K-12.SeA.1: Demonstrates an awareness and understanding of own emotions.
K-3.SeA.1.1: Recognize and label their emotions and feelings.
Use stories to have students identify a time they may have had the same feelings as a character and ask them to discuss in small groups (or draw a picture or write simple sentences in their journals) to describe how they handled those situations.
Select books that deal with emotions and feelings, such as "The Color Monster" by Anna Llenas or "Today I Feel Silly" by Jamie Lee Curtis, and have students identify and label the different emotions that the characters in the story experience.
Ask students to write journal entries about their emotions and feelings, or create their own books about different emotions. This can help students identify and label their own emotions, as well as recognize the emotions of others.
Role-playing can be a fun and interactive way to help students practice identifying and labeling emotions. Divide the class into small groups and assign each group a different emotion to act out. Students could take turns guessing which emotion their classmates are portraying.
K-3.SeA.1.2: Identify positive and negative emotions.
After discussing various emotions, you can ask students to identify which ones they think are positive and which ones are negative. Students can also share examples of situations that might make them feel a particular emotion.
Choose books that have characters experiencing a range of emotions, both positive and negative. After reading the story, ask students to identify the emotions the characters were feeling and discuss why they might have felt that way.
Play emotion charades: Write different emotions on pieces of paper and have students take turns acting out the emotions while the rest of the class guesses what emotion they are portraying.
Create emotion collages: Provide magazines, newspapers, and other materials for students to create collages that represent different emotions. Ask students to explain why they chose certain images to represent each emotion.
K-3.SeA.1.3: Identify emotions related to different situations or events.
Use stories and books to discuss the characters’ feelings and how those feelings affected others and ultimately the outcome of the story.
Students can be asked to share examples of situations or events that make them feel different emotions. For example, a teacher might ask, "How do you feel when you have to say goodbye to someone you love?"
K-12.SeA.2: Demonstrates awareness of personal strengths, challenges, aspirations and cultural, linguistic, and community assets.
K-3.SeA.2.1: Describe their personal qualities, such as likes and dislikes, needs and wants, strengths and challenges.
Students can create a "Me" poster or booklet that includes information about themselves, such as their favorite foods, hobbies, and interests. They can also share what they think they are good at and what they might need help with.
Have students complete a project to identify their own personal interests or strengths (e.g., draw a picture or write brief answers on a worksheet to share with a caregiver at home or in peer pair share).
Routinely give students the opportunity to reflect on what they like to read or what kinds of stories or poems they prefer. Also ask students why they like to read the types of materials they identified. “Why do you think you liked this story especially?,” “Why do you think you like reading these kinds of books?”
K-3.SeA.2.2: Describe an activity/task in which they may need help in order to be successful.
During a writing activity, students can be asked to write about a time when they needed help with something. For example, you might ask them to write about a time when they needed help tying their shoes or learning a new skill.
K-3.SeA.2.3: Identify family, peer, school, community, cultural, and linguistic strengths.
As a class, students can brainstorm and share their strengths in different areas. For example, you might ask them to share what they think their strengths are at school or at home. Students can also share their family, cultural, and linguistic strengths.
K-12.SeA.3: Demonstrates awareness of personal rights and responsibilities.
K-3.SeA.3.1: Describe what it feels like to feel safe and respected.
Choose books that focus on the themes of safety and respect, such as books about bullying or books that emphasize the importance of being kind to others. After reading the story, ask students to describe what it means to feel safe and respected.
During a class discussion about what it means to feel safe and respected, students can share examples of how they know when they feel safe and respected. For example, a student might say, "I feel safe when I know the rules and I know what's expected of me."
Provide writing prompts that encourage students to describe what it feels like to feel safe and respected. For example, you might ask them to describe a time when they felt safe and respected, or to write a story about someone who learns how to make others feel safe and respected.
K-3.SeA.3.2: Explain positive and negative consequences for their choices and actions.
Provide students with reflective writing prompts that encourage them to think about the positive and negative consequences of their choices and actions. For example, you might ask them to reflect on a time when they made a good choice and experienced a positive consequence, or to write about a situation where they made a bad choice and faced a negative consequence.
Choose books that explore the theme of cause and effect, such as books about characters who face consequences for their choices and actions. After reading the story, discuss with students the positive and negative consequences that the characters faced.
