Book Nook Bash: Teaching Social-Emotional Skills …1 Book Nook Bash: Teaching Social-Emotional Skills through Stories Elizabeth Appleton Anne Wimmer National Centers Resources Center

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Book Nook Bash:

Teaching Social-Emotional Skills through Stories

Elizabeth AppletonAnne Wimmer

National CentersResources

Center on the Social and Emotional

Foundations for Early Learning

Technical Assistance Center on Social Emotional

Intervention

www.vanderbilt.edu/csefel www.challengingbehavior.org

http://www.pyramidmodel.org/

The Pyramid Model Consortium

Agendaand what you will learn……

The stages of learning to promote social-emotional skill instruction through literacy

Where to find additional “book nook” lessons for infants, toddlers, and preschoolers

How to focus instruction with books to promote following expectations, feeling vocabulary, and using friendship skills

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Literature in the Classroom

How have you used children’s books in your classroom?

Tertiary: Few

Children

Secondary: Some

Children

Universal: All Children

The Pyramid Model: Promoting Social and Emotional Competence and Addressing

Challenging Behavior

TODAY’SFOCUS

Develop social-emotional skills, such as:Positive relationships

Bonding, responsive care giving, nurturing, navigating new settings, dealing with family situations

Friendship skills

Sharing, turn-taking, complimenting, communicating, cooperation, etc.

Feeling vocabulary

Empathy

Regulating emotions

Frustration, anger, helplessness

Problem solving

Infants, Toddlers, and Preschoolers all Need INTENTIONAL Support to…

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Children with a Strong Foundationin Social/Emotional Skills…

tolerate frustration betterget into fewer fightsengage in less destructive behaviorare healthierare less lonelyare less impulsiveare more focusedhave greater academic achievement

If You Want IT, Teach IT!

Stages of Learning

Show and TellAcquisition – new skill or concept

Practice Makes PerfectFluency – the ability to immediately use the skill or concept with a prompt

You Got It!Maintenance – continuing to use the skill or concept over timeGeneralization – applying the skill or concept to new situations, people, activities, ideas, and settings

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Acquisition Stage: Show and Tell

Direct group instruction

Explain concretely

Demonstrate

Link to other ideas or concepts

Examples and non-examples

Encourage child when learning

Warning! Skill or concept can be easily lost at this stage…encourage, encourage, encourage

Fluency: Practice Makes Perfect

Offer multiple opportunities to practice

Help child link concept or skill to others

Prompt the child to use the skill or concept throughout the day

Elaborate on the skill or concept

Stage 3: Maintenance and Generalization: You Got it!

Provide opportunities to use the skill or concept in new situations or with new people

Provide opportunities within a variety of activities and in new applications

Comment on the child’s ability to maintain the skill and generalize it’s use

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Reading the Same Book Multiple Times

Helps develop a sense of competence and confidence in children

Enhances social and emotional development

Promotes early literacy skills

Turning pages

Pointing at and labeling pictures

Talking about the story and predicting what will happen next

Learning new vocabulary

Talking about own experiences, relating to the story, and even making up own stories

CSEFEL’s Practical Strategies:Book List and Book Nooks

22 lessons with hands-on ideas to build social-emotional skills

Infant/Toddler Book Nookshttp://www.vanderbilt.edu/csefel/

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Preschooler Book Nookshttp://www.vanderbilt.edu/csefel/

More…Preschooler Book Nookshttp://www.vanderbilt.edu/csefel/

Book Nooks for Birth to Fivehttp://www.vanderbilt.edu/csefel/

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Book NooksBooks in English and Spanish

Combining Book Nooks to Teach Program-Wide and Across

Multiples Days/Weeks

Program-Wide Lessons:Clear Expectations - Gentle Hands

PRESCHOOLERSINFANTS/TODDLERS

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Activity Ideas:Clear Expectations for Toddlers

Pictures/real objects: What’s ok to bite, hit, push, kick…?

Bite food or chewing gum (if age appropriate)

Hit drum, flies with fly swatters, balls with bats, balloons hanging, beach balls, etc.

Push strollers, wagons, trucks, shovels into sand, swings, pegs in holes, push toys, cookie cutters into dough, rolling pins, rocker, push foot in shoe, iron back and forth, etc.

Kick soccer ball, feet when swimming or dancing, to knock down bowling pins, etc.)

Handy impressions art

Drum music

Small group matching objects from book

Snack talk about biting food

Buddy Book

Bridging to Home

Activity Ideas:Clear Expectations

Brainstorm in circle: “How we CAN use our hands?”

Talk about what we can do instead of hitting

Make a “helping hand” praise chain

Teach sign language

Make shadow puppets

Wash babies in water table

Play “Row Row Row Your Boat” with a partner

Eat snack with hands behind your back

Teach Tucker Turtle and send home

Sing “My Hands Help Me…” finger play

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Helping Hands Chain

To make the interactive poster:

1. decorate the words “Helping Hands”, glue to top of poster

2. completely tape all four sides of white envelope onto poster, fold flap inside

3. trace, cut-out and glue 2 hands to the envelope

4. cut-out and put chain strips in envelope

5. under envelope write: How do we use helping hands?

