Intermediate

Summer Resources

grades 3-5 Activities for summer

Hello, Students!

As school comes to an end, we are focusing our final social-emotional lesson of the year on taking care of ourselves and our communities. With summer just around the corner, it is a wonderful time to get outside and do something special for your neighborhood.

For some inspiration on how you can bring beauty, joy and kindness to your community, listen to this read aloud of Maybe Something Beautiful by F. Isabell Campoy and Theresa Howell. Be sure to watch all the way to the end to hear about this true story!

Here are some ideas to spread kindness and joy to your neighbors and community:

  • Kindness Rocks! Watch this video and then follow the instructions below to spread a little kindness in your community!

      • Find a medium sized rock you want to use.

      • Grab some paint and a brush, paint the rock and then let it dry.

      • Think of a word that would describe what you would like to spread in the world and write that down on the rock in sharpie or paint. (ex: I want to spread joy or laughter in the world = write the words JOY or LAUGH on your rock)

      • Once your rock is dry and ready, leave your rock somewhere in your community. It could be your front lawn or porch, at the park or along the sidewalk.

      • If you don’t have paint or the supplies for this, you can always grab some carboard or a piece of paper, decorate it with the words you want to share, then leave it in your window for people to see on their walks or drives!

      • Take a picture of your project and share it with your teacher or send it to me at: Rachel.larson@rentonschools.us

  • Trash Walk! Go for a walk on a nice day and pick up any trash you see (with gloves). Be sure to wash your hands after you throw away the garbage!

  • Send Cards and Letters to Nursing Homes! Many senior citizens who live in assisted care or nursing homes are not able to have visitors with the COVID-19 virus still active in our communities. To brighten their day, you can make a card or a drawing and send it in the mail for them to enjoy! Here are just a few of the nursing homes in Renton:

      • New Option Elderly Living: 1616 Morris Ave S, Renton, WA 98055

      • All Senior Care: 2337 Talbot Crest Dr S, Renton, WA 98055

      • Merrill Gardens at Renton Centre: 104 Burnett Ave S, Renton, WA 98057

Thank you for joining me for social-emotional lessons while we have been doing distance learning. We have learned so much together through this process, and I hope the activities have been enjoyable and helpful to you. I miss you very much and wish you a safe and fun summer break! I can’t wait to see you in the fall 😊 .

June 8 - June 12

Counselor's Message - June

Dear Families,

We know that you and your family may be entering the week with frustration, grief, and many other feelings in your heart in response to the recent deaths of George Floyd, Breonna Taylor, Tony McDade, and Ahmaud Arbery. On top of that, we know many of you are feeling bombarded with the media coverage of what’s been happening across the country, and right here in Seattle and Renton. This undoubtedly brings up strong emotions, lots of questions, and concerns about how to navigate those conversations. You are not alone. This is hard, and these conversations may be hard, but they are necessary if we truly want to shift the paradigm that has perpetuated institutionalized and systemic racism and oppression.

This week our primary and intermediate activities will be focusing on hearing, learning, recognizing, and accepting the lived experiences of all voices in our community.

You are the expert in your family and you decide how to navigate this conversation. We are including links to various resources that might be helpful.

Here are more ideas of how to talk to your kids about race and racism:

And lastly, here is a booklist and of more children’s books that support conversations about race and racism:

Best-selling stories to help younger kids:

  • The Colors of Us" by Karen Katz

  • "Let’s Talk About Race" by Julius Lester

  • "The Skin I’m In: A First Look at Racism" by Pat Thomas

  • Sesame Street's "We're Different, We're the Same" by Bobbi Jane Kates

  • "Something Happened in Our Town: A Child’s Story about Racial Injustice" by Marianne Celano, Marietta Collins, and Ann Hazzard

  • "I Am Enough" by Grace Byers

  • "Happy in Our Skin" by Fran Manushkin and Lauren Tobia

  • "Voice of Freedom: Fannie Lou Hamer: The Spirit of the Civil Rights Movement" by Carole Boston Weatherford and Ekua Holmes

  • "Raising White Kids: Bringing Up Children in a Racially Unjust America" by Jennifer Harvey

  • "Daddy Why Am I Brown?: A healthy conversation about skin color and family" by Bedford F. Palmer

  • "A Terrible Thing Happened" by Margaret Holmes

  • “Antiracist Baby" by Ibram X. Kendi

For teens:

  • "The Hate U Give" by Angie Thomas

  • "Harbor Me" by Jacqueline Woodson

  • "This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do The Work" by Tiffany Jewell and Aurelia Durand

  • "Brown Girl Dreaming" by Jacqueline Woodson

  • "Dear White People" by Justin Simien

More Resources:


Please reach out to me or your child’s teacher if you have feedback, questions, would like more information and to start a conversation. Our partnership is so important, now more than ever.

In Solidarity,

Rachel Larson

School Counselor

Rachel.larson@rentonschools.us

Grades 3-5 Counseling/Social-Emotional Lesson for the week of June 8th

Hello Students-

This week we are focusing on our responsibility to help other people, specifically people of color. We can all do our part to create a respectful community that values and accepts people of all races and ethnic groups!

Let’s start by watching this video of the book Let’s Talk About Race by Julius Lester

This video reminds us that while our stories are unique, there are more ways in which we are the same than different. It’s important for us to continue to be allies, or helpful bystanders, when we see someone being mistreated based on a difference. This is especially important when it comes to racial differences and it is one aspect of being anti-racist.

Imagine you saw a student being disrespectful to one of your classmates because of the color of their skin. How would you feel? How do you think your classmate feels? While it might be an uncomfortable situation and you might not want to get involved, your community is being harmed, and YOU have the power and responsibility to do the right thing!

It takes courage to stand up and help others - especially when there is a group of people around. It might feel easier to think that someone else might step in to help. To learn more about this, watch this video on “The Bystander Effect” and consider these reflection questions:

  • How often do you think you should step in to help someone, but don’t, because you think someone else will do it?

  • How do you feel when you ignore a problem?

  • How can you safely and respectfully help someone who needs support?

Please watch this video of Kwame Alexander reading his book The Undefeated

The Undefeated is a poem he wrote in 2019. The book won the 2020 Caldecott Medal and a Newbery Honor. Kadir Nelson's artwork also earned it a Coretta Scott King Award.

  • What do you think this poem is about? Is there a theme(s)? Are there names of people or events that you have heard before? What about the ones you haven’t? Write them down and ask an adult.

June 1 - June 5

Watch this video to learn more about “I” statements and how to use them.

I-Statements

Dear Students,

This week we are continuing our social-emotional learning by focusing on an important communication skill: using “I” statements. By using “I” statements, we can be assertive by standing up for ourselves, how we feel, and what we need. When we communicate with “I” statements, we are taking ownership of how we feel – rather than blame others.

This is especially important when we are having a disagreement with someone or we feel misunderstood.

When we use “you” statements, others can become defensive and upset because it may feel like they are being accused of something.

Using “I” statements helps us focus on our own emotions and how others make us feel. “I” statements also tell others that we want to fix the issue, not make it bigger.

Now it's your turn to practice! Follow these steps to use "I" statements of your own

Reflection Questions:

  • Think of a time when you used “you” statements towards someone. How do you think it made them feel? Did it help or hurt the situation?

  • Think of a time when someone used a “you” statement towards you. How did it make you feel? Did it help or hurt the situation?

  • Think of a time when you used an “I” statement when problem solving. How did you feel? Did it make a difference when problem solving?

May 26 - May 29

Dear Students,

Welcome back to another week of social-emotional learning! This week we are talking about perspective.

To start thinking about perspective, look at this cartoon.

Perspective is how we see and experience the world. Our own perspective is as unique as we are. As this cartoon demonstrates, perspective is also about taking another point of view.

In other words, the same situation or topic can appear and feel different for every person involved. For example, imagine you are walking through a park with your friend when a big dog comes running up to you. You love dogs, so you’re excited and happy! However, you notice your friend is backing away and looks scared. You both have the same experience of seeing a dog but feel differently about it.

Let’s dig a little deeper into understanding perspective by watching this video, then consider the following points:

  • Perspective helps us understand other people’s experiences and feelings.

  • Our point of view about a situation or topic can change when we learn more.

  • While we can have different perspective than others, we can still be kind.

  • When we consider other’s perspective, we increase our understanding, empathy towards others, and our ability to communicate.

