Diversity: Based on Early Learning Social Emotional Standards

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Diversity: Based on Early Learning Social Emotional Standards by Mind Map: Diversity: Based on Early Learning Social Emotional Standards

1. SELF AWARENESS: The ability to look at ones self and to understand ones self. Strand 1: Knowledge of Self. Concept 1: Self Awareness.

1.1. Indicator a. Self-Confidence

1.1.1. SHOW & TELL. Children need to be confident in their own diversity. To identify their own skills, I would like to organize a talent show. The students would invite their parents and they could think of skills they have to either show or tell the students about. The setting would be relaxed. I would want to make an inviting atmosphere where students could be confident. I would ask for parent cooperation on supplies or extra planning. Ex. One student might bring in a drawing they made. Another might bring in a video of them rollerblading. Their expressions would satisfy Language and Literacy Strand 1. Concept 2: Communicating and Speaking.

1.2. Indicator b. Makes preferences known to others

1.2.1. DRAWINGS. I would create a simple chart on a piece of drawing paper that was split into two sections Likes :) and Dislikes :(. I would place the happy and sad face so the students would understand exactly what each section meant. I would have the students write/draw to convey things they like do and don't like. I would walk around and have them retell me what they were writing so that I could write it legibly myself underneath. Language and Literacy STRAND 3: PRE-WRITING PROCESS Concept 1: Written Expression a. Uses a variety of writing tools, materials, and surfaces to create drawings or symbols. b. Dictates thoughts, ideas, and stories to adults

1.3. Indicator c. Identifies knowledge of self-identity

1.3.1. FAMILY TREE.I would simply read the students a book about diverse families (Families by Ann Morris). I would give the students a worksheet on families to bring home to fill out with their parents. They can understand what kind of family they have. I would place it on the wall in the classroom. Social Studies. STRAND 4: GEOGRAPHY Concept 2: Family Identity ( Human Systems) The child recognizes self as a member of a family.

1.4. Indicator d. Shows an awareness of similarities and differences between self and others

1.4.1. SYMBOL CHART. I would use the information I gathered from the Likes and Dislikes drawing to create two simple graphs of things students said the liked and didn't like. I would write things they liked on one chart and things they didn't like on another. I would use the students' names as symbols to create the chart. I would ask the students to raise their hand whether the liked or didn't like something. I would put their name on the graph and count out loud how many students liked or didn't like the thing.Then the student would be able to realize where they were the same and where they were different from other students. Mathematics STRAND 2: DATA ANALYSIS* Concept 2: Data Analysis* The child uses data to see relationships and make sense of the environment. . Uses descriptive language to compare data in picture graphs or other concrete representations.

2. COGNITIVE DEVELOPMENT: Knowledge and skills that help children think about and understand the world around them. Strand 4: Approaches to learning. Concept 1: Curiosity.

2.1. Indicator a. Selects an activity when choices are provided

2.1.1. AROUND THE WORLD PROJECT. To introduce the students to diversity that can be found around the world I would use one project to tie in all the standards. I would start the project with an introduction to all the different countries that can be found in the world. We would look at a map, I would point to places and show pictures of people, clothes, and buildings from that place. I would do one country a day. I would ask the students how the place looked similar and different from ours. After completing at least the main continents (depending on their interest level), I would have them pick a country that interested them (indicator a,b,c). I would have them draw me a picture of what they thought it was like in that country and explain it to me. I would prepare pictures of what that country actually looked like. Then I would have them ask me about their country and I would ask them what they liked about it. Social Studies. STRAND 2: WORLD HISTORY Concept 1: Diversity (Contemporary World ) The child recognizes that he lives in a place with many people, and that there are people and events in other parts of the world. Children become aware of and begin to recognize the similarities and differences between people through their experiences of culture and traditional events. Children gain awareness of people and their backgrounds through participation in their community and learning environment experiences. Conversation with friends and exposure to the cultures of others help children begin to understand that events occur outside their own families and their own environment. Indicators: a. Child recognizes that places where people live are made up of individuals from different cultures and who speak different languages. b. Child discusses and asks questions about similarities and differences in other people.

2.2. Indicator b. Shows interest in learning new things and trying new experiences

2.3. Indicator c. Expresses interest in people

2.4. Indicator d. Asks questions to get information

3. EMPATHY: The ability to recognize, respond and share in another's emotions, thoughts, or feelings. Strand 1: Knowledge of self. Concept 2: Recognition and expression.

3.1. Indicator a. Associates emotions with words and facial expressions.

3.1.1. EMOTION POTS AND READ ALOUD. Students should have an understanding of the diverse feelings that they can share with other students. To demonstrate emotions I would have popsicle sticks with the students' names on them. When they come in at the begging of the day they would have pots that they could place their popsicle sticks in. Each pot would have a different emotion listed on it. The students would be able to compare what emotions they had compared to other students. Then I would read the book, Lots of Feelings by Shelly Rotner. I would have the students identify the emotion on the page before I read it and I would explain the emotions further.

3.2. Indicator b. Identifies and describes own feelings.

3.2.1. STORY SHARE. To get the students to share their own diverse feelings I would have them share a story where they felt a certain emotion that they can remember very well. I would first give an example and then let them each have a turn. They could hold some sort of speaking bear to signify that they are the only one that is aloud to talk. They would share the story and tell us how it made them feel. Language and Literacy STRAND 2: PRE-READING PROCESS Concept 6: Comprehending Stories Relates stories to life experiences and feelings.

3.3. Indicator d. Identifies and describes feelings of others

3.3.1. EMOTION ACTING. I would act out different emotions to my students and have them guess the emotion that I was showing them. After they identified it, I would have the students show their empathy by having them tell me one way they could make me feel better or how we could be emotional together (Indicator e). To mix it up I could show examples from TV shows or movie clips, act with puppets and even have they students try and act on their own.

3.4. Indicator e. Expresses empathy for others