6. add lines to write children’s responses

7. later, laminate for ongoing use


What does it mean to be gentle (touch softly)

Each child practices with stuffed animals in circle or during story

Each child can practice at home

Talk about other things we are gentle with (people, toys, books, plants, babies, etc.)

Role play and discuss in small groups about taking care of pets

Bring pets (stuffed animals) to housekeeping to practice caring for them

Set up a vet clinic

In art, make a pet with cotton balls, furry fabric, felt, etc.


Teach turtle technique (cues, story, puppet, art, etc.)

Playground “Simon Says” like in Mouse was Mad (stomp, hop, roll, etc.)

Art: “mucky mud puddle” finger paint like “Mouse”

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Bridging to Home

Direct Teaching of Feeling Vocabulary

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Emotional literacy is

the ability to identify,

understand, and

express emotions in a

healthy way.

Program-Wide Lessons:Feelings


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Glad Monster Sad Monster

Glad Monster Sad Monster3’s Story Time

Activity Ideas:Feelings

Talk about how we have some of the same feelings as the monsters

Make a monster feeling chart and chart kids’ feelings

Ask if anyone knows a monster or has seen a movie or read a book about a monster…discuss

Make feeling monsters in art

Make a class Glad Monster Sad Monster book

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Practice actions in book with doll or stuffed animal: kissing, hugging, loving

Sing Baby Cakes, Baby Cakes, I Love You while diapering

Do fun things to “make babies laugh”: lightly tickle, funny sounds, silly toys, etc.

Play peek-a-boo

Play with pop-up toys like jack-in-the-boxes


Feelings dice with empty square tissue boxes

Feelings puzzles

Learn feelings in English and Spanish

Feelings check-in

Feelings with mirrors

Draw feeling faces on balls and then practice kicking outside

Snack-able faces

Talk about when you are tired…what do you do

DisappointedEmbarrassed

ProudScaredAngry

ExcitedLonely

On Monday When it Rainedby Cherryl Kachenmeister

Book Nook

36

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Pause at each page (on a re-read) and ask, “How they would feel if that happened?”

Make a class book of feelings

Make feeling collages

Talk about what it sounds like when it rains and then make rain makers: rice in coffee cans or between pie shells

Color coffee filters with water markers and then leave out in rain

Make a weather log: draw rain, sun, clouds, snow

Sing “Sharing” song

Share space: on carpet squares, in hula-hoops, or in circle or square drawn with chalk

Social Emotional Class Books

Bridging to Home

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Program-Wide Lessons:Sharing


Expanding Beyond Web-based “Book Nooks” to Create Your Own Lessons

Make a strawberry:

1. cut Styrofoam egg in half lengthwise

2. glue red felt on each half of Styrofoam

3. add a soft and rough piece of Velcro to the inside of each half of the strawberry

4. add “seeds” using black Sharpie

5. Cut green felt into leaf/stem and glue to top of each half

Cut out “mouse ears”, glue strips together, add to top

When story telling use: brown felt to “bury”, yarn to “lock up” & pipe cleaners to “disguise” the strawberry

The Red Ripe Strawberry and the Big Hungry Bear

The Red Ripe Strawberry and theBig Hungry Bear

What stages of learning do you see?

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Bridging to Home

Program-Wide Lesson:Relationships and Following Routines

http://www.youtube.com/watch?v=dggaR9oygt8

What are some ways you use your daily schedule?

How do you support children with challenging behavior by using a daily schedule?

What are some extension activities you can do with this story?

Program-Wide Lesson:Relationships and Following Routines

Ask what it means to miss someone

Talk about feeling lonely

Take pictures of families

Use a plate and feeling faces to make a spinner to send home

Sing “If You’re Happy and You Know It”, using a variety of feeling words

Provide materials/props to “act out” the story, animals or dolls can pretend to be Mama Llama (Papa Llama)

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Llama Llama Misses Mama

To make a schedule

1. cut out all of the schedule pieces

2. cut 4 file folders into 4’s, trim edges so all 4 pieces are equal in size

3. glue the schedule pieces to each rectangle

Cut-out the Llamas and tape to popsicle sticks

Routines, Schedules and Transition Books for Infants and Toddlers

Routines, Schedules and Transition Books for Preschoolers

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Bridging to Home

Books on Teasing and Bullying

NAEYC’s “Teaching children not to be – or be victims of – bullies”

It’s the responsibility of adults to stop violence and aggression…this is not about letting kids problem solve on their own

Children who bully – what is the purpose of their behavior?

Attention

Trying to initiate social interaction

Expressing feelings (anger, sad, frustrated, embarrassed, etc.)

To get item they need/want

???National Association for the Education of Young Children. (1996). Early Years are Learning Years. Teaching children not to be – or be victims of bullies. Release #14.