Create a consequence chart: Create a chart that lists different choices and actions, and their corresponding positive or negative consequences. Have students work together to brainstorm different examples and add them to the chart.
K-3.SeA.3.3: Demonstrate responsibility in taking care of their own belongings.
Choose books that feature characters who demonstrate responsibility, such as books about taking care of pets or keeping a tidy room. After reading the story, discuss with students the responsibilities that the characters demonstrated.
Create a chart that lists different responsibilities, such as keeping desks clean or returning library books on time. Have students work together to decide on the responsibilities that are most important and add them to the chart.
Provide students with reflective writing prompts that encourage them to think about their own responsibilities and how they can take better care of their belongings. For example, you might ask them to reflect on a time when they did not take responsibility for their belongings and what they could have done differently.
K-3.SeA.3.4: Demonstrate responsibility when using others’ belongings, e.g. asking permission and taking care of the belongings.
Choose books that feature characters who demonstrate responsibility when using others' belongings, such as books about borrowing toys or sharing supplies. After reading the story, discuss with students the responsibilities that the characters demonstrated.
Provide students with reflective writing prompts that encourage them to think about their own responsibility when using others' belongings. For example, you might ask them to reflect on a time when they borrowed something from a friend and what they did to show responsibility.
Conduct a show-and-tell activity: Have students bring in items from home that are important to them and discuss with the class how they would want others to treat those items. This can help reinforce the idea of respecting others' belongings and being responsible when using them.
K-12.SM.1: Demonstrates the skills to manage and express their emotions, thoughts, impulses and stress in effective ways.
K-3.SM.1.1: Demonstrate calming strategies in order to manage emotions, thoughts, impulses and stress.
Provide students with reflective writing prompts that encourage them to think about their own emotions and how they can manage them. For example, you might ask them to reflect on a time when they felt stressed and what strategies they used to calm down.
Introduce a mindfulness practice at the beginning or end of the class, teaching students different calming strategies to manage their emotions, thoughts, impulses, and stress. Students could practice deep breathing, visualization, or other techniques to help them regulate their emotions and stay focused during class.
K-3.SM.1.2: Describe how feelings relate to thoughts and behaviors.
Choose books with relatable characters that demonstrate how their feelings impact their thoughts and behaviors. After reading the story, have students discuss and identify the connections between the characters' feelings, thoughts, and behaviors.
Create mind maps with students to visually represent the connections between feelings, thoughts, and behaviors. This will allow students to see how their thoughts and behaviors can be influenced by their emotions.
Give students opportunities to journal about their own feelings and how they impact their thoughts and behaviors. This can help them develop self-awareness and identify patterns in their own emotional responses.
K-3.SM.1.3: Recognize that they have choices in their behaviors.
Choose books that illustrate how characters make choices and experience the consequences of those choices. After reading, discuss with students how the characters' choices impacted the story and how different choices could have led to different outcomes.
Set aside time for classroom discussions about the power of choice. Ask students about times when they have made choices and how those choices affected them and others around them. Encourage them to think about different choices they could have made and how those choices might have changed the outcome.
K-3.SM.1.4: Recognize the importance of not giving up (perseverance).
Choose books that demonstrate how characters can overcome challenges and achieve their goals through perseverance. Discuss with students the obstacles that characters faced and how they persevered to overcome them.
Have students write about a time when they faced a challenge and how they persevered to overcome it. This can help students reflect on their own experiences and develop a growth mindset.
Create a growth mindset chart with students, listing different strategies they can use to persevere when facing challenges. Refer to the chart regularly to reinforce the importance of perseverance.
During a lesson talk about how you motivate yourself—to keep yourself going—when you might want to give up.
Share stories or examples of people who have persevered through challenges and difficulties, emphasizing the importance of not giving up. Encourage students to keep trying, even when they encounter obstacles, and celebrate their successes along the way.
K-12.SM.2: Demonstrates the skills to set, monitor, adapt, achieve and evaluate goals.
K-3.SM.2.1: Identify personal goals with assistance from an adult.
Have students set personal goals for themselves, such as reading a certain number of books or improving their reading speed. Assist students in identifying achievable goals by discussing their interests, strengths, and areas for growth.
K-3.SM.2.2: Monitor progress towards personal goals with assistance from an adult.
Provide students with a reading log to track their progress towards their reading goals. Encourage students to monitor their progress regularly and reflect on their reading habits.
