Social-Emotional Learning For Life. for the Classroom....Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement

For Life.Language- and Literacy-Driven Social-Emotional Learning

for the Classroom.

K–6

When you teach the whole student, greater academic success is achieved.

Put Students on the Fast Track to Increased Achievement.

Voices Literature & Writing integrates language arts and social-emotional learning (SEL) to teach the whole student and more quickly move him/her up the ladder of success (Jones et al., 2011; Miles & Stipek, 2006; Zins et al., 2004). Through social-emotional learning, students

• gain confidence to actively participate in learning and build 21st- century skills.

• walk in other people’s shoes to understand multiple perspectives, develop a sense of community, and resolve conflict.

• strengthen their voice to defend against bullies and help create positive learning environments that translate to greater learning gains.

Access to common content for all students

Teacher Read-Alouds

Active learning to build 21st-century skills

Increased social

awareness

Positive school climate and

academic achievement

Take a Research-Based Approach to SEL.

In as little as 15–20 minutes per day, Voices Literature & Writing focuses on developing social skills in an academic setting. This program takes advantage of the connection between social and academic outcomes.

When students feel safe and respected by their peers, they are free to learn. And when content is relevant, they are inspired to discuss and write about it—maximizing learning potential (Wentzel, 1991; Selman, 2003a; Reyes et al., 2012). This is the research base on which Voices Literature & Writing is built.

“ Research on a group of over 200 social- and emotional-learning programs established that participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.”

—Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, 2011.

Two Strands, One Program

Positive school climate and

academic achievement

The integrated approach of Voices Literature & Writing is unique and powerful. No other social-emotional learning program teaches critical social skills thoroughly embedded in CCSS-based literacy content to achieve these goals:

Deep Comprehension

Students learn to use rich vocabulary, academic language, perspective taking, and complex reasoning skills to deepen their comprehension of text.

Critical Writing

Students learn to use writing for a variety of real-life purposes, including the ability to critically analyze texts.

Authentic Voice

Students learn to use their voice and oral language skills for important purposes, including understanding their identities and resolving conflicts.

21st -Century Skills

Students learn core social skills and character traits that help them communicate, collaborate, and resolve conflicts—creating a positive school climate today and preparing them for success in the workforce tomorrow.

Academic(Literacy)Skills

SocialSkills

Increased Achievement

Identity Awareness

SocialAwareness

Family,Friends, andCommunity

ConflictResolution

PerspectiveTaking Democracy

Six Program Themes

Program Themes Anchor Instruction and Engage Students.

This engaging resource for Grades K–6 utilizes six meaningful Program Themes to enhance language arts instruction and promote social awareness for increased academic achievement.

• Program themes connect the stories in the literature and capture student interest and engagement because themes are relevant to students’ daily lives.

• Engaged students are excited and motivated to actively participate in learning as they develop • oral language. • vocabulary. • deep comprehension. • critical thinking through response writing.

Active student participation increases performance.

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Relevant Content Motivates Students to Write and Discuss in Response to Text.

When students have access to and understand multiple perspectives and make personal connections to the text, they develop a sense of community and the confidence and inspiration to write about and discuss its content.

Writing skills improve with Minilessons that build to a culminating, process-based writing project. Students are instructed on

• Common Core State Standards text types (Narrative, Informative/Explanatory, and Opinion or Argument).

• the six traits of writing.

• the writing process.

Utilizing discussion and collaboration routines—partner sharing, partner interviews, and partner brainstorming—for exploring content, students develop trusting relationships and become better able to share their perspectives.

Instruction Begins With Teacher Read-Alouds to Give all Students Access.

Carefully selected, culturally diverse Teacher Read-Alouds provide students opportunities to make connections to the text, its characters, and many cultures. They provide

• complex text for development of vocabulary, discussion, and writing, as required by the Common Core State Standards.

• a focus on real issues 21st-century students care about.

• representation and exploration of a variety of perspectives and cultures.


