NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Foundations Professional Development Module Promoting Emotional Literacy and Empathy

2

Pre Learning Activity “Enhancing Emotional Vocabulary in Young Children” Discussion – Key concept of Article – How might you use the strategies in this article? 3

Objectives To understand and effectively implement instructional practices related to building emotional literacy and empathy skills that promote children’s learning To understand the importance of involving families in practices related to building emotional literacy and empathy skills that promote children’s learning 4

Objectives To understand the importance of using data to determine targets of development in emotional literacy and empathy that promote increased use of those skills To understand how to articulate the relationship between targeted instructional practices, NC Foundations of Early Learning and Development, and the NC Professional Teaching Standards 5

Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model Tier 1 – High Quality Early Education-All Children 6 Tier 3:Individualized Positive Behavior Support- Children with persistent challenges Tier 2-Social Skills Curricula- Children at Risk

7 Activity: My Many Colored Days

What is Emotional Literacy? 8

Why is Emotional Literacy Important? 9

Activity on Typical Development 10

11

Teaching Emotional Literacy and Empathy 12

Teaching Standards 13

14

iPoints 15

Crosswalk to Kindergarten and High School ESD-6q Use a larger vocabulary for talking about feelings CCsS English Language Arts Students should actively seek to understand others’ perspecitives and cultures through reading and listening, and able to communicate effectively with people of varied backgrounds CCSS.ELA- Literacy.WHST d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers 16

Crosswalk to Kindergarten and High School ESD-6r GIVE REASONS FOR THEIR FEELINGS THAT MAY INCLUDE THOUGHTS AND BELIEFS AS WELL AS OUTSIDE EVENTS NCES Social Studies K-2 Students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities across the world in developmentally resposive ways K.C. 1.1 Explain similiarities in self and others CCSS.ELA- Literacy.WHST a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 17

Crosswalk to Kindergarten and High School ESD-6m Use a variety of words or signs to express and manage feelings more clearly CCSS Kindergarten Speaking and Listening RED.CR Explore awarenesss of personal abilities, skills, and interests NCES-K-2 Teamwork and collaboration adapting to and respecting others’diverse ways of thinking and expressing themselves CCSS.ELA- Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. 18

Crosswalk to Kindergarten and High School ESD-6s Use problem solving strategies when they feel angry or frustrated NCES Social Studies K-2 Students gain from social students the attitudes and values that enable them to be effective problem-solvers, good decision makers, and wise planners CCSS.ELA-Literacy.CCRA.SL.1 ESD 6s Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.RH ESD-6s Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem 19

Activity: Role Play 20

Strategies for Teaching Emotional Literacy 21

Make-it/Take-it Check in with Feelings Activity 22

Break Time 23

24

25

What is empathy? 26

When to begin teaching Empathy? 27

28

29

30

Stand Up-Sit Down Activity 31

Taking Perspective 32

Strategies to develop Empathy 33

Activity: Taking Perspective 34 DisagreeAgree

35

36

37

On Monday When It Rained Book Nook Example 38

39

Formative Assessment 40

Reflective thought and conclusion 41

Questions and Homework 42