Have students reflect on their progress towards their goals and discuss any challenges they have faced. Encourage students to identify strategies they can use to overcome those challenges.
Meet with students individually to discuss their progress towards their goals and offer support and guidance. Encourage students to ask questions and share their concerns.
Create a classroom goal chart to track students' progress towards their individual goals. This can help students stay motivated and accountable for their own learning.
K-3.SM.2.3: Describe and implement simple steps necessary to achieve short-term goals.
Have students set short-term goals for themselves, such as finishing a book or mastering a new reading skill. Discuss with students the steps necessary to achieve those goals, such as setting aside time to read or practicing specific reading strategies.
Provide students with guided practice to help them implement the steps necessary to achieve their short-term goals. For example, if a student's goal is to improve their reading fluency, provide them with specific reading exercises and activities to practice.
K-3.SM.2.4: Identify personal resources to achieve goals.
Create an inventory of classroom resources that can support students in achieving their reading goals. Display the inventory in the classroom, and encourage students to use these resources as needed.
Have students brainstorm a list of personal resources that can help them achieve their goals. These resources could include people (e.g. family members, teachers, peers), tools (e.g. books, reading apps), and strategies (e.g. taking breaks, asking for help).
Encourage students to go on a personal resource hunt to find materials and resources that can help them achieve their reading goals. For example, they can search their home for books, create a reading nook, or create their own bookmarks or reading logs.
Pair students or have them work in small groups to identify personal resources they can share with each other. This can help students learn from each other and build a sense of community in the classroom.
K-3.SM.2.5: Demonstrate the ability to receive and act on feedback.
Encourage students to write responses to their reading in a journal. Then, have them share their responses with a peer or the teacher, and receive feedback on their work.
Pair students up as reading buddies and have them read to each other. After each reading session, they can provide feedback to each other on their reading, such as fluency, comprehension, and expression.
Have students work in pairs or small groups to edit and provide feedback on each other's writing. This can help students learn how to give and receive constructive feedback, and improve their writing skills.
K-12.SoA.1: Demonstrates awareness of and empathy for individuals, their emotions, experiences and perspectives through a cross-cultural lens.
K-3.SoA.1.1: Identify a range of emotional expressions in others, e.g., by facial expression or tone of voice.
Choose books that have characters with a range of emotional expressions, and encourage students to identify and discuss the emotions displayed in the illustrations and dialogue. For example, you could read "The Kissing Hand" by Audrey Penn and ask students to identify the emotions of the main character, Chester.
Hold regular classroom discussions where students share their own emotions and talk about how they can identify the emotions of others. Encourage students to use descriptive words and phrases to explain their emotions and how they recognize them in others.
K-3.SoA.1.2: Recognize that others may experience situations differently from them.
Choose books that have diverse characters and perspectives, and encourage students to consider how different characters might experience the same situation differently. For example, you could read "Last Stop on Market Street" by Matt de la Peña and ask students to discuss how the main character, CJ, and his grandmother might see the world differently.
Provide writing prompts that encourage students to consider different perspectives. For example, you could ask students to write from the perspective of a character in a story who has a different experience than the main character.
K-3.SoA.1.3: Anticipate reactions in others in response to a specific situation.
Have students read and discuss stories with different characters who have different emotional reactions to situations. After reading the story, ask students to identify the situations and the emotional reactions of each character. Then, have them predict how other characters might react to the same situation based on what they know about their personalities and emotions.
Have students share personal stories or observations about times when they or someone else experienced a situation differently than they did. Encourage them to ask questions and show interest in others' perspectives, emphasizing the importance of empathy and understanding.
K-12.SoA.2: Demonstrates awareness and respect of groups and their cultures, languages, identities, traditions, values and histories.
K-3.SoA.2.1: Describe ways that people are similar and different.
Choose a children's book that focuses on diversity and differences, such as "The Name Jar" by Yangsook Choi or "All Are Welcome" by Alexandra Penfold. Read the book aloud to the class, pausing to ask questions and discuss the similarities and differences between the characters in the story.
After reading the book, have students work in pairs or small groups to discuss and identify ways that they are similar and different from each other. Encourage them to think about their backgrounds, cultures, interests, and experiences. Have each group share their findings with the class, using the book as a springboard for discussion.
After reading the book, create a Venn diagram or other graphic organizer as a class to compare and contrast the similarities and differences between the characters in the book and the students in the class.
