01-EE_Coping-Skills_Pt2-extensions_k-2-2-final-bw

Coping Skills Academic Extensions Level: Lower Elementary (K-2)Big Ideas: What Works for You?Coping skills are all about what works. Conflict, anger, sadness, fear, and difficult situations areall guaranteed parts of the human experience; it is how we deal with life’s inevitable difficultiesthat will determine our overall health and happiness. To truly understand coping skills, one mustunderstand their own unique needs and circumstances from moment to moment. This extensionlesson provides a wide variety of stories and resources that model many different copingstrategies – healthy coping strategies and not-so-healthy coping strategies. Can studentsidentify the difference in the choices the characters make? Explore the resources included inthese academic extensions with your students and encourage them to add to their list of copingskills, focusing on what works for them.© 2016 Empowering Education, Inc. PAGE 1 of 6 All rights reserved.

COPING SKILLS - ACADEMIC EXTENSIONS | GRADES K-2Student ResourcesLiterature Text: • Amber Brown is Not a Crayon by Paula Danziger (Grades 2 – 4) • Lola Levine Is Not Mean! by Monica Brown (Grades 1 – 5) • The Chalk Box Kid by Clyde Robert Bulla (Grades 2 – 4)Picture Books: • A Terrible Thing Happened by Margaret M. Holmes  & Sasha J. Mudlaff  (Grades K – 3) • Amber was Brave, Essie was Smart by Vera B. Williams (Grades 2 – 4) • Amelia’s Road by Linda Jacobs Altman (Grades K – 3) • Blueloon by Julia Cook (Grades K – 3) • Colour of Home by Mary Hoffman (Grades K – 3) • Cool Down and Work Through Anger by Cheri J. Meiner (Grades K – 3) • Fred Stays with Me! by Nancy Coffelt (Grades K – 1) • Frederick by Leo Lionni (Grades K – 2) • Jenny is Scared: When Sad Things Happen in the World by Carol Shuman & Cary Pillo (Grades K – 3) • Pete’s a Pizza Board Book by William Steig (Grades K – 1) • Spinky Sulks by William Steig (Grades K – 3) • The Kissing Hand by Audrey Penn (Grades K – 3) • The Way I Feel by Janan Cain (Grades K – 3) • There’s a Nightmare in My Closet by Mercer Mayer (Grades K – 1) • Too Perfect by Trudy Ludwig (Grades 2 – 4) • Trouble Talk by Trudy Ludwig (Grades 2 – 4) • When Sophie’s Feelings Are Really, Really Hurt by Molly Bang (Grades K – 3) • When You’re Angry and You Know It! by CecilyKaiser (Grades K – 3)Informational Text: • My Mouth is a Volcano! by Julia Cook (Grades K – 3) • Reflections of a Peacemaker: A Portrait Through Heartsongs by Mattie J.T. Stepanek (Wide Age Range) • The Emotions’ Survival Guide (Disney/Pixar Inside Out) by RH Disney (Ages 8 – 12)© 2016 Empowering Education, Inc. PAGE 2 of 6 All rights reserved.

COPING SKILLS - ACADEMIC EXTENSIONS | GRADES K-2‘How To’ Cope Guide Books: • Wilma Jean the Worry Machine by Julia Cook (Grades 2 – 5) • Wilma Jean the Worry Machine Activity and Idea Book by Julia Cook (Grades 2 – 5) • What to Do When It’s Not Fair: A Kid’s Guide to Handling Envy and Jealousy by Jacquelline B. Toner and Claire A.B. Freeland (Grades 1 – 4) • What to Do When Mistakes Make You Quake: A Kid’s Guide to Accepting Imperfection by Claire A.B. Freeland and Jacquelline B. Toner (Grades 1 – 6) • What to Do When You Grumble Too Much: A Kid’s Guide to Overcoming Negativity by Dawn Huebner (Grades 1 – 6) • What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety by Dawn Huebner (Grades 1 – 5) • What to Do When Your Temper Flares: A Kid’s Guide to Overcoming Problems With Anger by Dawn Huebner (Grades 3 – 6)Learning Links: • Choices In a Jar by Free Spirit Publishing • Coping Skills for Kids - Brain Works Project3 • Self-Calming Cards by Elizabeth Crary© 2016 Empowering Education, Inc. PAGE 3 of 6 All rights reserved.

