Chapter 3: School Family - Conscious Discipline
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Chapter 3: School Family

“After seeing the crying parents of the girl he murdered, a teenager muttered these words: I don’t know why they’re crying; I’m the one going to jail.”
— Dr. Bruce Perry

1
Connecting Home Family to the School Family
2
The Story of Fern Creek
3
D.J. Batiste: From Gang Leader to Graduate
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Integrating Conscious Discipline and the Common Core

Discover ways to integrate Conscious Discipline and the common core.

Kindergarten

Key Ideas and Details

Craft and Structure

  • CCSS.ELA-LITERACY.RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas

  • CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Range of Reading and Level of Text Complexity

Comprehension and Collaboration

  • CCSS.ELA-LITERACY.SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  • CCSS.ELA-LITERACY.SL.K.1.A - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • CCSS.ELA-LITERACY.SL.K.1.B - Continue a conversation through multiple exchanges.
  • CCSS.ELA-LITERACY.SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • CCSS.ELA-LITERACY.SL.K.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

1st Grade

Key Ideas and Details

Craft and Structure

  • CCSS.ELA-LITERACY.RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • CCSS.ELA-LITERACY.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
  • CCSS.ELA-LITERACY.RL.1.6 - Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

Comprehension and Collaboration

  • CCSS.ELA-LITERACY.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  • CCSS.ELA-LITERACY.SL.1.1.A - Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
  • CCSS.ELA-LITERACY.SL.1.1.B - Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
  • CCSS.ELA-LITERACY.SL.1.1.C - Ask questions to clear up any confusion about the topics and texts under discussion.
  • CCSS.ELA-LITERACY.SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • CCSS.ELA-LITERACY.SL.1.3 - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

  • CCSS.ELA-LITERACY.SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • CCSS.ELA-LITERACY.SL.1.6 - Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)

2nd Grade

Key Ideas and Details

  • CCSS.ELA-LITERACY.RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • CCSS.ELA-LITERACY.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • CCSS.ELA-LITERACY.RL.2.3 - Describe how characters in a story respond to major events and challenges.

Craft and Structure

  • CCSS.ELA-LITERACY.RL.2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • CCSS.ELA-LITERACY.RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • CCSS.ELA-LITERACY.RL.2.6 - Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas

  • CCSS.ELA-LITERACY.RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • CCSS.ELA-LITERACY.RL.2.9 - Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Comprehension and Collaboration

  • CCSS.ELA-LITERACY.SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • CCSS.ELA-LITERACY.SL.2.1.A - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  • CCSS.ELA-LITERACY.SL.2.1.B - Build on others' talk in conversations by linking their comments to the remarks of others.
  • CCSS.ELA-LITERACY.SL.2.1.C - Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • CCSS.ELA-LITERACY.SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • CCSS.ELA-LITERACY.SL.2.3 - Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

  • CCSS.ELA-LITERACY.SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • CCSS.ELA-LITERACY.SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.
  • CCSS.ELA-LITERACY.SL.2.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language Standards 1 and 3 here for specific expectations.)

Kindergarten and 1st Grade Examples

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Narrative

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  • Kindergarten Standard: CCSS.ELA-LITERACY.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
  • 1st Grade Standard: CCSS.ELA-LITERACY.W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

(Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 For more information, please visit our pages for Developers & Publishers, Terms of Use, and Public License.)

Kindergarten and 1st Grade Examples

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Information

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  • Kindergarten Standard: CCSS.ELA-LITERACY.W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • 1st Grade Standard: CCSS.ELA-LITERACY.W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

(Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 For more information, please visit our pages for Developers & Publishers, Terms of Use, and Public License.)

Kindergarten and 1st Grade Examples

.pdf

Information

Download PDF (338 KB)
  • Kindergarten Standard: CCSS.ELA-LITERACY.W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • 1st Grade Standard: CCSS.ELA-LITERACY.W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

(Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 For more information, please visit our pages for Developers & Publishers, Terms of Use, and Public License.)

1st Grade Examples

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Data

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  • CCSS.MATH.CONTENT.1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

(Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 For more information, please visit our pages for Developers & Publishers, Terms of Use, and Public License.)

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Test-Taking Rituals
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Elijah’s Journey
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Implementation and Organization Forms

Infant / Toddler

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Infant / Toddler Rituals

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Morning Messages for Infant / Toddler Centers

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PreK - 5th Grade

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Creating the School Family

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Meaningful Jobs

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Rituals: Creating Connections

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Ritual Songs

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Staff / Administration

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Creating the Staff Family

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School Family Jobs for Staff

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Skills for Creating a School Family

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Conscious Discipline School Family Components Rubric

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Conscious Discipline Skills Rubric

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Administrator's Self-Evaluation Guide to Conscious Discipline Implementation

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Power of a School Family
 
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