Introducing The story
Note to the Educator:
Involve the class in learning one new self-regulatory strategy each week, for the duration of 15 weeks. At the beginning of the week, the strategy will be introduced, followed by a tangible activity as well as the following:
• Continue to reinforce the strategy as indicated in the sections below.
• Write a reminder on the board during morning meeting (or include this as a class job): "Our super power of the week is ________________ . What is one way that we can use this today?"
• Place the appropriate Desk Strip/Table Strip Reminders on student desks/tables.
• Display the “At a Glace” Reminder Chart (Part II pages 105-108) –keep this as a reminder throughout the year
Introduction
Before formal introduction of the book and strategies (super powers), introduce the superhero, Self-Control, pages 13-18. Consider having the class draw their own representational figure of self-control after the reading.
Introduce the “super power of the week” by saying, "I am going to give you choice and control to choose your "Just Right" spot to sit so that you can do your best listening. Show me that you can have AMAZING self-control like our friend Self-Control and get ready to learn an awesome super power so that we can feel JUST RIGHT. When we are just right, we feel happy, peaceful, and are ready to listen and learn. Let s get started!" Allow for flexible seating. You may want kids in a semi- circle with you in the middle. It s ok if kids are laying on their bellies for most exercises, as long as they are active participants and showing good body control.
Display a visual of the strategy to be discussed (each “super power” has a picture accompanying illustration). Keep it displayed throughout the week.
Reading The Story
Read through one super power example. Note: If you have a student who tends to be the class clown, consider calling on him/her quickly as a role model for doing the super power so well (before they have a chance to act silly!) Thus, you are linking positive reinforcement, internal gratification, and self-regulation together all at once!
Involve students in the activity that follows . (Additional information on many of these are included in Part II.)
After The Story
After having children sit and attend to the read-aloud portion, it s important to embed movement into the lesson; preferably movement that is purposeful, involves large body movement, crosses midline (that is, one part of the body goes to the other side of the body-allowing cross-hemispheric integration), and serves to signal a transition. Have your class stand up and do a two minute gross motor exercise to keep them focused. A good example would be “cross crawls.” In this exercise, the child brings one elbow and the opposite knee together slowly and with control-and switch legs/elbows). Other good exercises that serve as good movement breaks at the transition between the read aloud to the next Super Power Activity (see below) include: jumping jacks, or jumping/hopping/skipping/marching to their tables from the rug.
Super Power Activity: Reinforce the activity in one or more of the following ways: laminated visual from chart at desks (pages 105-108); bracelet with laminated visual of single strategy on string (hole-punched) worn by all students
Throughout the week, embed the strategy in other lessons and academic talk. For example, for "Make a Mantra” strategy," you may want to pause during a read aloud dealing with a character who is frustrated or angry, and suggest to the class, "Maybe _______ should try our “Make a Mantra” strategy! Can you give an example of a good one that he/she can try using in this situation?"
At the end of the week, recognize their mastery of the super power with a special certificate. (See Part II.)