COPING SKILLS - ACADEMIC EXTENSIONS | GRADES K-2Writing Tasks • Use pictures and words to tell a story about a time when you had to cool down when you were upset. Make sure to draw or tell the events in order, using details about what happened, and telling your reaction about what happened. • Write a narrative story about a character in a book that used coping skills to cool down. Tell your story in order, writing two or more events with details from the book. Make sure your story has a beginning, middle and an end. • Learning coping skills is like filling a toolbox – the more tools you have in your box, the more likely you are to have the right tool for the job. Write a story about a coping skills toolbox coming to life to help an imaginative character use coping skills to solve a problem. Write an interesting beginning to your story and use details to describe the actions, thoughts, and feelings of the character as the tools help your character. Make sure your story has a good ending, and be creative!Writing Rubrics and Student Self-Assessment Check-ListsTeacher Resources • 12 Essential Coping Strategies Every Child Can Use When Life Gets Hard4 (PDF) • Building Better Coping Skills (Website) • Centre for Studies on Human Stress (Website) • How Can I Develop Coping Strategies?5 (Article) • Teaching Coping Skills - Polk Elementary6 (Resources) • http://nspt4kids.com/parenting/8-tips-to-help-your-child-gain-control-of-hisher- emotions/ • Medicine of the Mind: Coping Strategies (Book) by Olivia Celine Gieg© 2016 Empowering Education, Inc. PAGE 4 of 6 All rights reserved.

COPING SKILLS - ACADEMIC EXTENSIONS | GRADES K-2Standards AlignmentCommon Core State Standards for English/Language Arts: R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text. R.CCR.2. Determine central ideas of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. R.CCR.6. Analyze how point of view or purpose shapes the content and style of a text. W.CCR.2. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.CCR.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively. SL.CCR.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.CCR.6. Adapt speech to a variety of contexts and communicate tasks, demonstrating command of formal English when indicated or appropriate. L.CCR.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CCR.2. Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.© 2016 Empowering Education, Inc. PAGE 5 of 6 All rights reserved.

COPING SKILLS - ACADEMIC EXTENSIONS | GRADES K-2 L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.CCR.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression..Colorado Academic Standards for Comprehensive Health: K – 3.1a. Demonstrate ways to show respect, consideration, and care for others. K – 3.1c. Explain that feelings influence behavior. 1st – 3.1a. Identify a variety of emotions. 1st – 3.1b. Identify appropriate ways to express and deal with emotions and feelings. REFERENCES 1. Wiggs, M. (2015). Narrative Writing Checklist/Look Fors for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC. 2. Wiggs, M. (2015). Narrative Writing Rubrics for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC. 3. Copingskills4kids. (2016). Coping Skills for Kids. Retrieved from http://www.copingskills4kids.net/ 4. Grose, M. (n.d.). 12 Essential Coping Strategies Every Child Can Use When Life Gets Hard. Parenting Ideas. Retrieved January 23, 2016, from https://www.parentingideas.com.au/newsletter/pdf/Coping_eBook.pdf 5. Edelman, S., & Remond, L. (2005). How Can I Develop Coping Strategies? Retrieved from http://us.reachout.com/facts/factsheet/developing-coping-strategies 6. Polk Elementary, Dearborn Heights, MI. (n.d.). Doing What’s Best for Kids. Retrieved January 23, 2016, from http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_ intervention/tier_1_interventions/teach_coping_skills© 2016 Empowering Education, Inc. PAGE 6 of 6 All rights reserved.