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Bullying

Children who are bullied need to also learn new skills

Unable to communicate effectively or stand up for themselves

May be reinforcing the bully behavior by giving in

At risk for future victimization

Bullying

What should adults do?Don’t solve the problem for the victim of bullying…teach…

They have a voice

Can say “no”

Scaffold positive interactions

Children have choices

Teach feeling vocabulary and respect

Teach assertiveness

The Teasing Shield

What stages of learning do you see?

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Have visuals available with emotion words and social interactions

Integrating Social Emotional Skills with Early Literacy

Take photographs of social interactions and label them


Read children’s books and discuss characters’ problems and some possible solutions


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In Summary

Promote social emotional skills through literacy

Use the stages of learning to teach for fluency

Integrate teaching in all routines and activities

Find additional ideas for infants, toddlers, and preschoolers on CSEFEL and TACSEI

Citation for this Training

Appleton, E., & Wimmer, A. (2014). Book nook bash: Teaching social-emotional skills through stories. One Goal Summer Conference. Tampa, FL

Center on the Social and Emotional Foundations for Early Learning

www.vanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Interventionwww.challengingbehavior.org

A Rainbow of Friends by P.K. Hallinan (Ages 4-8)Best Friends by Charlotte Labaronne (Ages 3-5)Can You Be a Friend? by Nita Everly (Ages 3-6)Can You Talk to Your Friends? by Nita Everly (Ages 3-6)Care Bears Caring Contest by Nancy Parent (Ages 3-6)Care Bears The Day Nobody Shared by Nancy Parent (Ages3-6)Fox Makes Friends by Adam Relf (Ages 3-5)Gigi and Lulu’s Gigantic Fight by Pamela Edwards (Ages 3-7)Heartprints by P.K. Hallinan (Ages 3-6)How Do Dinosaurs Play with Their Friends by Jane Yolen and Mark

Teague (Ages 3-5)How to be a Friend by Laurie Krasny Brown and Marc Brown (Ages 4-8)Hunter’s Best Friend at School by Laura Malone Elliot (Ages 4-7)I’m a Good Friend! by David Parker (Ages 3-5)I Can Share by Karen Katz (Ages infant-5)I Can Cooperate! by David Parker (Ages 3-5)I am Generous! by David Parker (Ages 2-5) I’m Sorry by Sam McBratney (Ages 4-7)It’s Hard to Share My Teacher by Joan Singleton Prestine (Ages5-6)Jamberry by Bruce Degan (Ages 2-5)Join In and Play by Cheri Meiners (Ages 3-6)The Little Mouse, The Red Ripe Strawberry, and The Big Hungry Bear by Don &

Audry Wood (Ages 2-5)Making Friends by Fred Rogers (Ages 3-5)Making Friends by Janine Amos (Ages 4-8)Matthew and Tilly by Rebecca C. Jones (Ages 4-8)Mine! Mine! Mine! By Shelly Becker (Ages 3-5)Mine! A Backpack Baby Story by Miriam Cohen (Ages infant-2)My Friend Bear by Jez Alborough (Ages 3-8)My Friend and I by Lisa John-Clough (Ages 4-8)One Lonely Sea Horse by Saxton Freymann & Joost Elffers (Ages 4-8)Perro Grande…Perro Pequeno/Big Dog…Little Dog by P.D. Eastman (Ages 4-8)The Rainbow Fish by Marcus Pfister (Ages 3-8)Share and Take Turns by Cheri Meiners (Ages 5-8)Sharing How Kindness Grows by Fran Shaw (Ages 3-5)The Selfish Crocodile by Faustin Charles and Michael Terry (Ages 4-7)Simon and Molly plus Hester by Lisa Jahn-Clough (Ages 5-8)Sometimes I Share by Carol Nicklaus (Ages 4-6)Strawberry Shortcake and the Friendship Party by Monique Z. Sephens (Ages 2-5)Sunshine & Storm by Elisabeth Jones (Ages 3-5)Talk an d Work it Out by Cheri Meiners (Ages 3-6)That’s What a Friend Is by P.K. Hallinan (Ages3-8)We Are Best Friends by Aliki (Ages 4-7)

Child Care Bureau

Head Start Bureau

Administration forChildren & Families

The Center on the Social and EmotionalFoundations for Early Learning

Children’s Book ListBeing a Friend

And Here’s to You by David Elliott (Ages 4-8)Big Al by Andrew Clements (Ages 4-8)The Brand New Kid by Katie Couric (Ages 3-8)Chester’s Way by Kevin Henkes (Ages 5-7)Chrysanthemum by Kevin Henkes (Ages 4-8)Franklin’s New Friend by Paulette Bourgeois (Ages 5-8)Horace and Morris But Mostly Dolores by James Howe (Ages 4-8)I Accept You as You Are! by David Parker (Ages 3-5)It’s Okay to Be Different by Todd Parr (Ages 3-8)Margaret and Margarita by Lynn Reiser (Ages 5-8)

ABC Look at Me by Roberta Grobel Intrater (Ages infant-4)“Baby Faces” books (most are by Roberta Grobel Intrater) (Ages infant-4)Baby Faces by Margaret Miller (Ages infant-3)Baby Senses Sight by Dr.S. Beaumont (ages infant -3)Can You Tell How Someone Feels? (Early Social Behavior Book Series)by

Nita Everly (Ages 3-6)Double Dip Feelings by Barbara Cain (Ages 5-8)The Feelings Book by Todd Parr (Ages 3-8)Feeling Happy by Ellen Weiss (Ages infants -3) Glad Monster, Sad Monster by Ed Emberley & Anne Miranda (Ages infant-5)The Grouchy Ladybug by Eric Carle (Ages 1-6)The Pout Pout Fish by Deborah Diesen (Ages 3-5)The Three Grumpies by Tamra Wight (Ages 4-8)Happy and Sad, Grouchy and Glad by Constance Allen (Ages 4-7)How Are You Peeling: Foods with Moods/Vegetal como eres: Alimentos con

sentimientos by Saxton Freymann (Ages 5-8)How Do I Feel? by Norma Simon (Ages 2-7)How Do I Feel? Como me siento? by Houghton Mifflin (Ages infant-4)How I Feel Proud by Marcia Leonard (Ages 2-6)How I Feel Silly by Marcia Leonard (Ages 2-6)How Kind by Mary Murphy (ages 2-5)I Am Happy by Steve Light (Ages 3-6)If You’re Happy and You Know it! by Jane Cabrera (Ages 3-6)Little Teddy Bear’s Happy Face Sad Face by Lynn Offerman (a first book about

feelings)Lizzy’s Ups and Downs by Jessica Harper (Ages 3-9)My Many Colored Days by Dr. Seuss (Ages 3-8)On Monday When It Rained by Cherryl Kachenmeister (Ages 3-8)Proud of Our Feelings by Lindsay Leghorn (Ages 4-8)See How I Feel by Julie Aigner-Clark (Ages infant-4)Sometimes I Feel Like a Storm Cloud by Lezlie Evans (Ages 4-8)Smudge’s Grumpy Day by Miriam Moss (Ages 3-8)The Way I Feel by Janan Cain (Ages 4-8)Today I Feel Silly & Other Moods That Make My Day by Jamie Lee (Ages 3-8)The Way I Feel by Janan Cain (Ages 3-6)

Child Care Bureau

Head Start Bureau



Accepting Different Kinds of Friends

General Feelings

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Head Start Bureau



What Makes Me Happy? by Catherine & Laurence Anholt (Ages 3-6)What I Look Like When I am Confused/Como me veo cuando estoy confundido

(Let’s Look at Feeling Series) by Joanne Randolph (Ages 5-8)When I Feel Frustrated by Marcia Leonard (Ages 2-6)When I Feel Jealous by Marcia Leonard (Ages 2-6)feelings)Lizzy’s Ups and Downs by Jessica Harper (Ages 3-9)My Many Colored Days by Dr. Seuss (Ages 3-8)On Monday When It Rained by Cherryl Kachenmeister (Ages 3-8)Proud of Our Feelings by Lindsay Leghorn (Ages 4-8)See How I Feel by Julie Aigner-Clark (Ages infant-4)Sometimes I Feel Like a Storm Cloud by Lezlie Evans (Ages 4-8)Smudge’s Grumpy Day by Miriam Moss (Ages 3-8)The Way I Feel by Janan Cain (Ages 4-8)Today I Feel Silly & Other Moods That Make My Day by Jamie Lee (Ages 3-8)The Way I Feel by Janan Cain (Ages 3-6)What Makes Me Happy? by Catherine & Laurence Anholt (Ages 3-6)What I Look Like When I am Confused/Como me veo cuando estoy confundido

(Let’s Look at Feeling Series) by Joanne Randolph (Ages 5-8)When I Feel Frustrated by Marcia Leonard (Ages 2-6)When I Feel Jealous by Marcia Leonard (Ages 2-6)

Amadeus is Happy by Eli Cantillon (Ages 2-5)Feeling Happy by Ellen Weiss (ages 2-5)If You’re Happy and You Know it! by David Carter (Ages 2-6)If You’re Happy and You Know It by Scholastic/Taggies book (Ages

infant-2)The Feel Good Book by Todd Parr (Ages 3-6)Peekaboo Morning by Rachel Isadora (Ages 2-5)When I Feel Happy by Marcia Leonard (Ages 2-6)

Let’s Talk About Feeling Sad by Joy Wilt Berry (Ages 3-5)Franklin’s Bad Day by Paulette Bourgeois & Brenda Clark (Ages 5-8)How I Feel Sad by Marcia Leonard (Ages 2-6)Hurty Feelings by Helen Lester (Ages 5-8)Knuffle Bunny by Mo Willems (Ages 3-6)Sometimes I Feel Awful by Joan Singleton Prestine (Ages 5-8)The Very Lonely Firefly by Eric Carle (Ages 4-7)When I’m Feeling Sad by Trace Moroney (Ages 2-5)When I Feel Sad by Cornelia Maude Spelman (Ages 5-7)

Happy Feelings

Sad Feelings

Child Care Bureau

Head Start Bureau



Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst(Ages 4-8)

Andrew’s Angry Words by Dorothea Lackner (Ages 4-8)Bootsie Barker Bites by Barbara Bottner (Ages 4-8)The Chocolate Covered Cookie Tantrum by Deborah Blementhal (Ages 5-8)How I Feel Frustrated by Marcia Leonard (Ages 3-8)How I Feel Angry by Marcia Leonard (Ages 2-6)Llama Llama Mad at Mama by Anna Dewdney (Ages 2-5)Sometimes I’m Bombaloo by Rachel Vail (Ages 3-8)That Makes Me Mad! by Steven Kroll (Ages 4-8)The Rain Came Down by David Shannon (Ages 4-8)When I’m Angry by Jane Aaron (Ages 3-7)When I’m Feeling Angry by Trace Moroney (Ages 2-5)When I Feel Angry by Cornelia Maude Spelman (Ages 5-7)When Sophie Gets Angry – Really, Really Angry by Molly Garrett (Ages 3-7)Lily’s Purple Plastic Purse by Kevin Henkes. (Ages 4-8)

Creepy Things are Scaring Me by Jerome and Jarrett Pumphrey (Ages 4-8)Franklin in The Dark by Paulette Bourgeois & Brenda Clark (Ages 5-8)How I Feel Scared by Marcia Leonard (Ages 2-6)I Am Not Going to School Today by Robie H. Harris (Ages 4-8)No Such Thing by Jackie French Koller (Ages 5-8)Sam’s First Day (In multiple languages) by David Mills & Lizzie Finlay (Ages 3-7)Sheila Rae, the Brave, by Kevin Henkes (Ages 5-8)Wemberly Worried by Kevin Henkes (Ages 5-8)When I’m Feeling Scared by Trace Moroney (Ages 2-5)When I Feel Scared by Cornelia Maude Spelman (Ages 5-7)

Bear Feels Sick by Karma Wilson and Jane Chapman (Ages 3-5)Can You Tell How Someone Feels by Nita Everly (ages 3-6)Understand and Care by Cheri Meiners (Ages 3-6)

When I Care about Others by Cornelia Maude Spelman (Ages 5-7)

Angry or Mad Feelings

Scared or Worried Feelings

Caring About Others and Empathy

Problem Solving

Don’t Let the Pigeon Drive the Bus by Mo Willems (Ages 2-7)Don’t Let the Pigeon Stay Up Late! by Mo Willems (Ages 2-7)I Did It, I’m Sorry by Caralyn Buehner (Ages 5-8)It Wasn’t My Fault by Helen Lester (Ages 4-7)Talk and Work it Out by Cheri Meiners (Ages 4-8)

Child Care Bureau

Head Start Bureau



ABC I like Me by Nancy Carlson (Ages 4-6)Amazing Grace by Mary Hoffman (Ages 4-8)Arthur’s Nose, by Marc Brown (Ages 3-8)The Blue Ribbon Day by Katie Couric (Ages 4-8)Can You Keep Trying by Nita Everly (Ages 3-6)I Can Do It Myself (A Sesame Street Series) by Emily Perl Kingsley (Ages 2-4)I’m in Charge of Me!, by David Parker (Ages 3-5)I am Responsible!, by David Parker (Ages 3-5)The Little Engine that Could by Watty Piper (Ages 3-7)Susan Laughs by Jeanne Willis (Ages 4-7)Too Loud Lilly by Sophia Laguna (Ages 4-7)Try and Stick With It by Cheri Meiners (Ages 4-8)26 Big Things Little Hands Can Do by Coleen Paratore (Ages 1-6)The Very Clumsy Click Beetle by Eric Carle (Ages 3-7)Whistle for Willie/Sebale a Willie by Erza Jack Keats (Ages 4-7))You Can Do It, Sam by Amy Hest (Ages 2-6)

Can You Listen with Your Eyes? by Nita Everly (Ages 3-6)Can You Use a Good Voice? by Nita Everly (Ages 3-6)David Goes to School by David Shannon (Ages 3-8)David Gets in Trouble by David Shannon (Ages 3-8)Excuse Me!: A Little Book of Manners by Karen Katz (Ages infant-5)Feet Are Not for Kicking (available in board book) by Elizabeth Verdick (Ages 2-4)Hands are Not for Hitting (available in board book) by Martine Agassi (Ages 2-8)Hands Can by Cheryl Willis Hudson (ages 1-5)I Tell the Truth! by David Parker (Ages 3-5)I Show Respect! by David Parker (Ages 3-5)Know and Follow Rules by Cheri Meiners (Ages 3-6)Listen and Learn by Cheri Meiners (Ages 3-6)No Biting by Karen Katz (Ages infant-5)No David by David Shannon (Ages 3-8)No Hitting by Karen Katz (Ages infant-5)Please Play Safe! Penguin’s Guide to Playground Safety by Margery Cuyler (Ages 2-5)26 Big Things Small Hands Can Do by Coleen Paratore (Ages 3-5)Quiet and Loud by Leslie Patricelli (Ages 1-3)Words Are Not for Hurting by Elizabeth Verdick (Ages 3-6)

Self Confidence

Good Behavior Expectations

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Head Start Bureau



Are You My Mother? by P.D. Eastman and Carlos Rivera (Ages infant-5)Baby Dance by Ann Taylor (Ages infant-4)Because I Love You So Much by Guido van Genechten (Ages 2-5)Counting Kisses by Karen Katz (Ages infant-5)Full, Full, Full of Love by Trish Cooke (Ages 4-6)Don’t Forget I Love You by Mariam Moss (Ages 2-7)Guess How Much I Love You By Sam McBratney (Ages infant-5)Guji Guji by Chih-Yuan Chen (Ages 5-8)How Do I Love You? by P.K. Hallinan (Ages infant-5)I Love it When You Smile by Sam McBratney (Ages 3-5)I Love You All Day Long by Francesca Rusackas (Ages 3-5)I Love You: A Rebus Poem, by Jean Marzollo (Ages 1-6)I Love You the Purplest, by Barbara M. Joose (Ages 4-8)I Love You Through and Through by Bernadette Rossetti-Shustak (Ages 1-5)The Kissing Hand by Audrey Penn (Ages 3-8)Koala Lou By Mem Fox (Ages 4-7)Mama, Do You Love Me?/Me quieres, mama? By Barbara Joosse (Ages 3-6)More, More, More, Said the Baby: Three Love Stories By Vera B. Williams Morrow

(Ages infant-3)No Matter What by Debi Gliori (Ages 2-5)Owl Babies by Martin Waddell (Ages 3-7)Please, Baby, Please by Spike Lee (Ages infant-5)Te Amo Bebe, Little One by Lisa Wheeler (Ages infant-3)You’re All My Favorites by Sam Mc Bratney (Ages 5-7)

A Weekend with Wendell, by Kevin Henkes (Ages 4-8)The Berenstain Bears and the Bully by San and Jan Berenstain (Ages 4-7)Big Bad Bruce by Bill Peet (Ages 4-8)Chester’s Way by Kevin Henkes (Ages 5-7)Coyote Raid in Cactus Canyon J. Arnosky (Ages 4-8)Gobbles! By Ezra Jack Kets (Ages 4-8)Hats by Kevin Luthardt (Ages 3-6)Hooway for Wodney Wat! by Helen Lester (Ages 5-8)Hugo and the Bully Frogs by Francesca Simon (Ages 3-7)

The Fall of Freddie the Leaf by Leo Buscaglia (Ages 5-adult)Goodbye Mousie by Robert Harris (Ages 3-8)I Miss You by Pat Thomas (Ages 4-8)The Next Place by Warren Hanson (Ages 5-adult)Sad Isn’t Bad: Grief Guidebook for Kids Dealing with Loss Series by Michaelene

Mundy (Ages 5-8)

Family Relationships

Bullying/Teasing

Grief and Death

Glad Monster Sad MonsterBy Ed Emberley & Anne MirandaLittle Brown and Company, 1997

Glad Monster Sad Monster is a book about feelings with fun monstermasks that children can try on and talk about times when they feltglad, sad, loving, worried, silly, angry and scared—just like themonsters! Each monster is a different color to represent specificemotions. For example, the yellow monster is glad when he gets toopen presents, play ball, slurp ice cream and dance with his friend!(Ages 2-5)

Examples of activities that can be used while reading Glad Monster Sad Monster andthroughout the day to promote social and emotional development:

• While reading the story, pause and ask children if they feel the same way the monsters do. Forexample, do they feel glad when they get to play ball like the yellow monster? Ask what otherkinds of things make them feel glad. Do they think the same kinds of things that make themfeel glad would also make yellow monster feel glad?

• Show the monster masks while reading about each monster and have children talk about howthey can tell what the monster feels by looking at his face. For example, Blue Monster has afrown on his face that makes him look like he might be feeling sad.

• After reading about each monster, have children try on the monster masks (or make their ownmonster masks and talk about times when they felt glad, sad, silly, etc.)

• Have children make glad monster/sad monster stick puppets. Give each child 2 blank papercircles (one yellow/one blue). Ask them to draw a glad monster face on the yellow circle and asad monster face on the blue circle. Help them glue their monster faces back to back with apopsicle stick in the middle. Talk about or role play different situations and ask children to holdup their glad monster or sad monster puppet according to how they think the monster wouldfeel. For example, explain that Purple Monster was playing with his favorite truck when RedMonster came and took it away because he wanted to play with it. Ask how they think thatwould make Purple Monster feel. Why? Have children think of other things that Red Monstercould try if he wants to play with Purple Monster’s truck.

• Make a chart that shows each color monster and emotion from the book (yellow/glad,blue/sad, pink/loving, orange/worried, purple/silly, red/angry, green/scared), Encourage eachchild (& teacher!) to put a mark, write their name or place a sticker beside the monster thatshows how they are feeling that day. Ask why they feel that way. With the help of the children, count the number of marks to see how many children feel glad, sad, silly, etc. Talkabout/problem solve what they can do to change the way they feel if they marked that they arefeeling worried or angry.

