Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
November 18-19
Module 8: Promoting Emotional Literacy and Empathy
Participants will:
 Understand and effectively implement instructional practices that help children build emotional literacy and empathy
 Understand the importance of involving families in practices that help children build emotional literacy and empathy
 Understand the importance of using data to support children in developing emotional literacy and empathy
 Understand how to articulate the relationships between targeted instructional practices, NC Foundations for Early Learning and
Development, and the NC Professional Teaching Standards
Agenda Day 1 – November 18
9:00
Welcome and introductions
 Summary Notes
9:05
Pre-learning Assignment Review
 Pre-Learning Assignment
 Enhancing Emotional Vocabulary
 iPoints for Teachers
 Instructional Practices Checklist – Teachers/Staff
9: 30
What is emotional literacy? Why is emotional literacy important?
 Typical Development for Emotional Literacy and Empathy
9:45
Teaching Emotional Literacy and Empathy video activity
 Instructional Practices Checklist – Observer
 NC Foundations for Early Learning and Development
 NC Professional Teaching Standards
 iPoints for Administrators
 Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study
 Crosswalk ELDS to NCSCOS-K for Video
10:00
Strategies for Teaching Emotional Literacy and Empathy
 Strategies to Promote Emotional Literacy and Empathy
10:15
Make-It / Take-It Activity
 Feeling Faces Chart
 Feeling Faces Ring
10:30
Teaching Emotional Literacy and Empathy video activity
11:00
Using books to teach Emotional Literacy and Empathy
 Book Nook – On Monday When It Rained
 Book Selection Planning Guide
11:30
Formative Assessment / Progress Monitoring
 Formative Assessment Worksheet
11:40
Post-learning Activity
 Post-learning Activity
11:45
Lunch
Trainer materials for presenting Module 8: Promoting Emotional Literacy and Empathy 90 Minute Face-to-Face Session: Script & PowerPoint
Presentation. You may want to download the videos to your laptop or a flash drive to use for training presentations. The videos for this
module can be found
.You will need the password in order to view the videos- for information on logging in, please contact Robin Rooney
at robin.rooney@unc.edu.
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
November 18-19
Module 9: Recognizing and Controlling Anger & Impulses
Participants will:
 Understand how to effectively implement instructional practices and strategies that help children recognize and control anger and
impulses.
 Understand how to involve families in practices related to recognizing and controlling anger and impulses that promote children’s
emotional-social development and learning.
 Understand how to conduct formative assessment related to helping children recognize and control anger and impulses
 Understand the relationships between targeted instructional practices, NC Foundations for Early Learning and Development and the NC
Teaching Standards.
Agenda Day 1 – November 18
1:00
Welcome and introductions
 Summary Notes
1:05
Pre-learning Assignment Review
 Pre-Learning Assignment
 Helping Children Control Anger and Handle Disappointment
 iPoints for Teachers
 Instructional Practices Checklist – Teachers/Staff
1:20
Anger and Aggression
 Book Nook - The Mouse was Mad
 Book Nook – Sometimes I’m Bombaloo
1:50
Self-Regulation
 Self-Regulation Handout / Worksheet
2:00
Make-It / Take-It Activity
 Anger Choice Cards
2:25
Recognizing and Controlling Anger and Impulses video activity
 Instructional Practices Checklist – Observer
 NC Foundations for Early Learning and Development
 NC Professional Teaching Standards
 iPoints for Administrators
 Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study
2:45
Teaching Self-Regulation Strategies
 Teaching the Turtle Technique
 Safe Place Breathing Icons
3:00
Recognizing and Controlling Anger and Impulses video activity
 Recognizing and Controlling Anger and Impulses – Formative Assessment
 Relaxation Thermometer and Feeling Chart
 Strategies for Helping Children Develop and Practice Impulse Control
 Message in a Backpack – Self Control
 Teaching Cognitive Behavioral Intervention Techniques
3:45
Post-learning Activity
 Post-learning Activity
Trainer materials for presenting Module 9: Recognizing and Controlling Anger & Impulses 90 Minute Face-to-Face Session: Script &
PowerPoint Presentation. You may want to download the videos to your laptop or a flash drive to use for training presentations. The videos
for this module can be found
.You will need the password in order to view the videos- for information on logging in, please contact Robin
Rooney at robin.rooney@unc.edu.
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
November 18-19
Module 10: Teaching Problem Solving Skills
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Participants will:
Understand what problem solving is
Know the steps to teach problem solving to young children
Understand how to use visual supports and strategies in teaching problem solving
Understand the importance of involving families/caregivers in teaching problem solving skills
Be able to articulate the relationship between instructional practices, Foundations for Early Learning and Development, and the North
Carolina Professional Teaching Standards in regards to teaching problem solving skills
Agenda Day 2 – November 19
9:00
Welcome and introductions
 Summary Notes
9:05
Pre-learning Assignment Review
 Pre-Learning Assignment
 Preschoolers Grow Their Brains
 iPoints for Teachers
 Instructional Practices Checklist – Teachers/Staff
9: 15
Problem-Solving Process
 What Would You Do?
 Clues and Problems
9:45
Problem Solving video activity
 Instructional Practices Checklist – Observer
 NC Foundations for Early Learning and Development
 NC Professional Teaching Standards
 iPoints for Administrators
 Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study
10:30
Make-It / Take-It Activity
 Solution Kit – Problem Solving Steps
10:45
Problem-Solving video activity
 Teaching Problem-Solving Skills – Formative Assessment
 Proactive Steps to Teaching Problem-Solving Skills
11:00
Family Engagement
 Help Your Child Become a Problem Solver
 Solving Problems with Your Child
11:40
Post-learning Activity
 Post-learning Activity
11:45
Lunch
Trainer materials for presenting Module 10: Teaching Problem Solving Skills 90 Minute Face-to-Face Session: Script & PowerPoint
Presentation. You may want to download the videos to your laptop or a flash drive to use for training presentations. The videos for this
module can be found
. You will need the password in order to view the videos- for information on logging in, please contact Robin
Rooney at robin.rooney@unc.edu.
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
November 18-19
Module 11: Developing Friendships
Participants will:
 Understand how to use instructional practices to help children develop friendships
 Understand how the classroom context promotes or inhibits friendship
 Understand how to involve families in helping their children develop friendships
 Understand how to conduct formative assessment related to children’s friendship skills
 Understand how to articulate the relationships between targeted instructional practices, Foundations for Early Learning and
Development, and NC Professional Teaching Standards in regards to developing friendships
Agenda Day 2 – November 19
1:00
Welcome and introductions
 Summary Notes
1:05
Pre-learning Assignment Review
 Pre-Learning Assignment
 Caring About Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills
 iPoints for Teachers
 Instructional Practices Checklist – Teachers/Staff
1:30
Developing Friendship Skills
 Prosocial Behaviors Important for Developing Friendships
 Developing Friendships – Formative Assessment
2:00
Developing Friendships video activity
 Instructional Practices Checklist – Observer
 NC Foundations for Early Learning and Development
 NC Professional Teaching Standards
 iPoints for Administrators
 Crosswalk of Foundations for Early Learning and Development and NC Standard Course of Study
2:20
Setting the Stage for Developing Friendships
 Strategies to Support Children in Developing Friendships
3:10
Planning for Implementation
 Embedding Skill Practice into Daily Routines
3:45
Post-learning Activity
 Post-learning Activity
4:00
Adjourn
Trainer materials for presenting Module 11: Developing Friendships 90 Minute Face-to-Face Session: Script & PowerPoint Presentation. You
may want to download the videos to your laptop or a flash drive to use for training presentations. The videos for this module can be found
. You will need the password in order to view the videos- for information on logging in, please contact Robin Rooney at
robin.rooney@unc.edu.
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE