1. Emotional Literacy Social Awareness Positive Behavior Support Module VI

2. Emotional Literacy Social Awareness 1.Can the child identify or label the emotions that another person is experiencing? 2.Does the child understand why the other person might feel that way? 3.Can the child predict how that person might respond? Emotional literacy involves a hierarchy of skills.

3. Emotional Literacy Social Awareness Practice perspective taking skills when reading literature, watching video clips or looking at images. Call children’s attention to the context clues that help identify the other person’s point of view. Possible prompts: What does his/her face look like? How does he/she sound? What is he/she doing? Assist children in recognizing and understanding how others might be feeling by pointing out facial expressions, voice tone, body language, or words.

4. Emotional Literacy Social Awareness Examples: “Ask Mark to help you. He really knows a lot about Legos.” “ You know who really likes stories about trains? Freddy does. You should go over and show him the book you checked out from the library.” Model phrases children can use to initiate and encourage interactions.

5. Emotional Literacy Social Awareness Limit materials so that children must practice sharing and turn taking. Prepare students prior to limiting materials. Provide instruction regarding the language of sharing and turn-taking (i.e. please and thank you). Teach turn-taking games in both large and small groups. Plan activities that must be done with a partner. Structure activities to encourage and teach sharing, turn taking, and working cooperatively.

6. Emotional Literacy Social Awareness Maintaining interactions gives children opportunities to be flexible, adaptable, and resilient. As children are engaging in pretend play scenario encourage children’s ideas and interactions. Be prepared to help children left out of scenarios to initiate inclusion. Example: “What job would you like to do on the farm? Tell your friends that you are going to milk the cow next.” Provide sincere, enthusiastic feedback to promote and maintain social interactions.

7. Emotional Literacy Social Awareness Temperament Environment Development T.E.D. must be considered when planning social- emotional instruction. One size does not fit all. As with any other skill, some children will need a variety of support for their learning while others will be quite proficient with little instruction.

8. C. Social Competence 3. Shows competence in initiating social interactions 4. Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common goal 7. Begins to have meaningful friends Pre-K Guidelines Social and Emotional Development Domain

9. D. Social Awareness Skills 1. Demonstrates an understanding that others have specific characteristics 2. Demonstrates an understanding that others have perspectives and feelings that are different from his/her own Pre-K Guidelines Social and Emotional Development Domain

10. Self Reflection and Action Plan

11. Home Connection