Have each student create a drawing or writing piece that highlights their similarities and differences with their peers. You could display these in the classroom or create a class book to share with other classes or families.
K-3.SoA.2.2: Describe positive qualities in others.
Choose a children's book that features characters with positive qualities, such as "The Dot" by Peter H. Reynolds or "The Giving Tree" by Shel Silverstein. Read the book aloud to the class, pausing to ask questions and discuss the positive qualities of the characters.
After reading the book, have students work in pairs or small groups to identify and discuss positive qualities they noticed in the characters. Encourage them to think about the characters' actions, words, and attitudes. Have each group share their findings with the class, and create a list of positive qualities on the board.
As a class, choose a person (such as a teacher, principal, or community member) to interview about their positive qualities. During the interview, ask questions that encourage the interviewee to talk about their strengths and positive traits. After the interview, have students work individually to write a letter to the interviewee, highlighting their positive qualities and thanking them for their contributions to the community. Collect the letters and deliver them to the interviewee, or display them in the classroom or school for others to see.
K-3.SoA.2.3: Use respectful language and actions when dealing with conflict or differences of opinions.
Choose age-appropriate books that demonstrate respectful language and actions when dealing with conflict or differences of opinions. Examples might include "The Recess Queen" by Alexis O'Neill, "The Sneetches" by Dr. Seuss, or "The Lion, the Witch and the Wardrobe" by C.S. Lewis.
After reading a book or encountering a situation where conflicts or differences of opinions arise, facilitate a class discussion about how characters or individuals in the story used respectful language and actions to resolve the conflict. Encourage students to share their own experiences and brainstorm ways they can use respectful language and actions in their own lives.
Provide students with writing prompts that encourage them to reflect on how they can use respectful language and actions to resolve conflicts in their own lives. For example, you might ask them to write about a time when they had a disagreement with someone and how they could have handled the situation differently using respectful language and actions.
K-12.SoA.3: Demonstrates awareness of how individuals and groups cooperate toward achieving common goals and ideals.
K-3.SoA.3.1: Identify and execute responsibilities that contribute to their classroom.
Students could be given tasks or responsibilities in the classroom, such as passing out materials, organizing bookshelves, or watering plants. They could also brainstorm ways to keep the classroom clean and safe, and come up with a plan to put their ideas into action.
K-3.SoA.3.2: Identify how they help others, e.g., feed the dog, share, or clean up when asked.
Students could share stories or examples of times when they helped someone else, either at home or at school. They could also work in pairs or small groups to identify ways they could help each other, and practice sharing and cooperating.
K-3.SoA.3.3: Express how they feel when they help others.
Students could reflect on how it feels to help someone else, and share their thoughts and feelings with the class. They could also create posters or other visual aids that show different ways to help others, and display them around the classroom or school.
K-12.SoA.4: Demonstrates awareness of external supports and when supports are needed.
K-3.SoA.4.1: Identify an adult they can trust.
Choose age-appropriate books that feature relationships between children and trustworthy adults. After reading the book, discuss with the students why the character found the adult trustworthy and what qualities they exhibited that made them trustworthy.
Invite guest speakers, such as a school counselor, school nurse, or a police officer to come and speak to the class. Encourage students to ask questions and help them understand the role of these adults and how they can help them.
As a class, create a list of trusted adults that students can go to if they need help or feel unsafe. You can then share this list with parents and guardians to encourage them to talk to their children about who they can trust.
K-3.SoA.4.2: Explain situations when students may need help.
Choose age-appropriate books that feature characters who ask for help when they need it. After reading the book, discuss as a class the situation in the story when the character needed help and what they did to get it.
As a class, brainstorm a list of situations when students may need help. For example, a student may need help with schoolwork, may be feeling sad, or may be in a dangerous situation. This can be a reference for students to know when they may need to ask for help.
After reading a book or encountering a situation where a character needs help, facilitate a class discussion about the situation and why the character needed help. Ask students if they have ever been in a similar situation and what they did or would do if they needed help.
K-3.SoA.4.3: Understand how and where to get help in an emergency situation.
Choose age-appropriate books that address emergency situations, such as fire safety, natural disasters, or calling for help in an emergency. After reading the books, discuss as a class what the characters did to get help and emphasize the importance of knowing how and where to seek help during emergencies.
