Character Guidebook Elementary K-5

Purpose

Why is this important?

Character is one of the 21st Century skills that students need in order to be ready to self-direct in their learning. Having the key skills that come along with strength of character allows students to be part of the planning of their instruction and assessment. In order “to use the full potential of their minds, students must learn to filter distractions and interruptions and to think deeply and critically” (Cash, 5).

Cash, Richard M. 

Self-Regulation in the Classroom Helping Students Learn How to Learn: 

Free Spirit Publishing, 2016

Key Steps in Teaching Character Strategies:  

1.     Isolate the skill needed to be taught

2.     Provide students with direct teaching to learn strategies and practice self- awareness

3.     Provide and allow opportunities for students to practice the skills and strategies and reflect often.  This takes time at first but students are rewarded for their efforts once they are able to master their practiced skill.

4.     Revisit strategies and skills often.

Explicit Teaching

To be able to learn and grow in 21st Century Competency understanding, it is important to teach each skill and let students experience what each skill looks like as well as how you can grow in each area. Caution: By simply saying the word "character, communication or collaboration...etc" students may not get a full understanding of each skill. Explicitly teaching and utilizing skills in different ways is what will ultimately promote deep understanding and growth in 21st Century Competencies.

Sun West Lesson Plan Template

Timeline Suggestions for Explicit Teaching

The document below provides a year plan to teach each of the 21st century skills. It is beneficial to have an explicit teaching plan to ensure each skill is taught; however skills should also be reinforced as much as possible throughout class time. 

21st Century Skills Year Plan

Lesson Plan Ideas

Be Organized

Why are good organizational skills necessary in everything? * They allow you to work efficiently and effectively at any task you undertake. * They reduce stress that can hinder your achievement * They buy you time and energy to reach your true potential * They allow your true talents and abilities to shine through by preventing chaos and disorder Be Organized Resources

Time Management Matrix

Steps of Executive Functioning:

1. Analyze a task. Figure out what needs to be done.
2. Plan how to handle the task.
3. Get organized. Break down the plan into a series of steps.
4. Figure out how much time is needed to carry out the plan, and set aside the time.
5. Make adjustments as needed

Finish the task in the time allotted.

Executive Function Strategies include:

•  Eat Way Visual Timers
•  Chunking Assignments
• Writing the time on their assignment when you check in on them
• Graphic Organizers
•  Color code handouts
• Pictures of organized locker (a standard for students to compare too daily)

Have students use Day Planners or electronic Calendars to set appropriate timelines

Polk Elementary's ideas on why, when, how to get students organized and resources to use:   http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/tier_3_interventions/organizational_tools/

The why of getting organized and lesson plans for teachers:   https://www.yourstoragefinder.com/why-teachers-must-invest-in-teaching-kids-organizational-skills

Tedx about Life Balance and why multi tasking doesn't work:  Sara Cameron 

https://www.youtube.com/watch?v=II_Qyf0Vw9g

Embody Grit - Go for it/Finish it

GRIT Books
I Can Be Anything - Jerry Spinnely
The Magnificent Thing by Ashley Spires
Sam and Dave Dig a Hole by Mac Barnett

Try 3 Before You Ask Me

Self-Regulate

Self-Regulate Books
Self- Regulation in the Classroom (All Sun West schools should have this resource in their library)
Alexander and The Horrible, Terrible, Very Bad Day - by Judith Voirst
My Mouth was a Volcano - by Julia Cook
When Sophie Gets Angry, Really, Really Angry - by Molly Bang
Frog and Toad - by Arnold Lobel (4 Stories)
Pete the Cat - by James Dean (James Dean has a variety of Pete the Cat books that are all engaging for early learners.)
Scaredy Squirrel Series - by Melanie Watt

Self-Regulation Games:

Set Challenges

Integration of Skills

Intentional integration of 21st Century Competency language in all day-to-day activities supports the development of routine reflection, skill use, and growth in support of curricular knowledge acquisition. 

Why?

If we do not intentionally integrate 21st Century Competency connections into our learning environments, it is easy to forget about them. As the language becomes routine, growth in skills can and should be explored regularly. Ultimately the 21st Century Competencies are the skills needed to be successful in all day-to-day activities as well as future career opportunities. By being intentional in integrating the language and skill use in all aspects of learning, understanding of the skills can be applied and reflected upon to look for areas of potential growth and application.