So why do we need to think about perspective, anyway? Taking another person’s perspective of a situation is helpful when problem solving or when you want someone to understand your point of view. When we have these conversations, it is very important we are careful with our words. Here are some sentence starters you can practice:

  • “I’m trying to understand your point of view but am having a hard time. Can you tell me more about what you’re thinking and feeling?”

  • “Now I understand what you’re saying and I didn’t think of it that way before. Thanks for sharing your point of view. I will remember this next time.”

  • “I don’t feel like you understand my perspective, and it makes me feel ________. I want you to know that __________.”

Reflection Questions

  • Think of a time when someone listened to you and understood your point of view. How did it feel? How did it effect your relationship?

  • Think of a time when someone did not understand your point of view. How did it feel? What do you wish happened instead? What would you say to them?

  • If you’re having a hard time getting along with someone in your family, think about taking their perspective. What can you learn? What can you help them understand about you?

May 18 - May 22

Counseling/Social-Emotional Activity – Grades 3-5

Hello, Students!

This week we are going to learn about Empathy; what it is, why it is important, and how to practice it!

First, watch this video to hear how other kids understand and describe empathy.

Empathy is when you can understand how someone else might be feeling or thinking about a certain situation. Empathy is often described as “walking in someone else’s shoes” as we try to imagine what another person might be feeling or going through.

This poster provides helpful steps in how we understand others using empathy.

It is important to practice empathy because it helps us know how to respond to someone in a helpful way. This is also called showing compassion.

Next, watch this video to learn more about empathy and how to practice it.

Now that you have learned what empathy is and how to practice it, think about the following prompts and how you might respond to these situations using empathy:

  • In the restroom at school, a student gets teased and pushed into a stall by other kids. Imagine how the student is feeling. How can you show them empathy?

  • A friend in your class has just failed a big test. Your friend is upset because they studied, tried their best, and still failed. Imagine how they are feeling. How can you show them empathy?

  • It is your classmate’s birthday and they are having a birthday party this weekend. Imagine how they are feeling. How can you show them empathy?


May 11 - May 15

Resiliency

This week we are talking about resiliency. Being resilient means that we can recover from challenges and when things don’t go the way we hoped – we don’t give up, we keep trying! Being resilient also means we have a Growth Mindset, which means that with effort, we can increase our knowledge, talents, and abilities.

Watch this video of a reading of Bubble Gum Brain by Julia Cook and then think about the questions below!

Questions:

1. Have you ever had brick brain?

2. What was something that you had to practice to get better at?

3. When was a time that you could have used the power of YET?

4. What endless possibilities does you bubble gum brain give you?

The next time you feel discouraged, powerless, or stuck, read and follow the steps on the poster below. Remember, just because you don’t know how to do something at the moment, it means you don’t know how to do it…YET!

May 4 - May 8

Solving Problems

Hello, students! You might be feeling kind of stuck right now. Maybe you’re stuck at home or stuck on a math problem or maybe something else. Whatever it is, it’s important to know that it’s okay to feel stuck sometimes, especially nowadays. So, let’s talk about and practice ways to get ourselves unstuck from our problems, whatever they might be. 😊

A. First, watch this escalator video and answer/think about the following questions:

1. Have you ever had a problem and couldn’t think of any solutions? How did you help yourself?

2. What would happen if we were like the people on the escalator, and always waited for someone else to fix our problems?

B. Now, watch this video on problem solving. Answer/think about the following questions:

1. Think of a problem you have experienced at school and at home. Practice the 4 steps from the video:

1. Name the problem

2. Make a plan

3. Put the plan into action

4. Check the result

2. If your first plan didn’t work, revise your thinking and try again.

3. If you can’t decide between multiple plan options, think about the pros and cons. What are the potential positive and negative consequences for each potential solution you identified?

It’s common to become overwhelmed and anxious when stuck on a problem. Check out the posters below to learn how to practice grounding, a process to help you feel focused and think clearly. There are also great ideas on practicing grounding using your five senses. These easy steps can help you and your family problem solve together during these uncertain and unknown times. Remember, we can do hard things!


April 27 - May 1

Self-Awareness and Self-Management Skills

Managing your emotions can be hard in the moment, so practicing our strategies when we are calm and thinking clearly will make it easier to use our strategies when we are feeling a loss of control.

