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Waterford Public Schools

K–12 SchoolCounseling Curriculum

Created 2013

TABLE OF CONTENTSCommittee Members..................................................................................................................................1Introduction.................................................................................................................................................2Program Foundation....................................................................................................................................2

Standard 1: Mission and Philosophy.......................................................................................................2Standard 2: Goals....................................................................................................................................3Standard 3: Student Competencies........................................................................................................3Standard 4: Policies and Procedures.......................................................................................................4

Program Delivery System............................................................................................................................5Standard 5: Curriculum...........................................................................................................................5Standard 6: Individual Planning..............................................................................................................5Standard 7: Responsive Services.............................................................................................................5Standard 8: Collaboration Within and Outside the School Community..................................................6

Program Management................................................................................................................................6Standard 9: Program Management and Maintenance...........................................................................6

Program Accountability...............................................................................................................................7Standard 10: Program Evaluation and Accountability............................................................................7

Elementary School.......................................................................................................................................8Overview.................................................................................................................................................8Scope and Sequence................................................................................................................................9Checklists...............................................................................................................................................10Book Options.........................................................................................................................................17Student Planner.....................................................................................................................................19Goal 1: Skills for Learning......................................................................................................................26Goal 3: Academics to Life Success.........................................................................................................31Goal 4: Investigate Careers....................................................................................................................37Goal 5: Career Success...........................................................................................................................47Goal 7: Respect for Self and Others.......................................................................................................68Goal 8: Goal Setting and Attainment Skills.............................................................................................84Goal 9: Survival and Safety Skills...........................................................................................................89

K–12 School Counseling Curriculum

COMMITTEE MEMBERS

The following staff made significant contributions to the development of the Waterford Public Schools K 12 School Counseling Curriculum:‐

Jason Adler School Counselor, Waterford High School

Paul Almeida School Counselor, Clark Lane Middle School

Rebecca Amanti Assistant Principal, Waterford High School

Yuan-Yuan Chen School Counselor, Waterford High School

Stephanie DiNatali School Counselor, Waterford High School

Bree Dolce School Counselor Intern, Clark Lane Middle School

Kristina Kenyon School Psychologist, Quaker Hill Elementary School

Pat Landers School Counseling Consultant

Brian Lynch School Counselor, Clark Lane Middle School

Isabella Podeszwa School Psychologist, Oswegatchie Elementary School

Craig Powers Assistant Superintendent

Kelly Shannon School Counselor, Waterford High School

Sally Swanson School Counseling Consultant

Waterford Public Schools 1


INTRODUCTIONThe Waterford School Counseling Program developed by the counseling staff, K-12, is an integral part of the educational process and addresses the academic, career, and personal/social needs of all students. The program, which is collaborative in nature, is delivered primarily through a counseling curriculum, but also includes individual planning sessions, management and accountability components.

PROGRAM FOUNDATION

Standard 1: Mission and PhilosophyMission StatementTo provide all students with a comprehensive developmental school counseling program designed to support their individualized academic, personal/social and career goals. PhilosophyThe School Counseling Program at Waterford Public Schools is founded on the belief that all students are unique. The delivery of our program is differentiated in order to support students in reaching their fullest potential in both their educational and career development. This is achieved by giving all students the opportunity to participate in educational and occupational exploration in an environment that is safe, caring and encouraging. School counselors foster collaboration between all stakeholders in this endeavor: students, staff, faculty, family and community. In doing so, school counselors establish a support system that ensures all students are equipped with the knowledge and the skills to become life-long learners and productive members of society.

The School Counselors of Waterford Public Schools provide services to students, parents, school staff and the community through:

School counseling core curriculum: This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered systematically by school counselors in classroom and group activities.

Individual student planning: School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans.

Responsive services: Responsive services are activities designed to meet students’ immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response.

Indirect Student Services: Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.

Adapted from the American School Counselor Association National Model

2 Waterford Public Schools


Standard 2: GoalsGoals address the general outcomes to which the Waterford School Counseling Program is committed:

Academic Development1. Skills for Learning : Students will acquire the attitudes, knowledge and skills that contribute to

effective learning in school and across the life span.2. School Success : Students will employ strategies to achieve success in school.3. Academics to Life Success : Students will understand the relationship of academics to the

world of work, and to life at home and in the community.The focus for academic development is on acquiring skills for improving learning and achieving school success, identifying educational goals, and developing a plan to achieve them, and relating school to life experiences.

Career Development4. Investigate Careers : Students will acquire the skills to investigate the world of work in relation

to knowledge of self and to make appropriate career decisions.5. Career Success : Students will employ strategies to achieve future career success and

satisfaction.6. Relationship Between School and Work : Students will understand the relationship between

personal qualities, education and training, and the world of work. The career content area focuses on developing career awareness, employment readiness, acquiring knowledge to identify career goals, and on the acquisition and application of information and skills to achieve career goals. Personal/Social Development

7. Respect for Self and Others : Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

8. Goal Setting and Attainment Skills : Students will make decisions, set goals and take appropriate action to achieve goals.

9. Survival and Safety Skills : Students will understand safety and survival skills. The personal/social area addresses the issues of acquiring self-knowledge, interpersonal and personal safety skills, and the application of self-knowledge to career and educational planning, and life roles and events.

Standard 3: Student CompetenciesStudent competencies for the Waterford Counseling Curriculum are based on a formal needs assessment of the school and district stakeholders, which was conducted to focus the program on specific areas of knowledge, attitudes and skills that provide a foundation for students to become productive 21st century learners. The competencies for the Waterford Program are based on the nine ASCA standards, the Connecticut program goals and the individual needs identified for their district. A



written format of goals and competencies serves as a guide for delivering the curriculum across grade levels. Competencies identify:

Clear, specific skills to be achieved by the student Attitudes and attributes for students to acquire A balance among the three domains of student development, academic, career, and

personal/social

Standard 4: Policies and ProceduresThe Waterford school counseling program requires that regulations and procedures are in place, clearly defined, and communicated to stakeholders to ensure compliance with Board of Education policies and Administrative guidelines. They include the following:

Academic Course Placement/Requests Add/Drop Procedures Advanced Placement Appointment with the school counselor Child Abuse, Suicide Ideation, and Self-Injurious Behavior College Career Pathways Confidentiality Course/Schedule Changes Credit Recovery Crisis Response Team. Early College Experience Grading Expectations Homebound Instruction Maintenance of Student Records New Student Registration Outside Coursework Evaluation Scientific Research Based Interventions (SRBI) Support



PROGRAM DELIVERY SYSTEM

Standard 5: CurriculumThe school counseling curriculum is based on a needs assessment of the student population served by the school counseling program. The curriculum is delivered to all students and supports the goals of the district’s strategic plan for student academic improvement. There is a written curriculum of the school counseling instructional program delivered and/or coordinated by school counselors, which is integrated across the content areas – academic, career, and personal social development. The curriculum component:

is planned; ongoing and systematic in delivery; includes a clear explanation of the scope and sequence of its units of instruction; clearly outlines the goals and competencies students will achieve at each grade level; and indicates the methods and time lines for delivery of units of instruction to each grade.

Standard 6: Individual PlanningThe school counseling program provides ongoing systematic activities and services to help all students in developing, monitoring and evaluating their own academic personal and career goals. There is a systematic delivery of individual student planning sessions on an annual basis beginning in grade 6 and continuing through the high school years. These sessions, which begin in the middle school, result in Student Success Plans for each student through the collaborative efforts of school counselors, the advisor-advisee system, parents, teachers, and administrators.