How?

Once skills have been explicitly taught, integration of 21st Century Competencies can be achieved by connecting skills to all curricular areas, participating in pre-and post reflections (allowing students to predict which skills will be needed and subsequently which skills need to be worked on) and the use of 21st Century Competency rubrics to track growth. 

Example: by using learner profile data, students can reflect on which skills they need to employ for a particular activity and based on this information, choose group members that have strengths or challenges in those skill areas.

Examples

When integrating 21 Century Competency language in all areas of learning consider the following resources. As you use similar resources in your own learning environment, notice when you can relate them back to growth and understanding of the 21 Century Competencies.

In ELA

This will likely be your focus area with character.  Be sure to included regular lessons on the following topics, and providing ample opportunity to practice, share and reflect.

• Being organised can be demonstrated throughout ELA through the use of checklists, agendas, and graphic organizers .
• Explicitly teaching GRIT and how to set challenges; ELA Assess and Reflect outcomes are connected to goal setting. 
• In order to complete ELA work students need to practice and employ self-regulation. Teaching students strategies on how to self-regulate is critical to their success. There are many useful books and other resources listed in the "Print Based Resource" section of this guidebook that would benefit teaching these skills. 

In Math

Character is important in all areas of school and life, and should also be discussed, modeled and used in Math. Be sure to include the following opportunities for your students:

• Being organised aids in clarity. Teach students how to follow steps and show their work. 
• Students should set learning goals in math and work to complete them by showing GRIT and self-regulation. Teach students to set challenges for themselves and to reach their potential.

Math Games to Support GRIT

Teachable moments

Whenever a question, situation, comment or activity that involves a connection to a 21 Century Competency arises, take a moment to talk to students about it. Discussing skills, how they integrate into everything you do in life makes the reflection on the importance of skills a habit. This habit will instill a growth mindset around  developing skills to their fullest potential. Teachable moments can be as short as 20 seconds. Make it your habit and it will become theirs!

Tracking Growth

When considering 21st Century Competency application, it is essential for both the teacher and the student to track growth. There is clear potential for growth in skill use throughout our lives. To ensure growth and understanding of application is taking place, we can easily track progression using rubrics, checklists, and self-assessments.

Formative Assessment

Formative assessments of 21st Century Competencies include anecdotal documentation, self-assessments and rubric check-ins. These formative assessments provide snapshots of growth throughout the learning process and allow goal setting to take place.

Reflection Documents

Assessing Growth

Summative Assessment

Exemplar Rubrics

Character K-5

Character K-5 Exemplar Rubric

Co-creating Rubrics

Exemplar rubrics have been developed for K-5, 6-9 and 10-12. To connect fully with students in their understanding of skill application and growth, a recommendation would be to re-write the rubric with the students to include their understanding of the skill, goals for integration in learning and commitment to the skill development.

Resources

Letitripple Resource Hub (5,000+ curated resources to help develop character year-round) http://www.letitripple.org/character-day/education-hub/

Sun West Resource Bank Elementary Character Resources

Print based

Sun West Original Print Based Character K-5 Guidebook:  CharacterGuidebook.docx

Book Be Organized: Over Scheduled Andrew – Ashley Spires

Books Grit:

·         I Can Be Anything – Jerry Spinnely

·         The Magnificent Thing—Ashley Spires

·         Same and Dave Dig a Hole – Mac Barnett

Books Self-Regulate: 

• Alexander and the Horrible, Terrible, Very Bad Day – Judith Voirst
•  Alexander, Who is Trying to be the Best Boy Ever – Molly Bang
•  My Mouth was a Volcano – Julia Cook
• When Sophie gets Angry, really, really Angry – Molly Bang
• Frog and Toad – Arnold Lobel
• Pete the Cat – James Dean
• Scardey Squirrel – Melanie Watt

See below for organizers, planners, and templates to help support teaching character traits in your classroom:

10 Writing Graphic Organizers

"I Wonder" Template

Essay Map

Gathering Grid

Grade 4 Math - Unit Organizers and Self-Reflections

Gathering Grid

Videos

Interactive

Educational Articles

7 Tips for Building Character in Schools

Education World

How Character Education Helps Kids Learn and Develop

Web Sites

Understanding “Executive Functioning Skills”

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/a-day-in-the-life-of-a-child-with-executive-functioning-issues