Grades 3-6. This new training program features a collection of 31 captivating folktales for teaching social skills to elementary students. It emphasizes written language (reading and writing), expressive language (role playing), and receptive language (storytelling).
Although this curriculum stands alone, the authors suggest that it can be used as an extension of their recent publication for younger students—Taking Part: Introducing Social Skills to Children (Pre K-Grade 3).
Working Together’s lessons and activities are divided into five units:
- Making Conversation and Expressing Feelings
- Cooperating with Peers
- Playing with Peers
- Responding to Conflict and Aggression
- Performing in the Classroom
Appendixes provide 64 reproducible blackline masters, posters listing the skill steps for each skill, a parent letter for each unit, and self-assessment forms that students can use to rate their own progress. A CD is included with the manual. It contains printable PDFs of the stories, reproducible student handouts, and program forms.
“The program offers an intriguing and novel approach to social skills training that may well be motivating for typical and special needs students. . . . Each Skill is introduced using a folktale. The tale provides a rationale for performing the skill. Five to six activities are then outlined that can be used to teach, reinforce and maintain the skill. The curriculum also includes Puzzlers which are tricks or problem solving activities related to the Unit Skills. The Puzzlers are used as ‘icebreakers’ that offer an amusing, intriguing way to introduce a skill. . . . The lessons are easily adjusted to older students with special needs and many activities will work with younger as well as older students. Lessons are creative and activities are varied which may help students stay motivated and interested in the program. Activities designed to generalize skills across different settings are included in the program. The program includes parent letters associated with each unit and parent involvement is encouraged.”
—Birgit Lurie, Arizona Association of School Psychologists Newsletter
“For any given social skill lesson in this curriculum, the authors provide consistent elements: a description of materials, story presentation, discussion of content, discussion of skill, presentation of a poster, understanding the skill, practice suggestions, maintenance, and extension activities. . . . The authors chose actual folktales from around the world, representing eclectic cultures and times. . . . For instance, there are folktales whose origins are English, Mexican, Japanese, East African Swahili, Cambodian, Hawaiian, Russian, Jewish, and more. . . . The text’s most intriguing feature is that its appendixes provide 64 reproducible blackline masters, posters listing the skill steps for each skill, a parent letter for each unit, and self-assessment forms that students can use to rate their own progress. Best of all is that a CD-ROM is included, containing printable PDFs of the stories, reproducible student handouts, and program forms. . . . this is a well-conceived effort which is designed to be self-contained, and easily utilized with little preparation needed. It would easily fit into existing social studies or literature curricula.”
—James Persinger, KASP Newsletter, Kansas Association of School Psychologists