Standard 7: Responsive ServicesThe procedures, activities and services of the Waterford school counseling program ensure appropriate and timely response to immediate needs of students.

Intervention services are delivered through individual and/or group counseling. Prevention and intervention services are delivered in collaboration with teachers,

administrators, and student services staff. The consultation process is used by school counselors to share and exchange information to

help students succeed in their academic, career and personal/social development. Participation on school based teams with other specialists and/or community professionals used

by school counselors to identify services for students in need.



Standard 8: Collaboration Within and Outside the School CommunityThe school counselor conducts informational and skill building workshops for parents/guardians that complement the school counseling curriculum. School counselors contribute to the school community through the following activities:

Delivery of a school counseling program that supports the school’s mission and goals of improvement;

School counselors collaborate with community leaders to identify resources for student development and interventions;

School counselors consult with teachers, administrators, and parents regarding student needs; School counselors provide professional development and information to faculty and staff on

student related issues; School counselors provide workshops and information sessions for parents; School counselors have a plan to communicate program goals, outcomes, activities and services

to all constituents served by the school counseling program.

PROGRAM MANAGEMENT

Standard 9: Program Management and Maintenance

The administration and management of a comprehensive school counseling program require an ongoing support system. This component consists of management activities that establish, maintain, and enhance the total school counseling program with evidence of the following:

School counselor role and function statement Supervision and evaluation of school counselor performance Role statement for the supervisor of the school counseling program The establishment of an advisory council Professional development activities Management tasks that support the implementation of the comprehensive school counseling

program Demonstration of professionalism by working within the ethical standards of the state and

national school counselor associations Method to determine that all aspects of the school counseling program are being implemented

on a consistent basis by the counselors, i.e., weekly schedule and monthly summary report Pacing guides that determine the schedule for implementation of curriculum and individual

planning



PROGRAM ACCOUNTABILITY

Standard 10: Program Evaluation and Accountability Accountability is central to the Waterford School Counseling Program. The school counseling staff will implement the following accountability measures to ensure the implementation, integrity and effectiveness of the program.

Individual planning sessions for all students will be conducted by school counselors on an annual basis, 6-12, to include parent involvement in grade 11;

Self-studies will be completed on an annual basis to ensure that the ten program standards are being implemented;

Periodic needs assessments will be conducted to determine relevant student needs for the purpose of updating the school counseling curriculum; and

Surveys will be conducted periodically to obtain feedback from stakeholders regarding program effectiveness.


School Counseling Curriculum for Elementary School

OVERVIEW

The comprehensive school counseling curriculum consists of structured developmental experiences presented systematically to all students through classroom and group activities that address the three primary domains of human development; academic, career, and personal/social development. These three domains form the content of the school counseling curriculum.

The focus for academic development is on acquiring skills for improving learning and achieving, school success, identifying educational goals and developing a plan to achieve them, and relating school to life experiences. The career content area focuses on developing career awareness and employment readiness. Acquiring knowledge to identify career goals, and on the acquisition and application of information and skills to achieve career goals. The personal/social area addresses the issues of acquiring self-knowledge, interpersonal and personal safety skills, and the application of self-knowledge to career and educational planning, and life roles and events.

Classroom teachers may choose to cover these school counseling topics during the curriculum of other areas of instruction such as social studies, language arts and/or health. This curriculum gives many book options and lessons which could be incorporated into the language arts instructional block. Collaboration between classroom teachers, school social workers, and school psychologists can be utilized to address school counseling curriculum items needing additional support or specific focus.

Topics to Be Covered Career Paths in my Community Activities/Interests to Careers Linking Academic Skills to Career Paths Workers and Their Importance Similar and Different Respecting Difference How are we alike and different? Feelings of Others Engaging Active Listening Decision Making Books Options for Elementary School Counseling Curriculum



SCOPE AND SEQUENCE

Goals Implemented via K 1 2 3 4 5Goal 1: Skills for LearningFollowing directions Book options X X X X X XFollow classroom and school rules Book options X X X X X XActive listening Book options/ Lesson X X X X X XGoal 2: School SuccessWorking successfully with supervision X X X X X XIdentify good study habits X X X XIdentify the responsibility of the learner X X XAbility to set short-term educational goals Book options X X XGoal 3: Academics to Life SuccessDecision making Lesson X X X X X XAbility to share and work with others Book options (K-3) X X X X X XWorking independently X X X X XAbility to set short-term educational goals Book options X X XGoal 4: Investigate CareersIdentify jobs found at school and in the home Grade 2 curriculum/ Lessons X X X

List reasons why people work Grade 2 curriculum/ Career Development Packet X X X X

Goal 5: Career SuccessRelate interests, hobbies and talents to career Lesson X X X X X XExplores the skills, training and personal qualities needed in career of interest Lesson/Interest Inventory X

Goal 6: Relationship Between School and WorkIdentify what it means to be a good citizen Book option X X X X X XIdentify the work and responsibilities of a student X X XDescribe importance of personal qualities to getting and keeping a job (i.e. dependability, promptness, cooperation) Book option X X X

Investigate what is needed to get into college and postsecondary schools X

Goal 7: Respect for Self and OthersIdentify and express feelings Book option/ Lesson X X X X X XIdentify and illustrate positive characteristics about themselves and others Lesson X X X X X X

Name things that they like about their friends X X X X X XDemonstrate ability to share and work with others Book option (K-3) X X X X X XShow an understanding and respect for differences Book option/ Lesson X X X XGoal 8: Goal Setting and Attainment SkillsList situations that would require them to get help from an adult X X X X XDemonstrate how to ask for help X X XIdentify sources and effects of peer pressure Challenge program XGoal 9: Survival Skills and Safety

Describe appropriate and inappropriate physical contact Lesson (K-2)/ 5th grade challenge X X X X X X

How to use 911 Fire safety X X X X X XIdentify resources in the school/community X X X X X XDemonstrates coping skills in resolving conflicts Book option/ Lesson X X X X X XIdentify sources and effects of peer pressure Challenge program X



GRADES K–5 SCHOOL COUNSELING CURRICULUM CHECKLISTS

The following checklists serve as means to highlight the school counseling curriculum items to be

addressed at each grade level. In addition, space has been provided to note when the item has been

completed. Space has also been provided to note the means the curricula items was addressed (i.e.,

book option, school counseling curriculum lesson, or lesson from a different area of the curriculum).

This checklist then becomes the classroom teacher’s data to support the implementation of the

curriculum for the year.



