caring/Compassion

Citizenship/Teamwork


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


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.


These and other books depict These and other books depict Character TraitCharacter Trait

Development and Development and

Personal/Emotional LearningPersonal/Emotional Learning


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.


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.


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.


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


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


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.


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.


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.)


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


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!


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


IllustrationsIllustrations should not merely accompany the story line but complement and enhancecomplement and enhance

it.

http://www.pigeonpresents.com/teachersguides/knuffle_teachguide.pdf


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/


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?


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.


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/


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


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

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!

Using Picture Bks Social Emotional Learning

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