Building Blocks for Social-Emotional Learning
Creating Safe, Secure, and Successful Elementary Schools
Support the growth of your students with meaningful, effective social-emotional learning. You’ll engage in deep reflection and discover ways to refine instruction, lesson planning, and assessment; promote whole-child development; and foster a productive learning environment for all.
- Gain a deeper understanding of students’ neurological development.
- Learn the benefits of social-emotional learning.
- Create a culture of social-emotional learning across entire schools.
- Plan and teach for social-emotional learning.
- Assess students on their social-emotional progress in order to encourage continual growth.
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TABLE OF CONTENTS
Introduction: Why Teach Social-Emotional Learning to All?
Chapter 1: What Is Social-Emotional Learning?
Chapter 2: Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools
Chapter 3: Building a Schoolwide Foundation for SEL in Elementary Schools
Chapter 4: Effective SEL Teaching Practices and Strategies in Elementary Schools
Chapter 5: Effective SEL Lesson Planning
Chapter 6: Monitoring Student Learning of SEL
- Figure 1.6: Subtle disengagement cues
- Figure 1.9: Observable behaviors and possible reasons behind them
- Table 2.2: Supporting a sense of self
- Table 2.3: Supporting social-emotional regulation
- Table 2.4: Supporting social awareness, reciprocal engagement, and self-regulation
- Table 2.5: Supporting reciprocal engagement and social awareness in friendships
- Figure 2.5: Physical and cultural environmental qualities for effective and meaningful environments
- Table 2.6: Supporting logical and responsible decision making
- Figure 2.7: Quality talk sentence stem examples
- Figure 3.2: Schoolwide tasks for establishing social-emotional learning
- Figure 3.3: SEL schoolwide action plan tool—positive culture and healthy climate example
- Figure 3.4: Social-emotional learning evaluation rubric—positive culture and healthy climate
- Figure 3.5: Safe and effective learning environment norms tool
- Figure 3.6: SEL schoolwide action plan tool—safe and effective learning environments example
- Figure 3.7: Social-emotional learning evaluation rubric—safe and effective learning environments
- Figure 3.8: SEL schoolwide action plan tool—authentic, high-quality SEL instruction example
- Figure 3.9: Social-emotional learning rubric—authentic, high-quality SEL instruction
- Figure 3.12: SEL schoolwide action plan tool—multilayered systems
- Figure 3.13: Social-emotional learning rubric—multilayered systems
- Table 3.13: Sample SEL Progress-Monitoring Document
- Figure 4.3: SEL transition strategies chart
- Figure 4.8: Morning meeting planning template—example
- Figure 4.10: Weekly calendar teacher questions and prompts—example
- Figure 4.12: Interactive read-aloud SEL planning tool
- Figure 4.13: Event, feelings, action graphic organizer (template and student example)
- Figure 4.18: SEL partner game self-assessment card
- Figure 4.19: Social-emotional “I can” game cards
- Figure 4.20: Social-emotional game board mat
- Figure 4.21: SEL comic strip journaling activity (student example)
- Figure 4.23: First/then feelings organizer
- Figure 4.24: Emotion and action chain graphic organizer
- Figure 4.25: Daily emotional tracking journal
- Figure 4.29: SEL short stories graphic organizer
- Figure 4.30: SEL skit or play organizer
- Figure 4.31: SEL social scenarios
- Figure 5.9: SEL transition planning tool
- Figure 5.10: Evaluating and strengthening the daily schedule—planning tool
- Figure 5.11: SEL yearlong instructional planning protocol
- Figure 5.15: SEL standard unpacking tool
- Figure 5.16: SEL weekly planning tool
- Figure 5.19: Play protocol
- Figure 5.20: Sample planning play template—example
- Figure 6.2: Common formative assessment team planning template—example
- Figure 6.3: SEL common formative assessment tool—example
- Figure 6.4: Ideas for assessing SEL skills embedded within daily routines
- Figure 6.5: Ideas for assessing SEL skills within academic work
- Figure 6.8: Data review team discussion—guiding questions
- Figure 6.9: SEL student progress-monitoring tool—example
- Figure 6.10: SEL student observational tool
- Figure A.1: Integration of SEL frameworks within social-emotional building blocks
- Figure A.2: Decrease energy transition activities: Transitions used to ground or calm
- Figure A.3: Decrease energy transitions: Transitions used to ground or calm
- Figure A.4: Increase energy transitions: Transitions to increase blood flow and oxygen to the brain
- Figure A.5: Mixed-energy transitions: Transitions to support social-emotional learning
- Figure A.6: Mixed-energy transitions: Transitions to support social-emotional learning using social awareness and reciprocal engagement
- Figure A.7: Mixed-energy transitions: Transitions to support social-emotional learning using logical and responsible decision making
- Figure A.8: Sample SEL interactive whiteboard daily routines
- Figure A.9: SEL building block–focused journal prompts
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