GRADE K SCHOOL COUNSELING CURRICULUM CHECKLIST

Goals Completed NotesGoal 1: Skills for Learning

Following Directions

Follow Classroom and School Rules

Active Listening

Goal 2: School Success

Working successfully with supervision

Goal 3: Academics to Life Success

Decision Making

Ability to share and work with others

Goal 4: Investigate Careers

Identify jobs found at school and in the home

Goal 5: Career Success

Relate interests, hobbies and talents to career

Goal 6: Relationship between school and work

Identify what it means to be a good citizen

Goal 7: Respect for self and others

Identify and express feelings

Identify and illustrate positive characteristics about themselves and othersName the things that they like about their friendsDemonstrate ability to share and work with othersGoal 8: Goal Setting, Goal Attainment Skills

Demonstrate how to ask for help

Goal 9: Survival and Safety SkillsDescribe appropriate and inappropriate physical contact

How to use 911

Identify resources in the school/community

Demonstrates coping skills in resolving conflicts



GRADE 1 SCHOOL COUNSELING CURRICULUM CHECKLIST

Goals Completed NotesGoal 1: Skills for LearningFollowing Directions

Follow Classroom and School Rules

Active ListeningGoal 2: School SuccessWorking successfully with supervisionGoal 3: Academics to Life SuccessDecision Making

Ability to share and work with others

Working IndependentlyGoal 4: Investigate CareersIdentify jobs found at school and in the homeGoal 5: Career SuccessRelate interests, hobbies and talents to careerGoal 6: Relationship between school and workIdentify what it means to be a good citizenGoal 7: Respect for self and othersIdentify and express feelingsIdentify and illustrate positive characteristics about themselves and othersName the things that they like about their friendsDemonstrate ability to share and work with othersGoal 8: Goal Setting, Goal Attainment SkillsList situations that would require them to get help from an adultDemonstrate how to ask for helpGoal 9: Survival and Safety SkillsDescribe appropriate and inappropriate physical contactHow to use 911

Identify resources in the school/communityDemonstrates coping skills in resolving conflicts




Goals Completed NotesGoal 1: Skills for LearningFollowing DirectionsFollow Classroom and School RulesActive ListeningGoal 2: School SuccessWorking successfully with supervisionIdentify good study habitsGoal 3: Academics to Life SuccessDecision MakingAbility to share and work with othersWorking IndependentlyGoal 4: Investigate CareersIdentify jobs found at school and in the homeList reasons why people workGoal 5: Career SuccessRelate interests, hobbies and talents to careerGoal 6: Relationship between school and workIdentify what it means to be a good citizenGoal 7: Respect for self and othersIdentify and express feelingsIdentify and illustrate positive characteristics about themselves and othersName the things that they like about their friendsDemonstrate ability to share and work with othersShow an understanding and respect for differencesGoal 8: Goal Setting, Goal Attainment SkillsList situations that would require them to get help from an adultDemonstrate how to ask for helpGoal 9: Survival and Safety SkillsDescribe appropriate and inappropriate physical contactHow to use 911Identify resources in the school/communityDemonstrates coping skills in resolving conflicts




Goals Completed NotesGoal 1: Skills for LearningFollowing DirectionsFollow Classroom and School RulesActive ListeningGoal 2: School SuccessWorking successfully with supervisionIdentify good study habitsIdentify the responsibility of the learnerAbility to set short-term educational goalsGoal 3: Academics to Life SuccessDecision MakingAbility to share and work with othersWorking IndependentlyAbility to set short-term educational goalsGoal 4: Investigate CareersList reasons why people workGoal 5: Career SuccessRelate interests, hobbies and talents to careerGoal 6: Relationship between school and workIdentify what it means to be a good citizenIdentify the work and responsibilities of a studentDescribe importance of personal qualities to getting and keeping a jobGoal 7: Respect for self and othersIdentify and express feelingsIdentify and illustrate positive characteristics about themselves and othersName the things that they like about their friendsDemonstrate ability to share and work with othersShow an understanding and respect for differencesGoal 8: Goal Setting, Goal Attainment SkillsList situations that would require them to get help from an adultGoal 9: Survival and Safety SkillsDescribe appropriate and inappropriate physical contactHow to use 911Identify resources in the school/communityDemonstrates coping skills in resolving conflicts



GRADE 5 SCHOOL COUNSELING CURRICULUM CHECKLISTGoals Completed Notes

Goal 1: Skills for LearningFollowing DirectionsFollow Classroom and School RulesActive ListeningGoal 2: School SuccessWorking successfully with supervisionIdentify good study habitsIdentify the responsibility of the learnerAbility to set short-term educational goalsGoal 3: Academics to Life SuccessDecision MakingAbility to share and work with othersWorking IndependentlyAbility to set short-term educational goalsGoal 4: Investigate CareersList reasons why people workGoal 5: Career SuccessRelate interests, hobbies and talents to careerExplore the skills, training and personal qualities needed in career interestGoal 6: Relationship between school and workIdentify what it means to be a good citizenIdentify the work and responsibilities of a studentDescribe importance of personal qualities to getting and keeping a jobInvestigate what is needed to get into college and postsecondary schoolsGoal 7: Respect for self and othersIdentify and express feelingsIdentify and illustrate positive characteristics about themselves and othersName the things that they like about their friendsDemonstrate ability to share and work with othersShow an understanding and respect for differencesGoal 8: Goal Setting, Goal Attainment SkillsList situations that would require them to get help from an adultIdentify sources and effects of peer pressureGoal 9: Survival and Safety SkillsDescribe appropriate and inappropriate physical contactHow to use 911Identify resources in the school/communityDemonstrates coping skills in resolving conflicts



BOOK OPTIONS

Goal 1: Skills for Learning Following directions/rules

o Howard B. Wigglebottom Learns to Listen by Howard Binkow (www.wedolisten.org)o The Worst Day of My Life Ever by Julia Cooko My Mouth is a Volcano by Julia Cook

Goal 2: School Success Ability to set short-term educational goals

o Salt in His Shoes by Deloris and Roslyn Jordan

Goal 3: Academics to Life Success Ability to share and work with others

o Dumpy the Dump Truck by Julie Andrews Edwards & Emma Walton Hamilton

Goal 4: Investigate Careers Identify jobs found at school and in the home

o LMNO Peas by Keith Baker

Goal 6: Relationship Between School and Work Identify what it means to be a good citizen

o Papa Piccolo by LInda Talley and Itoko Maenoo The Helping Hands Handbook: A Guidebook for Kids Who Want to Help People, Animals,

and the World we Live in by Patricia Adams and Jean Marzolloo The Giving Tree by Shel Silversteino The Lorax by Dr. Seuss

Identify the work and responsibilities of a studento Bea’s Own Good By Linda Talley and Andra Chaseo The Berenstain Bears and the School Scandal Sheet by Stan and Jan Berenstain

Goal 7: Respect for Self and Others Identify and express feelings

o Glad Monster, Sad Monster: A Book About Feelings by Ed Emberley and Anne Mirandao Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis

Show an understanding and respect for differenceso Odd Velvet by Mary E. Whitcombo Big Al by Andrew Clements and Yoshio Spoon by Amy Krouse Rosenthalo Chrysanthemum by Kevin Henkeso A Bad Case of Stripes by David Shannono Me I Am! By Jack Prelutsky


http://www.wedolisten.org/


Goal 8: Goal Setting and Attainment Skills List situations that would require them to get help from an adult

o A Bad Case of Tattle Tongue by Julia Cooko Don't Squeal Unless It's a Big Deal: A Tale of Tattletales by Jeanie Franz Ransom

Goal settingo Salt in His Shoes by Deloris and Roslyn Jordan

Goal 9: Survival and Safety Skills Describe appropriate and inappropriate physical contact

o Personal Space Camp by Julia Cook Demonstrates coping skills in resolving conflicts

o Shack and Back by Crowley, Michaelo Thank You Mr. Faulker by Patricia Polacco



Goal 1: Skills for Learning



GRADES K–5

Lesson Title: Engaging Active Listening

CSCA/ASCA Content Standard: Domain: Academic Goal 1: Skills for Learning Time needed: 30 minutes

Students will: Share what they already know about a topic. Be able to identify the setting and characters. Be able to express what they wonder about before listening. Be able to show a non-verbal signal to identify when the students hear specific information.

Essential Question(s):What does an active listener look like and how do they identify key information in a story?

Engagement (Hook):Tell the students that today we are going to talk about what we are going to read, come up with what we know and want to know and make up some non-verbal signals to identify what we want to know.

Instructional Strategies / Lesson / Activities:1. Introduce the story by telling the children the title and a brief comment about the topic. To

allow the children to anticipate what will happen in the story, be careful not to summarize.2. Activate prior knowledge by asking children what they know about the topic.3. Invite children to interrupt your reading if there are any words they do not understand or ideas

they find puzzling.4. Read the story expressively. Occasionally react verbally to events or other aspects of the story.

These responses might include showing surprise, asking questions, giving an opinion, expressing pleasure, or predicting events.

5. Model comprehension strategies in a natural, authentic manner: visualizing, asking questions, predicting, making connections, clarifying, summarizing.

6. After reading a passage, ask a child to retell it.7. At the conclusion of the reading session, discuss with the children their reactions: how the story

reminded them of things that have happened to them, what they thought of the story, and what they liked best about the story.

8. Read the story expressively. Occasionally react verbally to events or other aspects of the story. These responses might include showing surprise, asking questions, giving an opinion, expressing pleasure, or predicting events.



9. Model comprehension strategies in a natural, authentic manner: visualizing, asking questions, predicting, making connections, clarifying, summarizing.

10. At the conclusion of the reading session, discuss with the children their reactions: how the story reminded them of things that have happened to them, what they thought of the story, and what they liked best about the story.

11. After reading a passage, ask a child to retell it.12. Children can be asked to listen for specific information and asked to show a non-verbal signal

when that passage is read aloud (should be changed according to the story):a. Scratch your head when you hear a passage that describes a setting.b. Every time you hear a sensory description, give a thumbs up.c. When the setting changes, touch your shoulders.d. If you hear a passage that describes” food”, rub your stomach.

Closure:1. After reading a passage, ask a child to retell it.2. At the conclusion of the reading session, discuss with the children their reactions: how the story

reminded them of things that have happened to them, what they thought of the story, and what they liked best about the story.

Materials / Resources:Grade appropriate story/book

Assessment Strategy:1. Students will demonstrate through their non-verbal signals throughout the read aloud their

understanding of the identifying information.2. Students will be able to complete a developmentally appropriate project (i.e. poster, sequenced

story card, etc.) highlighting the information that they “heard” throughout the story.



How to Engage Children in Active Listening

Research has shown that children who are read to are more likely to develop the skills they need to read successfully on their own.

Reading aloud at any age serves multiple purposes:

Provokes children’s curiosity about text Conveys an awareness that text has meaning Demonstrates the various reasons for reading text (for example, to find out about the world

around them, to learn useful new information and new skills, or simply for pleasure) Exposes children to the “language of literature” which is more complex than the language they

ordinarily use and hear Provides an opportunity to teach the problem-solving strategies that effective readers employ.

As the children observe the reader interacting with the text, expressing enthusiasm, and modeling the thinking aloud process, they perceive these as valid responses and begin to respond to text in similar ways

Models adults’ interest in and enjoyment of reading

General Suggestions for Engaging Active Listening

Introduce the story by telling the children the title and a brief comment about the topic. To allow the children to anticipate what will happen in the story, be careful not to summarize.

Activate prior knowledge by asking children what they know about the topic. Invite children to interrupt your reading if there are any words they do not understand or ideas

they find puzzling. Read the story expressively. Occasionally react verbally to events or other aspects of the story.

These responses might include showing surprise, asking questions, giving an opinion, expressing pleasure, or predicting events.

Model comprehension strategies in a natural, authentic manner: visualizing, asking questions, predicting, making connections, clarifying, summarizing. After reading a passage, ask a child to retell it. At the conclusion of the reading session, discuss with the children their reactions: how the

story reminded them of things that have happened to them, what they thought of the story, and what they liked best about the story.



Open-Ended Questions for Engaging Active Listening

Before reading the story, ask children to listen for the answers to the following questions:

What do you already know about this topic? What new information did you hear in this chapter? What seems especially important? Why do you think so? What information did you not understand? What does this story make you wonder about? What is the genre? What is the setting? Which character is most like you…unlike you? Why?

More Ways to Engage Active Listening

Children can be asked to listen for specific information and asked to show a non-verbal signal when that passage is read aloud:

Scratch your head when you hear a passage that describes a setting. Every time you hear a sensory description, give a thumbs up. When the setting changes, touch your shoulders. If you hear a passage that describes food, rub your stomach.

Source: http://readingtokids.org/ReadingClubs/TipActiveListening.php; written by long-time educator and Reading to Kids volunteer Susan Thibodeaux.


http://readingtokids.org/ReadingClubs/TipActiveListening.php


Goal 3: Academics to Life

Success



GRADES 2–5

Lesson Title: Decision Making

CSCA/ASCA Content Standard: Domain: Academic Goal 3: Academics to Life Success Time needed: 30 minutes

Students will: Demonstrate an understanding of how to define a decision. Learn the acronym “SOCS-E” and how it applies to actual situations. Work in a small group to solve problems and to make healthy decisions. Indicate a difficult decision that they would ask an adult for assistance.

Essential Question(s):What does healthy decision making look like and what are the steps to get there?

Engagement (Hook):Tell the students that today we are going to see a power point presentation, talk about how, come up with what we know and want to know and make up some non-verbal signals to identify what we want to know.

Instructional Strategies / Lesson / Activities:1. Introduce the lesson by asking about what a decision is and perhaps provide examples of when

you would make a decision.2. Show the power point presentation3. Review the (SOCS-E) acronym and discuss each step:

S = Stop and think or look at the problem calmlyO = Think about all your optionsC = Carefully examine the consequencesS = Select the best choice for youE = Evaluate your decision

4. Introduce different problems and have the students either work in a small group or respond in the large group using the SOCS-E model.Examples:o You forgot your lunch money. What would you do?o You are at the mall and you get lost. What would you do?o You just found out your best friend is moving. What would you do?o Your friend is trying to talk to you while the teacher is giving directions, what can you do?o You get invited to 2 birthday parties or events, what can you do?o You get teased about your name or clothes, what can you do?o Your friend asks you to get into an inappropriate internet sight, what are you going to do?



o You don’t understand how to do a math assignment, what are you going to do?o What would you do if you made a bad grade on a test?o What would you do if someone cheated during a game?

5. Have the groups share their discussions about these presented problems.6. Discuss situations that you would need another person to help make a decision.7. Have the students share who are people they might ask for their help with in making a decision.

Closure:At the conclusion of the lesson remind the students of the SOCS-E (perhaps hang in your classroom) and there are healthy choices for all situations. Reinforce to the students you are a person that they can talk with to help talk through a decision. Have the students bring home a copy of the SOCS-E acronym and share with their families.

Materials / Resources: Power Point presentation

http://www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=40265&PHPSESSID=7bc5a30650fb80b666d9c516e70c1f13(Clink on Link and scroll down to November and power point presentation is listed)

A list of the problems to discuss A hand-out with the SOCS-E acronym

Assessment Strategy:1. Students will demonstrate knowledge of what a decision is through discussions with the class

and in a small group.2. Students will be able to complete a list of presented problems using the SOCS-E acronym and

through discussions will demonstrate the thought process of healthy decision making.

Adapted from: http://www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=40265&PHPSESSID=7bc5a30650fb80b666d9c516e70c1f13


http://www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=40265&PHPSESSID=7bc5a30650fb80b666d9c516e70c1f13





Goal 4:Investigate Careers



GRADE 1

Lesson Title: Career Paths in My Community

CSCA/ASCA Content Standard: Domain: Career Goal 4: Investigate Careers Time needed: 30 minutes

Students will: Identify workers in the local community related to six career paths. Students will understand the relationship between personal qualities, education, training and

the world of work.

Essential Question(s):Why do we need workers in our community?

Engagement (Hook):Teacher begins by giving clues of an easily identifiable community job, making sure that each clue relates back to the descriptors within a career path (i.e., I am a helping person. I like to work with people. I give medicine to people when they are sick. Who am I?) A job from each career path should be included.

Instructional Strategies / Lesson / Activities:1. After the hook activity, teacher/puppets explain that the jobs they just identified are all in

separate career paths. The teacher will post the Career Paths Mini Poster at the front of the room.

2. The teacher asks students to put on “memory caps” and recall what they remember/know about the Career Path there are 6 different career paths; there are many jobs in each Career Path. Teacher/puppets will introduce the six Career Paths using the descriptions on the posters.

3. The teacher asks students, “What skills have you learned since starting school?” The teacher will write the students’ ideas on the board. “Did you know you started on your career path the first day you started preschool or Kindergarten?” Teacher explains the connection between what they are learning/have learned at school and the world of work. When you were in Kindergarten you learned about strengths and interests. Think about the things on our list you like or do well….What workers are required to use the skills you like or do well in their work every day? Ask volunteers to answer. Did you know you can turn your interests into skill strengths if you want to! Say, “I’d guess that you are better at some of the skills than you are at others AND that you like to do some of the activities on the list more than you like to do others. If this is true for you, smile or give a “thumbs-up”.

4. The teacher will divide students into 6 groups. Each group will be given a large piece of paper and assigned one career path for which they draw pictures of jobs in that Career Path. The



teacher says, “Today your job is working with a career path company promotes jobs in your assigned Career Path. You are to work with other people in your company to illustrate in our assigned career path.” Bonus: Include the importance of each job.

5. Each group will show illustrations to the class to indicate jobs represented in the assigned career path.

Closure:Ask students to identify a skill strength required of one worker in one Career Path.

Materials / Resources: Career Paths Poster Set of puppets (optional) Paper, markers, pencils Set of six individual Career Path Posters

Assessment Strategy:Students match community jobs/careers with the appropriate Career Paths.

Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1


http://www.missouricareereducation.org/project/guidelsn/acad1


Goal 5:Career Success



GRADE 2

Lesson Title: Connecting the Dots: Activities/Interests to Careers

CSCA/ASCA Content Standard: Domain: Career Goal 5: Career Success Time needed: 20–30 minutes

Students will: Identify new activities and interests to explore. Students will understand the relationship between training and the world of work.

Essential Question(s):Why is it important to know one’s own strengths and interests in regard to a future career?

Engagement (Hook):Let’s think about Christopher Columbus, the famous explorer. What kinds of interests/activities do you think he had/liked to do?

Instructional Strategies / Lesson / Activities:1. Begin by using the “hook”. Ask: What is an explorer?2. Ask students to reflect on last year’s discussion on their strengths and interests.3. Teacher will ask for a volunteer to explain what an “interest” is, and what an “activity” is.

Teacher will instruct students that an interest is something you want to learn more about (“I’m interested in reading.” “I’m interested in building things.”) An activity is something that you participate in at school, home or in the community. You can do this on your own or in a group (“I am reading all of the Harry Potter books.” “I am building a log cabin with my Lego’s”). As appropriate …Say “We can connect our interests and strengths to our choices of activities. For example, I am reading all of the Harry Potter books (activity) because I’m a good reader (skill strength) and am curious about wizardry (interest) OR “I’m listening” to all the Harry Potter books on tape because I’m a slow reading (lack of strength) and am curious about wizardry (interest).”

4. Teacher will give each student the Activity Sheet “New Things to Learn and Explore.” Teacher will instruct students to put their thinking caps on and think about what kinds of activities they might like to learn. Teacher will remind students that a person doesn’t necessarily have to be good at an activity to learn it. But, it’s important to be interested in learning. Teacher will instruct students that some examples of activities to learn might include swimming, dancing, riding a bike or baseball.

5. Teacher will instruct students to complete the first two section of Activity Sheet by writing two activities and two interests that they will explore.



6. Teacher will distribute copies of the Career Path Mini-Poster to students. Instruct students to turn the Activity Sheet over while they review the six career paths. (Students will match each activity and interest with the appropriate career path.)

Closure:Teacher will review the lesson by stating, “Being an explorer means trying new things. As you grow older, you will be learning and trying lots of new things that will lead you to future jobs and careers: What did you learn today about exploring new things. During our next lesson, we will be connecting the dots between Academic (School) Skills and Career Paths. Observe workers: look for the School Skills they use.

Materials / Resources: Activity Sheet: New Things to Learn and Explore Career Paths Mini-Poster (copy for each student)

Assessment Strategy:Work Sample and Performance Task: Students will complete the first and second sections of the Activity Sheet “New Things to Learn and Explore.” Students will then identify the Career Path(s) that will link them to careers using the link between those activities and interests.





GRADE 2

Lesson Title: Connecting the Dots: Linking Academic Skills to the Career Paths

CSCA/ASCA Content Standard: Domain: Career Goal 5: Career Success Time needed: 30 minutes

Students will: Identify the academic skills necessary for workers in the six (6) career paths. Students will understand the relationship between training and the world of work.

Essential Question(s):Why are certain skills necessary for a person to be successful at certain jobs?

Engagement (Hook):Teacher discusses what subject/skills she/he learned in elementary school that have helped him/her to become a good teacher. The teacher will briefly discuss the pertinent subject/skills. Ask students what Career Path a “teacher” fits. Thank the teacher for his/her participation, and go on with the lesson.

Instructional Strategies / Lesson / Activities:1. After the hook, the teacher will remind the students that they are on their path to a career,

saying, “When did you start your career path/journey? What skills and subjects are you learning now or have learned previously to help you on your career path/journey.” The counselor will write the list on chart paper.

2. The teacher will review the Career Path Mini Poster with the students and instruct students to select subjects/skills from the list generated by the students in step 1 and identify the career path they think these skills/subjects can fit in many of the career paths.

3. The teacher will pass out the Activity Sheet – Connecting School Skills to the Career Paths, and read the instructions.

4. When the students have finished, the teacher will facilitate students’ self-assessment of their work making sure they addressed each career path.

Closure:The teacher will conclude the lesson by asking the students to state one new idea they learned about how school subjects/skills relate to Career Paths.



Materials / Resources: Career Path mini poster Set of six Career Path Posters Activity Sheet – Connecting School Skills to the Career Paths Flip chart/markers

Assessment Strategy:Student Work Sample: Students will complete a worksheet that matches academic skills to corresponding Career Paths.





GRADE 2

Lesson Title: Connecting the Dots: Workers and Their Importance

CSCA/ASCA Content Standard: Domain: Career Goal 5: Career Success Time needed: 20–30 minutes

Students will: Explain the importance of jobs and workers in the community. Students will understand the relationship between training and the world of work.