What strategies do you use to manage your emotions and impulses?

If you’re coming up empty, here are some ideas:

1. Watch the Breathing Ball Video

2. Name animals alphabetically (alligator, bear, cow, dog, etc…)

3. 5-4-3-2-1 Grounding Activity:

· Sit quietly. Look around you and notice:

· Name 5 things you can see: Your hands, the sky, a plant on your colleague’s desk.

· Name 4 things you can physically feel: Your feet on the ground, a ball, your friend’s hand.

· Name 3 things you can hear: The wind blowing, children’s laughter, your breath.

· Name 2 things you can smell: Fresh-cut grass, coffee, soap.

· Name 1 thing you can taste: A mint, gum, the fresh air.

Managing you!

Watch this video on how to manage yourself during COVID-19 and answer the follow up questions below:

Questions:

· Which bridge are you crossing right now?

1. Recognizing what can you control?

2. Recognizing what hasn’t changed?

3. Recognizing that time is passing and that the only constant is change.


· Other than washing hands, what are other ways you can contribute to your community right now?

· Who are you having honest conversations with right now?

April 20 - April 24

How to feel less out-of-control when facing the unknown.

3 questions to help you stay grounded:

1. What am I feeling?

2. What options do I have?

3. What really matters?

While we cannot control the pandemic and all that it brings, we CAN control who we are and what we stand for. We can control how we support and listen to the people around us.

The Power of Naming Feelings

Research on anxiety reveals a crucial lesson on uncertainty: Name it to tame it. When we push away or ignore feelings, we don’t solve our problems. So, as you’re grappling with one of the world’s biggest challenges if you’re feeling big emotions (or those around you are) just recognize it. Your feelings are a message and they are trying to help you cope. Keep asking, “What else am I feeling?”

A short video on emotional intelligence and naming our feelings

Video #1 on breathing exercises to help you manage your feelings

Video #1 on breathing exercises to help you manage your feelings

April 13 - April 17

Counselor’s Social-Emotional Activities for Secondary Grades

Dear 3rd, 4th, and 5th graders,

Hi! I miss you all around school. I hope you’re doing well and finding ways to connect with others and move your bodies!

This week we’re going to talk about coping skills. Coping skills are the behaviors and thoughts you use to regulate your emotions or deal with changes in your life. These strategies are best used when you realize you are becoming too emotional or stressed before an outburst happens.

Usually when an adult needs to calm down, they might exercise, watch a funny TV show or video, call a close friend to vent, etc. Over the years, most adults have learned plenty of coping strategies that work for them personally when their emotions get too big.

Students, you don’t often don’t have these options, as your schedules and choices are usually controlled by the adults in your life. You often don’t have the choice to go run around when you are supposed to be doing math, or call a friend when you get mad in P.E. There are some tools that you can use to calm down no matter where you are! In the parent letter this week, we mentioned calm down corners, zen, zones, or whatever it is your teacher calls it :) Check out our suggestions on creating a space where you can calm down at home!!

Just like math or reading, coping strategies take practice! You can practice together by using coping skills worksheet where you can sort coping strategies into “smart” and “not smart” columns and even add your own that work for you (coloring, squeezing a ball, etc)! Additionally, you can get creative and draw your own Mandala.

For MORE fun: You can turn the coping skills worksheet this into an active lesson! Label two buckets or waste bins SMART and NOT SMART, and write the coping skills for kids on pieces of paper. After reading the coping strategy, you can ball up the paper and shoot it into the corresponding bucket. Activity taken and adapted from Centervention.

Hope to see you soon,

Ms. Rachel


April 6 - April 10 - Spring Break

March 30 - April 2

Intermediate Grades

Parents and Families,

Your student maybe on technology a lot more than usual in the coming weeks. They might be gaming with friends online, texting with a friend, or recording a YouTube video. Technology has benefited our lives greatly and can also be a challenge – especially when it comes to deciding what to share and how much. Help your student develop a healthy digital footprint by discussing the long-term consequences of posting pictures and videos online. Watch these videos together to get the conversation started:

Video 1 or Video 2

Cyberbullying video: How to Beat Cyberbullies

Internet Safety video: Safe Web Surfing: Top Tips for Kids and Teens Online