Book NookUsing Books to Support Social Emotional Development

The Center on the Social and Emotional Foundations for Early Learning Child Care

BureauOffice of

Head Start

Book Nook

Reading the same book for several days in a row is a great way to provide opportunities for infants,toddlers, and preschoolers to develop a sense of competence and confidence, which is an importantpart of social and emotional development. They become able to turn pages, point at and labelpictures, talk about the story, predict what will happen next, learn new vocabulary words, talk abouttheir own experiences in relation to the story and even make up their own story! Try reading GladMonster Sad Monster for several days in a row and use some of the ideas, activities, and teachingopportunities listed below to enhance social and emotional skills.

Talk about the monsters in the book. Ask children if they have ever seen a movie or read a differentbook about monsters. How did those monsters make them feel? Refer back to any books that youhave read in class that had a monster. Ask the children if they can remember some of the emotionsthat the monsters felt in the book. What made the monsters feel this way?

Music/Movement: Have children create a name for 2 or 3 different monsters using feeling words(Hank the Happy Monster, Allie the Angry Monster, Wu-Ying the Worried Monster, Sam the SillyMonster, etc.). Write these on a chart that everyone can see. Together, talk about how each monstermight move. For example, Hank the Happy Monster might skip around and jump for joy, while Alliethe Angry Monster might move by stomping her feet and raising her arms above her head! Create agame by telling the children that when you call out the name of one of the monsters, everyone willmove like that monster. You might want to play monster’s background music while you are allmoving like the monsters!

Art: Let each child make a “feeling monster” by using a paper cup or toilet/paper towel tube andattaching various items to it (yarn, buttons, pipe cleaners, pom poms, ribbon, etc.). Children canmake “feeling” faces on their monsters and give their monsters a feeling name! Talk to childrenabout their monster—what is their monster feeling. Why does their monster feel that way? Whathappened? They can also write a story about their feeling monster and make their own book!

Literacy/Writing: Have children create their own Glad Monster Sad Monster Book. Have a copy ofthe book at the literacy/writing center. Remind children how each monster in the book talked aboutactivities or events that made then feel a certain way. Children can pick which emotions they want touse for their book and then draw pictures of the monster as well as pictures of the things that makethem feel that way. For example, children might pick the pink monster (loving), they would drawtheir "loving" monster and then draw things that make them feel loved such as being hugged bymom and dad, baking cookies with grandma, playing ball with dad, reading a book with mom,playing a game with their teacher, playing with their friend etc... Adults can help children write thewords in their book to describe the pictures.

This book nook was developed by Tweety Yates

Monsters

Llama Llama Misses MamaBy Anna DewdneyViking

Llama Llama Misses Mama is a book about little Llama on his firstday of school. At the beginning of the day, Llama is sad and misseshis mamma. Why did she have to leave? Will she come back? By theend of the day Llama has made new friends and has learned howmuch fun school can be! This story is great for teaching about theschedule of the school day, and for discussing what to do when wemiss someone. The rhyming text makes this book fun to read aloud.This is a perfect story to read at the beginning of the school yearwhen some children might be feeling just like little Llama! (Ages 3-5)

Examples of activities that can be used while reading Llama Llama Misses Mama and throughoutthe day to promote social and emotional development:

• Before reading the book, talk about what it means to miss someone and feel alone or lonely. Askthe children if they have ever missed someone. How did they feel? What did they do to feel better?Ask the children if they can think of a time when someone might feel all alone because they misssomeone special. Ask the children if they sometimes miss someone when they come to school? Tellthe children that you are going to read a book about a little llama on his first day of school! Readthe title of the book and see if the children can guess who the little llama misses!

• Have children bring in pictures of their family, or people that they might miss while they are atschool. If children don’t have a photo to bring to school, have them draw a picture of the peoplein their family. Have children “show and tell” the pictures to one another so that everyone in theclass can meet each other’s families. You can bring in a picture and talk about your family too!Make a bulletin board in the classroom with everyone’s photos. Tell the children that if they missMom/Dad/Grandma, they might feel better if they see a picture of that person. Also, remindchildren that their Mom/Dad/Grandma will come back at the end of the day.

• Discuss how to tell if a friend is feeling alone and what to do to make him feel happy again. Howcould we tell that Llama felt lonely (he started to cry, he didn’t want to eat, he didn’t want to reada book or take a ride on the Chugga-Choo)? What did the children and teacher do to try to makeLlama feel better (teacher told him that mama would come back, other children asked Llama toplay, they showed him the playhouse and the slide)? Ask what the children would do if one oftheir friends felt alone and lonely.

• While reading the book, talk about what happens (schedule) during Llama’s day. Use pictures on avelcro or magnet strip to make a visual schedule of Llama’s day (Hello, Choice Time, Read a Book,Lunch/Snack, Playground etc.). As you read, have children help complete the schedule by sticking

Book NookIdeas for Using Books to Support Social Emotional Development

The Center on the Social and Emotional Foundations for Early Learning Child Care

BureauOffice of

Head Start

Book Nookeach picture to the strip in the order they happen in the book. After reading the book for severaldays, ask children if they know what activity comes next in Llama’s day. Have the children helpmake a visual schedule for their day and talk about how it is similar or different from Llama’sschedule. Ask children what their favorite part of the day is. If someone is feeling lonely, talk abouthow much fun it can be to look forward to a favorite activity. Have children compare their classroomschedule to Llama’s classroom schedule.

• Talk about the different ways children come and go from school. Little Llama drives to school withhis mama, but some children might take a bus to school, or walk to school with Mom or Dad.Grandma or a babysitter might pick up some children at the end of the school day. The teacher mightcome in a car or ride a bike. Have each child talk about how they get to school in the morning andhow they get home when school is over. How do they feel when they see Dad/Mom/Grandma at theend of the school day? Additional resources can be found on the CSEFEL website(Vanderbilt.edu/csefel) I Go to Preschool on The Bus, I Go to Preschool in a Car.

• Reading the same book for several days in a row is a great way to provide opportunities for infants,toddlers, and preschoolers to develop a sense of competence and confidence, which is an importantpart of social and emotional development. They become able to turn pages, point at and labelpictures, talk about the story, predict what will happen next, learn new vocabulary words, talk abouttheir own experiences in relation to the story and even make up their own story! Try reading Llama,Llama Misses Mama for several days in a row and use some of the ideas, activities, and teachingopportunities listed below to enhance social and emotional skills

Art: Remind the children how little Llama felt in the story. Ask them how they felt today when theycame to school. Tell them that they can make an emotions chart using a paper plate with a spinner inthe middle, and emotion faces around the edges to show how they are feeling. Have the children gluedifferent emotion faces from the CSEFEL website (happy, sad, lonely, excited, scared etc.) on the edge oftheir plate, then use a brad to attach an arrow in the middle. You could also take pictures of the childrenmaking different faces to express emotions and use those on the plates. Ask children to point the arrowto the way they are feeling at different times during the day. Put these on a wall where children canreach them, and can change the arrows to match how they are feeling throughout the day. Encouragechildren to notice how their friends are feeling and to use the strategies they came up with earlier tomake their friends feel better if they are lonely. You could also make one chart for the class instead ofindividual charts for each child

Dramatic Play: Provide materials/props for children to "act out" the Llama Llama Misses Mama story.Children can use stuffed animals or dolls to pretend that they are Mama Llama (or Papa Llama) and aretaking their little Llama to school. What can they tell Llama to make sure he doesn’t feel alone (tellLlama they will be back at the end of the day, that school will be lots of fun, and that he will make newfriends)? Children can also pretend to be Llama Llama’s teacher or classmates. How can they showLlama how much fun school is? What could they do if Llama is missing Mama Llama and feeling alone?

Music: Ask the children if they remember how little Llama felt in the story (alone). Help the childrencreate a song about what to do when they are feeling alone. For example, they could sing, “If you’rehappy and you know it,” but create their own words to the song. Children can give suggestions for whatthey can do to feel better when they are lonely. For example: “If you’re lonely and you know it tell yourteacher/ ask for a hug/ check the schedule/find a friend.” Write the children’s song on chart paper andthen sing the song together. If someone is feeling lonely, ask them to think of the song and all of thethings that they can do to feel better.

This Book Nook was developed by Erin Olinger and Tweety Yates

Feeling Alone

Mouse Was Mad ‐ Finger puppets

The Little Mouse, The Red Ripe Strawberry, and The Big Hungry BearMouse Ears

Directions: P

rint o

n green cardstock, cut out circle and

the turtle. Snip off the he

ad of the

turtle at the

ne

ck and

glue it to th

e en

d of a pop

sicle stick. M

ake a “sandw

ich” with

the circle on the bo

ttom

with

green

sid

e do

wn, th

e po

psicle stick/he

ad in

the middle and the bo

dy on top. G

ently

glue the sid

es of the

circle to

the sid

es of the

bod

y, so

that th

e turtle head will m

ove “in and ou

t of the

shell”.

Directions: Print on green cardstock, cut out circle and the turtle. Snip off the head of the turtle at the neck and glue it to the end of a popsicle stick. M

ake a “sandwich” w

ith the circle on the bottom with green

side down, the popsicle stick/head in the m

iddle and the body on top. Gently glue the sides of the circle to

the sides of the body, so that the turtle head will m

ove “in and out of the shell”.

get out of bed get ready

arrivalbreakfast

centers story

music circle

dismissaldraw and write

outsidelunch

time fire drill

special activity weather

Llama Llama Misses Mama

Documents

Book Nook Bash: Teaching Social-Emotional Skills …1 Book Nook Bash: Teaching Social-Emotional Skills through Stories Elizabeth Appleton Anne Wimmer National Centers Resources Center