Essential Question(s):What would our community look like if there were no people to do the jobs?

Engagement (Hook):Show the class two contrasting pictures. One picture shows a polluted street and one with a clean street. Ask the students if they can name the community worker that is not doing his/her job well.

Instructional Strategies / Lesson / Activities:1. After the hook, the teacher will instruct students to generate of important jobs in their

community. Teacher will write answers on the board.2. Teacher will facilitate a discussion on the importance of each job (listed) to the community. The

teacher will erase one job and discuss what would happen if this job didn’t exist in the community.

3. Teachers will facilitate a discussion of why it is important that all workers know how valuable their work is to the community.

4. The teacher will review the elements of friendly letters. Students will write a thank you letter to one of the workers on the job list. The letter will also explain why the job is so important to the community. (The teacher may need to lead a discussion about what words of appreciation might be included in a thank you letter.) (See “Thank you for helping our community” Activity Sheet)

5. The teacher will instruct students on how to mail the letter. The teacher will have a phone book in the room for students to look up addresses. An example of how to complete an envelope will be available for students. Teacher will arrange for postage and for students to put letters into a mailbox. (could be a good time to invite a postal worker to talk about job)



Closure: The teacher will conclude the lesson by asking the students to state one new idea they learned about how jobs are essential to the working of our community.

Materials / Resources: Pictures of places that depict well-kept vs. not well-kept; jobs done and not done (try to avoid

using pictures of homes and other personal belongings). Examples might be polluted streams vs. clear streams, littered vs. clean land, clean vs. dirty restaurants.

Thank You Letter (Thank You For Helping Community!) and pencils Envelopes/Stamps List of names/addresses of community workers (local phone book) Board to use

Assessment Strategy:Work Sample: Each student will write a friendly letter to a community worker expressing appreciation of the work they do and their importance to the community.



Goal 7: Respect for Self and

Others



GRADE K

Lesson Title: Feeling Faces

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 7: Respect for Self and Others Time needed: 30 minutes

o Identify and Express Feelings

Students will: Identify feelings of others. Acquire the knowledge, attitude, and interpersonal skills to help them understand and respect

self and others.

Essential Question(s):How can you tell what others are feeling?

Engagement (Hook):“Today our friend Emo (short for emotions) is going to help us learn a poem about feelings. Listen to Emo and repeat each line after he says it.” The second time the children say the poem, put up the feeling cards as the children talk about that feeling in the poem. Say the poem with the children one more time, pointing to the feeling card as the feeling is discussed.

Instructional Strategies / Lesson / Activities:1. Instructor says, “Emo is going to pick a friend to come up here. That friend must be sitting

“criss-cross applesauce, spoons in the bowl’ to be chosen.” Emo whispers the name of one of the children to the instructor. Instructor says, “Emo picked _________ (say name of child) for sitting so nicely.

2. Instructor says to chosen child, “You are going to reach into this bag and pick out one of these pieces of paper. On the paper is something that might happen to you.”

3. Instructor says, “Give the paper to me. Emo and I will whisper what it says to you. Keep a secret and don’t tell!”

4. Instructor says, “Now_____________will act out the feeling he/she would have if the thing that was written on the paper really happened. Watch his/her face and decide which of these feelings you see.”

5. Instructor says, “What was he/she feeling? Was he/she (holding up 1 finger) mad? Was he/she (hold up 2 feelings) sad? Was he/she feeling (hold up 3 feelings) happy? Was he/she feeling (hold up 4 fingers) afraid?”

6. Instructor says, “__________, act out your feeling again, Class which feeling was it?”



7. Instructor says, “Yes, the feeling was ______________. The piece of paper said: --------. That would make most people feel___________. How could you tell he/she was feeling___________?” Counselor calls on several different children.

8. “Emo wants to know how her/his face told you the feeling he/she was acting out. What clue did you get?” Instructor calls on several children.

9. Instructor says, “__________________will pick another friend to come and act out the next feeling. That friend must be sitting ‘criss-cross applesauce, spoons in the bowl’ to be chosen!”

10. Procedure is repeated with all the scenarios on Student Activity Cards (or any you would like to add). Emphasis should be placed on how the face gives away how people feel.

11. End by having the children say the poem again.

Materials / Resources: Puppet 4 Basic Feeling Faces Student Activity Card Strips Feelings poem

Assessment Strategy:Students will complete the basic feelings activity sheet.



GRADE K

Lesson Title: How We Are Alike and Different


Students will: Identify similarities and differences between self and others. Acquire the knowledge, attitude and interpersonal skills to help them understand and respect

self and others.

Essential Questions: How am I like my friends? How am I different from my friends?

Engagement (Hook):“Look at these two glasses. They are the same. Look at this carton. What is inside of it? (Call on students who have raised their hands to give guesses.) Let’s open this carton and pour what is inside in this glass. (Demonstrate.) What’s inside? (Milk) Raise your hand if your guess was correct. Look at this can. What do you think is inside of it? (Call on students who have raised their hands to give guesses.) Let’s open this can and pour it into the other glass. What was inside? (Soda) Raise your hand if your guess was correct.”

Instructional Strategies / Lesson / Activities:1. Instructor says, “Let’s think about how the milk and soda are alike. I am going to draw a glass of

milk here and a glass of soda here. See how they are connecting? (Draw the glasses like a Venn diagram with space where they connect.) We are going to put a mark here (in connecting space) for every way we can think of that shows how milk and soda are the same. How are they the same?” {Possible answers: drinks, tastes good, pour them, they go in glasses, liquids, etc.} As children give plausible answers, make tally marks in the area the glasses connect.

2. Instructor says, “Now let’s think of way the milk and soda are different.” Instructor writes the word “DIFFERENT” on the board. “Who can tell me how they are different?” {Possible answers: milk’s white, soda is brown; milk is not carbonated, soda is; milk has fat, soda has sugar; some people think milk is healthy for you, most people agree soda is not so healthy for you; milk is good for your teeth, soda is bad for your teeth; etc.} As the children give plausible differences, the instructor put tally marks under the word “DIFFERENT” on the board.

3. Look at and discuss how many tally marks were made; how milk and soda are the same in some way and different in others.



4. Instructor says, “Now we are going to see how we are the same as each other and how we are different from each other. Stand up if you like pizza. Look around. Did everybody stand up? (Say either: “Yes, because we all think pizza is tasty!” OR “No, some people do not like pizza and that’s ok!”)

5. Instructor says, “If pepperoni pizza if your favorite pizza, sit down. Did everyone sit down?” (Validate children’s choices.)

6. Instructor says, “If cheese pizza if your favorite pizza, sit down. Did everyone sit down?” (Validate children’s choices.)

7. Instructor calls on children who are left to tell their favorite pizza, then sit down.8. Instructor says, “Did we all like pizza? Did we all like the same kind of pizza? Is one pizza better

than another? NO! Some people just like one kind of pizza more and ‘THAT’S OK!’ We are alike because we like pizza and we are different because we like different types of pizza.”

9. Instructor says, “Stand up if you have hair. Does everyone have hair? Sit down if you have dark colored hair. Did everyone sit down? No! Sit down if you have light colored hair. Did everyone sit down? Yes! We are all alike because we all have hair. We are all different because our hair is different colors. Is one color better than another? No! Different is not bad, it’s just DIFFERENT!”

10. Continue with all choices on the Teacher Activity Sheet.11. End lesson by summing up how children and alike and different and signing the “Stand Up Sit

Down song.”

Materials / Resources: 2 clear glasses 1 half-pint carton of white milk 1 can of caramel colored soda Chart paper and marker Teacher Activity Sheet Stand Up Sit Down song

Assessment Strategy:Instructors observe while students line up by their similarities and differences.





GRADE 4

Lesson Title: Similar and Different


Students will: Recognize and respect diverse groups within the school and community. Acquire the knowledge, attitude, and interpersonal skills to help them understand self and

others.

Essential Question(s): Why is it important to recognize individual and group similarities and differences in the school? Why is important to recognize individual and group similarities and differences in the

community? Why is it important to learn to deal with human diversity? What is the advantage of emphasizing similarities over differences? How could we build community based on our similarities?

Engagement (Hook):Choose one pair of volunteer students to come to the front of a class and model for a Venn diagram.

Instructional Strategies / Lesson / Activities:1. Introduce today’s lesson and review/teach vocabulary: empathy, trust, similarities, differences,

stereotype, and antagonistic.2. Call a pair of students to stand at the front of the class. Draw a Venn diagram on the board.3. Direct the students to compare and contrast the pair of students, by these 17 guidelines:

a. eye colorb. hair colorc. older/youngerd. tallest/shorteste. genderf. favorite foodg. favorite musich. favorite gamei. favorite moviej. favorite petk. favorite TV programl. favorite school subjectm. likes getting good grades



n. loves schoolo. likes going to birthday partiesp. dislikes argumentsq. dislikes getting feelings hurtr. likes humor and peace.

4. Introduce the Maslow’s Hierarchy of Needs (attached below) emphasizing that these needs are common to all humans everywhere.

5. Teach/review the acronym CARE (which stands for: Collaboration, Acceptance, Respect, Empathy) as way of dealing with diversity. Discuss as a group.

6. If time allows, another pair of students may be Venn-diagrammed. Alternatively, use the optional Venn-diagram handout to work in cooperative groups.

Materials / Resources: Chart board or paper/markers Make a large CARE chart or a mini-poster as follows:

DEALING WITH DIVERSTIYCollaborationAcceptanceRespect, andEmpathy

Abraham Maslow’s Hierarchy of Needs for Kids Optional: Venn-diagram handout for students to work in pairs comparing each other.

Assessment Strategy:1. Students should be able to explain how we are all as similar as we are different.2. Students should list and describe some evident similarities and differences existing in their

school community.3. Students will build understanding by discovering each other’s similarities.





GRADE 5

Lesson Title: Respecting Differences

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 7: Respect for Self and Others Time needed: 30–45 minutes

Students will: Demonstrate respect for individuals in diverse groups. Students will acquire the knowledge, attitude, and interpersonal skills to help them understand

self and others.

Essential Question(s): What does a quality relationship look like when individuals respect each other? What does a person need to do to maintain a quality relationship?

Engagement (Hook):The instructor asks two students to stand up in the room. How are the two students alike and different? After comparing the instructor asks the class: How much do you really know about your classmates? Today we are going to find out about our likenesses and differences.

Instructional Strategies / Lesson / Activities:1. Copy the attached Respect Mixer worksheets for each student. Make sure students have a pen

or pencil.2. Go over the directions to make sure students understand what they are expected to do.3. Collect the first five completed sheets and number them in the order received. Stop the signing

of sheets at this point.4. Call up the first person to turn in a completed signed sheet. Check some of the signatures by

asking the person who signed if this is really true.5. After processing the five that were turned in, lead a discussion regarding respecting differences

in others.

Materials / Resources: Copies of the Respect Mixer worksheet for each student Pencils or pens to write with

Assessment Strategy:Students will identify the similarities and differences they have with their classmates from the Respect Mixer worksheet.





GRADES 2–5

Lesson Title: Differentiation

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 7: Respect for Self and Others Time needed: 20–30 minutes

o Show an understanding and respect for differences

Students will: Learn about differentiation. Show understanding that all students need different things to meet with success. Understand that fairness is not about giving everyone the same thing.

Essential Question(s): What does fairness mean and look like?

Engagement (Hook):Tell the students that they are each going to have to come with a pretend injury for the class meeting.

Instructional Strategies / Lesson / Activities:1. Gather the students in a circle.2. Then tell each student to come up with a pretend injury.3. Then I call each student to the front. As they show their injury, put a band-aid on each of them

in the same exact same spot (upper right arm).4. When someone replies, "but that wasn't where I was hurt!" tell them that “I am treating you all

fairly”. They usually try to argue so you might say, "Ohhh you want me to give you a band-aid where you NEED it?"

5. After all students have a band-aid, take time to discuss that fair does not mean the same. We are all different so what we need is not always the same. This is called differentiation.

6. Also discuss with them that when someone has a boo-boo or gets hurt when they are at school, we would help them and not make fun of them. So if someone has a different activity in class it is so they will get what they need and we won't make them feel like they aren't as smart as or smarter than someone else.



Closure:This lesson can be referred to all year whenever students say "That isn't fair." Reassure the students that they will get what they need, not what everyone else needs. Explain to them that this means that sometimes students will read different books or be doing different activities in class, but everyone will be learning and having fun in school.

Materials / Resources:A box of band-aids

Assessment Strategy:1. Students will demonstrate knowledge of what differentiation is through discussions with the

class and throughout the day.2. Students will demonstrate their knowledge of this by the teacher seeing a decrease in hearing

the statement “It’s not fair” and by kids not teasing others for having different learning needs.

Adapted from: http://saylorslog.blogspot.com/2011/08/differentiation.html?m=1


http://saylorslog.blogspot.com/2011/08/differentiation.html?m=1


Goal 8: Goal Setting and

Attainment Skills



GRADE 3

Lesson Title: My School Goal

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 8: Goal Setting and Attainment Skills Time needed: 30 minutes

Students will:Identify and apply the steps to setting short-term and long-term, personal, and educational goals.

Essential Question(s): What are some of your accomplishments? What is your greatest accomplishment at home or at school? How did accomplishing this goal affect you and the people around you?

Engagement (Hook):“Think about something they want to accomplish and imagine it 5 ft. in front of you.” Take one step to get to the accomplishment. (They will find they can’t do it. Some students will fall down when they try to take a really large step.) What happened? Did you reach what you wanted to accomplish in one step? How would additional and specific directions from me have helped you get to your accomplishment? “We’re going to talk about how it sometimes takes many steps to accomplish something in a short or long period of time.”

Instructional Strategies / Lesson / Activities:1. If you want to accomplish “something, you have to know where you want to GO (Goal) and how

you will get there (steps to your Goal). Divides students into groups of four by counting off. The instructor explains that the students are going to brainstorm ideas together. Who will explain what brainstorming means? Brainstorming is when students come up with a variety of ideas to answer a question.

a. The instructor asks students to brainstorm words to complete the sentence: What is a goal?

b. Students brainstorm the following: What are ideas for personal goals? What are ideas for educational goals?

Personal Goal: A personal goal is something you want to learn or improve on in your life. Example: I want to improve my basketball skills: free throw shooting and vertical jump.

Educational Goal: An educational goal is a goal you set to accomplish or improve on in school. Example: “I learn to say my multiplication facts really fast.”



2. There are two types of Educational and Personal Goals: Short-Term and Long Term Goals. Brainstorm in small groups what short and long term goals mean.

a. Short-term goal is a goal that can be accomplished in a short period of time. Example: I will finish this before recess. Discuss other examples.

b. Long-term goal is a goal that is worked on over an extended period of time. Example: This science project is due in three weeks. I will start on it by Friday. Discuss other examples.

3. Introduce the steps in setting goals.a. Goal - Choose goalb. Discuss - Discuss the goal with the teacher or friend, if necessary.c. Plan - The student makes a step-by-step plan and writes it down.

i. How do I start my goal?ii. What will help me complete it?

iii. What actions will I take to reach my goal?d. Timeline - Set a timeline (beginning and ending date and time).e. Self-Assess – How will you check your goal.f. Evaluate- the students will evaluate their success at the end of the timeline.

4. Students are given an Activity Sheet “The Steps For Setting a Goal” to write the step-by step process for goal setting.

5. Tell students to discuss in small groups what would happen if one of the steps in the process were left out.

6. The instructor reviews the Activity Sheet “The Steps For Setting a Goal” and lets students know they will be completing a Goal Activity Sheet next week. The instructor asks students to think about a short-term educational goal over the next week that they would like to accomplish for their next session.

Closure:The instructor will give the teacher a mini poster on the step-by-step process of goal setting to review with the students during the week.

Materials / Resources: “Step for Setting a Goal” Student Activity Sheet “Step for Setting a Goal” Teacher Goal Setting Mini Poster Pencil, chalkboard, chalk

Assessment Strategy:Students will explain, orally and in writing the step-by-step process for goal setting.





Goal 9: Survival and Safety Skills



GRADES K–5

Lesson Title: Personal Space

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 9: Survival and Safety Skills Time needed: 30 minutes

o Describe appropriate/inappropriate physical contact with otherso Personal Space-Knowing what is okay and what is not

Students will: Demonstrate all of the bases of personal space: walking in line, sitting on the rug (instead of

lying on the rug), etc. Be able to discuss about touching people, pushing, hitting, etc. and how that is invading other

people’s space. Distinguish how everyone has a different amount of personal space that makes them feel

comfortable (our personal space bubble or personal spaceship). Sometimes, we feel OK with someone getting in our personal space (parents, friends who we give permission to), but most of the time, we don't like for our personal space bubble to be broken.

Be able to talk about how part of respect means asking permission to enter someone's personal space (for a hug or whatever the reason might be).

Essential Question(s):What is personal space?

Engagement (Hook):Tell the students that they are going to get to learn the difference between outer space and personal space like Luis from the story.

Instructional Strategies / Lesson / Activities:1. Share the term “personal space” and ask your students if they know what that means.2. Have kids raise their hands and share their examples.3. Read the story to the students.4. Discuss the story and what Luis learned from going to “Space Camp”.5. Ask about the differences in a person’s personal space with different people.6. Talk about what you can do when your personal space is invaded.7. Perhaps come up with a non-verbal signal for the class so kids can communicate with each other

that someone is too close.



Closure:1. At the conclusion of the lesson review what personal space is and the signal that the class will

use if someone is too close to you. 2. Reinforce that you are a person the students can come to after they have tried some strategies

to solve the personal space problem.

Materials / Resources:The book Personal Space Camp by Julia Cook

Assessment Strategy:1. Students will decrease their conflicts around personal space across school settings.2. Students will show an awareness of others and begin to use the non-verbal sign when their

space is invaded.

Adapted from: http://elemschoolcounselor.blogspot.com/2012/03/personal-space-camp.html


http://elemschoolcounselor.blogspot.com/2012/03/personal-space-camp.html


GRADES K–5

Lesson Title: Personal Space Dance Party!

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 9: Survival and Safety Skills Time needed: 15–20 minutes

o Describe appropriate/inappropriate physical contact with otherso Personal Space-Knowing what is okay and what is not

Students will: Demonstrate all of the bases of personal space: walking in line, sitting on the rug (instead of

lying on the rug), etc. Be able to discuss about touching people, pushing, hitting, etc. and how that is invading other

people’s space. Distinguish how everyone has a different amount of personal space that makes them feel

comfortable (our personal space bubble). Sometimes, we feel OK with someone getting in our personal space (parents, friends who we give permission to), but most of the time, we don't like for our personal space bubble to be broken.

Be able to talk about how part of respect means asking permission to enter someone's personal space (for a hug or whatever the reason might be).

Essential Question(s):What is personal space?

Engagement (Hook):Tell the students that they are going to get to learn about personal space with a piece of newspaper and some dance moves.

Instructional Strategies / Lesson / Activities:1. Share the term “personal space” and ask your students if they know what that means.2. Have kids raise their hands and share their examples.3. Hand out a page from the newspaper to each student.4. Have the students find a place in the room to place the opened newspaper sheet and ask them

to stand on it.5. Tell the students that the piece of newspaper is their personal dance floor.6. Establish how to define “dancing” (i.e. moving arms and legs).7. Play the music for a bit and allow the students to dance within their own space.8. Stop the music and then have the students fold the paper in half and then start the music again.9. Continue this process until the paper only fits their feet.



Closure:1. At the conclusion of the lesson ask the kids what they noticed with each step of the dance party.2. Talk about the connection between having a larger personal space is when you feel more

comfortable with a person or in a situation and when your personal space is smaller it is when you are not as comfortable.

Materials / Resources: Newspaper page for each student Music

Assessment Strategy:1. Students will decrease their conflicts around personal space across school settings.2. Students will show an awareness of others and where their bodies are in space.

Adapted from: http://mrskingrocks.blogspot.com/2010/08/back-to-school-with-newspaper-dancing.html


http://mrskingrocks.blogspot.com/2010/08/back-to-school-with-newspaper-dancing.html

http://mrskingrocks.blogspot.com/2010/08/back-to-school-with-newspaper-dancing.html


GRADES 3–5

Lesson Title: The Problem Solving Game

CSCA/ASCA Content Standard: Domain: Personal/Social Goal 9: Survival Skills and Safety Time needed: 30 minutes

o Demonstrates coping skills in resolving conflicts

Students will:Acquire the knowledge, attitude and interpersonal skills to help the students understand and respect self and others.

Essential Question(s):What would happen if a person did not have the skills to solve a problem?

Engagement (Hook):Tell students “Today you are an employee at a game factory. You are going to develop and make a game.” What skills will you need to work together in making the game (creativity, writing skills, communication skills, cooperation skills and listening skills)?”

Instructional Strategies / Lesson / Activities:1. Review the STAR steps of problem solving (Stop, Think, Act, Review). The students will review

the steps with the teacher and discuss the strategies to resolve problems and conflicts.2. Divide the class into small groups of four.3. Give each group a piece of construction paper and tell them each group must make a board

game with a start, finish, 30 spaces and a problem box.4. The group must use the problem cards that are provided to play the game.5. When the board game is complete, the group plays the game. When a problem is appropriately

resolved, the player moves forward 2 spaces. If answered inappropriately, the player must move 3 spaces backward. The winner is the first player to the finish line, but really everyone wins!

Closure:The teacher asks the students to share ideas about how they worked together in developing and playing the game (what worked…what they would change if they did it again).

Materials / Resources: Pencils, markers, 12 x 18 construction paper Pre-cut copies of the game card for each group in an envelope STAR Problem Solving Poster



Assessment Strategy:Use the STAR Problem Solving Strategy in the content areas and allow group times (i.e. indoor recess/ snack time) for the students to play the game.




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