Have students create posters or visual guides that illustrate steps to take in different emergency situations. Encourage them to include important information such as emergency numbers, safe meeting places, and actions to take during specific emergencies. Display these posters around the classroom as a reference.
Integrate emergency-related vocabulary into reading activities by incorporating relevant words and terms into word lists, spelling exercises, or vocabulary lessons. This can help familiarize students with important terminology related to emergency situations.
K-12.RS.1: Demonstrates a range of communication and social skills to interact effectively.
K-3.RS.1.1: Take turns and share with others.
During a reading activity, students can take turns reading a sentence or a paragraph aloud.
Students can share their thoughts and ideas about a story or a character by taking turns to speak during a group discussion.
K-3.RS.1.2: Use facial expressions, body language and tone to effectively communicate thoughts, feelings, emotions and intentions.
Students can practice reading a story with different tones of voice to convey different emotions.
Students can work in pairs to act out a dialogue between characters in a story, paying attention to their body language and facial expressions.
K-3.RS.1.3: Practice sharing genuine encouraging comments to support peers.
Students can be encouraged to share positive feedback with their peers after they have shared their thoughts or ideas during a group discussion.
Students can create cards or notes with positive affirmations or messages of encouragement to give to their classmates.
K-3.RS.1.4: Listen to others when they are speaking.
During a group discussion, students can practice active listening by making eye contact, asking questions, and showing interest in what their peers are saying.
Students can be encouraged to summarize what their peers have said to show that they are listening and understand their perspective.
K-12.RS.2: Cultivates constructive relationships with others.
K-3.RS.2.1: Recognize how various relationships are different.
Choose age-appropriate books that feature diverse characters and relationships, such as families, friends, and community members. After reading the books, discuss as a class the different types of relationships that were portrayed and what makes each one unique.
Provide students with graphic organizers to compare and contrast various types of relationships. For example, students can compare and contrast family relationships, friendships, or relationships with classmates. This can help students understand the differences between the various relationships they encounter.
Provide opportunities for students to learn about different cultural practices and how they influence relationships. For example, students can learn about different family structures or traditions in different cultures. This can help students develop empathy and understanding for others who have different experiences.
K-3.RS.2.2: Identify the qualities others, such as friends, have that you would like to see in yourself.
Choose age-appropriate books that feature characters with positive character traits, such as honesty, kindness, and perseverance. After reading the books, discuss as a class what character traits the characters displayed and which ones the students would like to emulate.
Create a chart that lists positive character traits, such as honesty, responsibility, and respect. Have students add qualities they admire in others and that they would like to see in themselves. Encourage students to share their thoughts and discuss why they chose those traits.
Provide students with writing prompts that encourage them to reflect on positive character traits. For example, students can write about a person in their life who possesses positive character traits they admire and why those traits are important.
K-3.RS.2.3: Demonstrate ability to develop positive peer relationships based on shared activities/interests.
Choose age-appropriate books that focus on friendships and the importance of shared interests. After reading the books, discuss as a class the importance of having shared activities and interests when developing positive peer relationships.
Use group reading activities that encourage collaboration and sharing of ideas. For example, have students work in pairs or small groups to complete a reading activity. Encourage them to share their ideas and work together to achieve a common goal.
Assign collaborative projects that allow students to work together to achieve a common goal. For example, have students work together to create a class book or a reading comprehension activity.
Use classroom games and activities that promote teamwork and positive peer relationships. For example, have students play reading-related games, such as "Reading Bingo" or "Book Club," that encourage them to share their reading experiences and work together to achieve a common goal.
K-12.RS.3: Identifies and demonstrates approaches to addressing interpersonal conflict.
K-3.RS.3.1: Describe what conflict is and feelings associated with it.
Choose age-appropriate books that focus on conflict and the emotions associated with it, such as anger, frustration, and sadness. After reading the books, discuss as a class the different types of conflicts the characters faced and how they felt about them.
Provide students with writing prompts that encourage them to reflect on conflicts they have experienced and the feelings associated with them. For example, students can write about a time they had a disagreement with a friend or family member and how it made them feel.
K-3.RS.3.2: Demonstrate understanding of the other’s point of view when there is conflict.
Provide students with writing prompts that encourage them to reflect on a conflict they have experienced and how they could have better understood the other person's point of view.
Use visual aids such as charts or diagrams to help students understand the concept of different perspectives. For example, draw a circle with "Me" written inside and another circle with "Other Person" written inside, then draw arrows connecting the two circles to illustrate how understanding each other's point of view can lead to conflict resolution.
K-3.RS.3.3: Identify potential solutions to the conflict.
Choose age-appropriate books that focus on conflict resolution and discuss them as a class. Encourage students to identify different solutions to the conflict in the story and discuss the advantages and disadvantages of each solution.
Provide students with writing prompts that encourage them to reflect on a conflict they have experienced and identify potential solutions. Encourage students to think critically and come up with multiple solutions.
Use visual aids such as flowcharts or diagrams to help students visualize the problem-solving process. For example, create a flowchart that outlines the steps to take when trying to resolve a conflict, starting with identifying the problem and ending with evaluating the solution.
K-12.RDM.1: Considers ethical standards, social and community norms and safety concerns in making decisions.
K-3.RDM.1.1: Identify and follow shared bus, classroom and school norms.
Provide students with writing prompts that encourage them to reflect on a time when they followed or did not follow a rule and the consequences of their actions. This can help them better understand the impact of their behavior on the school community.
Choose age-appropriate books that focus on following rules and norms in different settings, such as school, home, or public places. After reading, discuss the rules that were followed or not followed and why it is important to follow them.
K-3.RDM.1.2: Identify and illustrate safe and unsafe behaviors.
Choose age-appropriate books that focus on different safety topics such as pedestrian safety, fire safety, or internet safety. After reading, discuss the safe and unsafe behaviors that were portrayed in the story and why it is important to follow safe behaviors.
Have students work in pairs or small groups to create posters that illustrate safe and unsafe behaviors in different situations. For example, students could create a poster illustrating safe behaviors when crossing the street or unsafe behaviors when playing with matches.
Provide students with writing prompts that encourage them to reflect on safe and unsafe behaviors in their daily lives. For example, they could write about a time when they followed a safety rule and how it helped keep them safe.
Create a sorting activity where students sort pictures or scenarios into safe and unsafe categories.
K-3.RDM.1.3: Understand that decisions can have positive and negative effects on themselves and others.
Have students work in pairs or small groups to create posters or skits that illustrate the positive and negative effects of different decisions. For example, they could create a poster illustrating the positive effects of recycling or a skit showing the negative effects of littering.
Provide students with writing prompts that encourage them to reflect on their decisions and the impact they had on themselves and others. For example, they could write about a time when they made a good decision that helped someone else or a time when they made a bad decision and how it affected themselves and others.
K-12.RDM.2: Applies and evaluates decision-making skills to engage in a variety of situations.
K-3.RDM.2.1: Implement "Stop, Think, and Act" strategy when making decisions.
Read a story or passage about a character who makes impulsive decisions, and discuss what could have happened if the character had stopped and thought before acting.
Encourage students to reflect on their decision-making by writing in a journal or completing a reflective writing prompt. Ask them to describe a time when they used the "Stop, Think, and Act" strategy and how it helped them make a better decision.
Create an anchor chart that outlines the steps of the "Stop, Think, and Act" strategy and display it in a prominent place in the classroom. Refer to the chart throughout the day and encourage students to use it when making decisions.
K-3.RDM.2.2: Demonstrate cooperation with social and classroom norms and procedures.
Read books that highlight the importance of cooperation and teamwork, such as "The Three Little Pigs" or "Stone Soup". Discuss how the characters in the stories work together to achieve a common goal and relate the lessons learned to the importance of cooperation in the classroom.
Create a classroom procedures scavenger hunt where students must find and follow various classroom procedures (e.g., where to find pencils, how to line up, etc.). This activity reinforces the importance of following classroom procedures and provides an opportunity to praise students who demonstrate cooperation.
K-3.RDM.2.3: Explain the consequences and rewards of actions on self, other, or group.
Choose reading materials that feature characters making decisions with both positive and negative consequences. After reading, discuss the consequences of the character's actions on themselves and others. Ask students to explain how the character's decisions impacted their own lives and the lives of others.
Create cause and effect charts to help students understand the consequences of their actions. For example, if a student does not complete their homework, the consequence could be a lower grade. If a student helps a classmate with their work, the reward could be a stronger friendship or recognition from the teacher.
Provide students with a reflection journal where they can record their thoughts and ideas about the consequences and rewards of their actions. Encourage them to reflect on situations where they made choices that had consequences and how they could have made different choices to achieve different results.