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The Common Core State Standards (CCSS) demand that students gain important 21st-century skills:

• Communication • Collaboration • Perspective taking • Critical thinking

Three important elements of Voices Literature & Writing help you achieve the goals of the CCSS:

• TeacherRead-Alouds • Collaboration activities • Social-emotional learning

Voices Literature & Writing supports the goals of the Common Core State Standards.

TeacherRead-AloudsandtheCCSS

“ By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves….Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own.“

— Common Core State Standards for English Language Arts & Literacy, Appendix A, page 27

References

Durlak, J. A., Weissberg, R. P., Dynmicki, A. G., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

Jones, S. M., Brown, J. L., & Alber, J. L. (2011). Two year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82(2), 533–554.

Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103–117.

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for english language arts & literacy in history/social studies, science, and technical subjects. Available at http://www.corestandards.org/ELA-Literacy.

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712.

Selman, R. L. (2003a). Teaching social awareness through reading. Education Week, 23(3), 30–36.

Wentzel, K. R. (1991). Social competence at school: Relations between social responsibility and academic achievement. Review of Educational Research, 61(1), 1–24.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.

5

Extend social-emotional learning theme instruction with Voices 3C eLessons and Leveled Library.

Collaboration and the CCSS

“…the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from [varied] sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.“

— Common Core State Standards for English Language Arts & Literacy, page 8

Voices 3C eLessons and Leveled Library is organized into the same six Program Themes as Voices Literature & Writing, so that you can carry the Themes into small-group and independent reading.648titlesforGuidedReadingLevelsAA–Z,each containing a school-to-home connection activity, are available for Grades K–6.

Social-Emotional Learning and the CCSS

“ Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds…. Through reading great…literature representative of a variety of periods, cultures and world views, students can vicariously inhabit worlds and have experiences much different than their own.”

— Common Core State Standards for English Language Arts & Literacy, page 7

Your Classroom, Your Children, Your Choice!

eLessonsand Leveled Library

TM

Voices Literature & Writing is a

supplemental, social-emotional-learning, and character-education resource delivered through a unique, integrated language arts approach.

This powerful resource for Grades K–6

•augmentsyourcorereadingand/orwritingframework to help create a positive learning environment and increase academic achievement.

•complementsexistingcharacter-education and anti-bullying programs.

•alignstotheCollaborativeforAcademic,Social,and EmotionalLearning(CASEL)fivecoreSocialandEmotional Competencies and Character Education Partnership’s 11 Principles of Effective Character Education.

•utilizesCommon-Core-State-Standards-alignedreading and writing activities that are relevant and engaging to getstudentslistening,speaking,thinking,andwriting.

•supportsdevelopmentof21st-centuryskillsemphasized intheCommonCoreStateStandards—communication, collaboration,perspectivetaking,andcriticalthinking.

•isaffordable,flexible,easy-to-manage,andappropriate for any school or classroom.

Learn more and view samples at www.zaner-bloser.com/VoicesLiteratureAndWriting

www.zaner-bloser.com • 800.421.3018

Voices Literature & Writing is education for life.

Deep Comprehension

Students learn to use rich vocabulary, academic language, perspective taking, and complex reasoning skills to deepen their comprehension of text.

Authentic Voice

Students learn to use their voice and oral language skills for important purposes, including understanding their identities and resolving conflicts.

Voices Literature & Writing promotes these Common-Core-State-Standards-aligned goals that advance literacy and social development.

Six Theme Packages per Grade Level

Each Voices Literature & Writing Theme Package provides instructional resources to teach one of six themes at a grade level:

•TeacherGuide

•5TeacherRead-Alouds(GradesK–3)or 3TeacherRead-Alouds(Grades4–6)

• 1-yearonlineaccesstoDigitalResources (forinteractivewhiteboard)

•Read-AloudCD

•TeachingMastersCD-ROMwithAnswerKey

•AssessmentHandbookwithCD-ROM

Critical Writing

Students learn to use writing for a variety of real-life purposes, including the ability to critically analyze texts.

21st-CenturySkills

Students learn core social skills and character traits that help them communicate, collaborate, and resolve conflicts—creating a positive school climate today and preparing them for success in the workforce tomorrow.

Documents

Social-Emotional Learning For Life. for the Classroom....Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement