STUDY SKILLS GRADE 6 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 BOE Approval Date: August 29, 2016 Michael Nitti Revised: District Staff Superintendent In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.
Table of Contents Page Scope of Essential Learning: Unit 1: Academic Self Confidence (1-2 Days) 1 Unit 2: Getting Ready to Learn, Study Tips and What Kind of Learner Are You? (1-2 Days) 3 Unit 3: Goal Setting and Time Management (1-2 Days) 5 Unit 4: Learning and Remembering (Pacing 1-2 Days) 7 Unit 5: Note Taking, Graphic Organizers and Charts (1-2 Days) 9 Unit 6: Homework 101 (1-2 Days) 11 Unit 7: Test-Taking Tips (1-2 Days) 13 Unit 8: Keeping Your Cool: Stress Management Skills (1-2 Days) 15 Common Core State Standards Complete Descriptions 17
1 Unit 1: Academic Self Confidence (Pacing 1-2 Days) Why Is This Unit Important? In this unit of study, students will learn the skills for academic self-confidence, learning and success. The big ideas embedded in this unit include the following: Demonstrate pride in work and achievement. Practice taking responsibility for schoolwork. Enduring Understandings Develop an appreciation for quality work. Essential Questions Why is self-confidence important for academic success? Why is it important to take responsibility for schoolwork? Acquired Knowledge The students will know: The importance of developing self-confidence and its relationship to academic success. The importance of taking responsibility for schoolwork and its correlating affect on academic success. Acquired Skills The students will be able to: Identify what good school work is. Assess personal strengths and weaknesses in achieving quality work. Identify the steps necessary to produce quality school work. Discuss the positive and negative consequences of taking responsibility and/or not taking responsibility for one s schoolwork and the short and long-term effects. Benchmark or Major Assessments Production of Items Student samples of best school work Preparation of Bulletin Board with Best School Work
2 Instructional Materials Handout attached: Academic Self-Confidence (Identifying Quality Work) by Christine Ward Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. What Teens Need to Succeed: Proven, Practical Ways to Shape Your Own Future. Peter L. Benson, Ph.D., Judy Galbraith, M.A. and Pamela Espeland. C1998. Free Spirit Publishing Interdisciplinary Connections Academic Self-Confidence can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ Accommodations or Modifications for Special Education, ESL or Gifted Learners For group activities, accommodations can be made as the groups are formed (i.e., mixed ability groups, grouping based on student strengths, groupings based on interest, etc.). Utilizing real school materials such as one s own homework will help the student grasp the concept of best schoolwork. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-6 CCSS.ELA-Literacy.CCRA.L.1-6
3 Unit 2: Getting Ready to Learn, Study Tips and What Kind of Learner Are You? (Pacing 7-10 Days) Why Is This Unit Important? In this unit of study, students will learn: What they need to know to achieve academic success. Time management. The importance of motivation and taking care of your whole self as a learner. How to set up a positive study area. To identify resources. The big ideas embedded in this unit include the following: To develop an understanding of what a well-rounded learner looks like and how to become that kind of student. Enduring Understandings Learning is a multi-step task that takes preparation and support. Essential Questions Why is preparation for learning vital to academic success? Who are my resources for achieving academic success? Acquired Knowledge The students will know: What is needed to be a successful student. The importance of creating positive habits. Resources in and out of school that can support their success. How to become a motivated learner. The value of hard work. The importance of paying attention and concentrating. How to set up a good study location. The role of a healthy life style in achieving academic success. Their current strengths as a learner. Acquired Skills Students will be able to: Identify strengths as a learner. Set up a good study location.
4 Describe healthy life style choices and how they influence learning. Identify resources. Benchmark or Major Assessments Creation of a list of resources Mapped out study location: Take Home Activity Instructional Materials Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Interdisciplinary Connections Preparation and identification of personal strengths must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ Accommodations or Modifications for Special Education, ESL, or Gifted Learners Preparation and identifying personal strengths can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-3, 6.1a-d, 6.2, 6.3
5 Unit 3: Goal Setting and Time Management (Pacing 3-4 Days) Why Is This Unit Important? In this unit of study, students will learn: To stress the importance of goals in achieving school success. To define the idea of long-, medium- and short-term goals. To identify their own long-, medium- and short-term goals. To utilize time-management strategies. The big ideas embedded in this unit include the following: Developing goal setting strategies. Assessing and developing time-management. Enduring Understandings To develop an appreciation for time management and goal setting as it relates to academic success. Essential Questions Why is time management critical to academic success? What are the differences between long-, medium- and short-term goals? Acquired Knowledge The students will know how to: Identify long-, medium- and short-term goals. Assess their current time management skill level and develop strengthened awareness of the importance of time management. Acquired Skills Students will be able to: Identify, assess and acquire time management skills. Develop long-, medium- and short-term goals. Understand the impact of time management and goal setting as they relate to their academic success. Benchmark or Major Assessments Production of Items: Time analysis form Goal Setting worksheet
6 Roles Questionnaire Skills for Classroom Success List Instructional Materials Books/Teacher Manuals and Hand-Outs: Skills for Living: Group Counseling Activities for Young Adolescents. Rosemarie Smead Morganett, Volume One Improving Study and Test-Taking Skills. Mark Twain Media/Carson-Dellosa Publishing Company, Inc. Applying Critical Thinking to Learning (Goal Setting), Christine Ward. Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Interdisciplinary Connections Time management and goal-setting can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ www.mentoring.org/downloads/mentoring_429.pdf Accommodations or Modifications for Special Education, ESL, or Gifted Learners Goal setting and time management can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-3, 6-8, 10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-4, 4-6, 6.1a-d, 6.2, 6.3 CCSS.ELA-Literacy.CCRA.L.1-4, 6
7 Unit 4: Learning and Remembering (Pacing 3-4 Days) Why Is This Unit Important? In this unit of study, students will learn: Multiple strategies to strengthen retention of materials. To make material meaningful when putting it into memory. To create mental pictures of the information to remember. How to read and recall retained textbook information. The big ideas embedded in this unit include the following: Retention of information. Enduring Understandings The student will develop the skills to enhance the retention of materials presented and how to recall the materials. Essential Questions How do you use the SQ3R method when reading a text book? What are the strategies developed to aid in the retention of material? How do you create a mental picture? Acquired Knowledge The students will know how to: Develop the skills to create a mental picture as an aid to retained information. Utilize strategies to aid in retention and recall. Exhibit mastery of the SQ3R method when reading text book information. Acquired Skills Students will be able to: Explain SQ3R method. Describe the mental picture method of recalling information. Utilize strategies like: chunk, outline, thread, diagram, map, make up a name, word or sentence using the first letter of each item that needs to be remembered, use rhymes, word play, connect information to past knowledge, and/or story connector.
8 Benchmark or Major Assessments Production of Items like: chunking material activity first letter activity diagramming activity concept mapping activity Instructional Materials Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Interdisciplinary Connections Memory-aiding skills can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.mangrum-strichart.com/products/upper-elementary-and-middleschool-curriculums.asp Accommodations or Modifications for Special Education, ESL, or Gifted Learners For group activities, accommodations can be made as the groups are formed (i.e., mixed-ability groups, grouping based on student strengths, groupings based on interest, etc.). Utilizing real school materials such as one s own homework will help the student grasp the concept the importance of retention of materials. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-5, 6.4-6.6 CCSS.ELA-Literacy.CCRA.L.3-6
9 Unit 5: Note Taking, Graphic Organizers and Charts (Pacing 6-7 Days) Why Is This Unit Important? In this unit of study, students will learn: Identify signal words and statements. Commonly-used abbreviations and how to form them. How to utilize symbols in note taking. Two-column note taking format and first notes. How to rewrite notes. How to use a graphic organizer. The big ideas embedded in this unit include the following: Note taking. Organizing. Drafting and rewriting. Enduring Understandings The student will develop the skills to take and organize notes. Essential Questions Why is it important to understand how to listen for signal words and statements? What are commonly used abbreviations and how do I form them? What is the format for two-column note taking? How do I apply my notes to a graphic organizer? Acquired Knowledge The students will know: How to identify signal words and statements. How to form and utilize abbreviations in note taking. How to take notes in a two-column format. How to utilize a graphic organizer for rewritten notes. Acquired Skills Students will be able to: Identify signal words and statements. Identify and use commonly formed symbols and abbreviations in note taking. Take notes in a two-column format. Review notes and expand utilizing a graphic organizer.
10 Benchmark or Major Assessments Production of Items: Activities and handouts regarding listening for signal words and statements. Hand-outs on commonly used abbreviations and how to form them and symbols. Activity on two-column note taking format. Activities on first notes, rewritten notes, and graphic organizer. Instructional Materials www.mangrum-stichart.com www.testtakingtips.com/note/index.htm Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Interdisciplinary Connections Note taking, the use of graphic organizers, and charts can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.mangrum-strichart.com/products/upper-elementary-and-middleschool-curriculums.asp www.testtakingtips.com/note/index.htm Accommodations or Modifications for Special Education, ESL, or Gifted Learners Note Taking, Graphic Organizers, and Charts can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-5 CCSS.ELA-Literacy.CCRA.L.1-6
11 Unit 6: Homework 101 (Pacing 1-2 Days) Why Is This Unit Important? In this unit of study, students will learn: School-to-home organization strategies. Homework organization strategies. Tips for talking to teachers as related to being prepared to complete homework. How to make homework easier. The big ideas embedded in this unit include the following: organization preparation responsibility ownership Enduring Understandings To develop an understanding of the importance of homework and how to complete homework successfully. Essential Questions Why is homework important? What are strategies and skills that will lead to success? How to utilize organizational skills and preparation to successfully master homework? Acquired Knowledge The students will know: The importance of homework and the role it plays in overall learning. How to engage teacher s assistance in homework completion. Organizational skills necessary to be prepared to complete homework. Acquired Skills Students will be able to: Advocate Organize Complete homework successfully
12 Benchmark or Major Assessments Production of Items like: locker reminder poster completed agenda books Instructional Materials Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. What Teens Need to Succeed: Proven, Practical Ways to Shape Your Own Future. Peter L. Benson, Ph.D., Judy Galbraith, M.A. and Pamela Espeland. C1998. Free Spirit Publishing Interdisciplinary Connections Homework 101 can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ http://www.ewing.k12.nj.us/domain/155 (Fisher Homework Center) http://www.school.discovery.com/homeworkhlep/bjpinchbeck http://www.factmonster.com www.homeworkspot.com Accommodations or Modifications for Special Education, ESL, or Gifted Learners For group activities, accommodations can be made as the groups are formed (i.e., mixed ability groups, grouping based on student strengths, groupings based on interest, etc.). Utilizing real school materials such as one s own homework agenda book to help the student grasp the importance of homework. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-4, 7-10 CCSS.ELA-Literacy.CCRA.W.1-10 CCSS.ELA-Literacy.CCRA.SL.1-2, 4-5, 6.1a-d, 6.2 CCSS.ELA-Literacy.CCRA.L.1-2, 4-6
13 Unit 7: Test-Taking Tips (Pacing 6-7 Days) Why Is This Unit Important? In this unit of study, students will learn: Test preparation. Specific strategies for dealing with multiple-choice, essay, true/false, oral, short answer, open-book and quantitative math tests. Why tests are important in academic achievement. The big ideas embedded in this unit include the following: test prep Enduring Understandings To develop an understanding of how best to prepare for different types of tests. Essential Questions Why are tests important? What are strategies or skills that will lead to test preparation? Acquired Knowledge The students will know: What kind of preparation works most effectively for each type of test. Why tests are important in regards to academic achievement. How to identify key words and phrases. The importance of reading directions carefully. How to anticipate and eliminate answers in a test. Acquired Skills Students will be able to: Read directions carefully. Anticipate and eliminate answers in an educated manner. Benchmark or Major Assessments Production of Items Participation in Study and Test-Taking Skills Review.
14 Instructional Materials Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Testtakingtips.com Interdisciplinary Connections Test-taking skills can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ Accommodations or Modifications for Special Education, ESL, or Gifted Learners For group activities, accommodations can be made as the groups are formed (i.e., mixed ability groups, grouping based on student strengths, groupings based on interest, etc.). List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-8, 10 CCSS.ELA-Literacy.CCRA.W.1-4, 5-6, 9 CCSS.ELA-Literacy.CCRA.SL.2, 4, 5, 6.1a-d, 6.2-6 CCSS.ELA-Literacy.CCRA.L.1-6
15 Unit 8: Keeping Your Cool: Stress Management Skills (Pacing 6-7 Days) Why Is This Unit Important? In this unit of study, students will learn: To define stress, how it impacts their learning, and the concept of stress response. Skills to cope with stress. The big ideas embedded in this unit include the following: Positive stress management Coping strategies and the positive impact they have on learning. Enduring Understandings To develop the skills to respond to stress during the academic day. Essential Questions What is stress and how does it impact learning? What are the physical, emotional, behavioral responses to stress? How do coping skills enhance one s ability to learn? Which coping skill works best for the individual? Acquired Knowledge The students will know: The importance of acquiring stress management skills and its direct impact on their academic success. Acquired Skills Students will be able to: Define stress and rate their stress in academic situations. Utilize coping skills such as: muscle relaxation training, thematic imagery and positive coping statements. Benchmark or Major Assessments Production of Items: Stressors Rating Scale worksheet Participation and mastery of coping skills activities
16 Instructional Materials Improving Study and Test-Taking Skills. David W. Wilson, Ph.D. and Ruth Ann Wilson, c1997, Mark Twain Media, Inc. Skills for Living: Group Counseling Activities for Young Adolescents. Rosemarie Smead Morganett, Volume One Stress Management Tips.com TestTakingTips.com Interdisciplinary Connections Stress management skills can and must be incorporated into all content areas for a successful scholastic experience. To assist in effective and realistic learning opportunities, students will utilize material from their other courses in the practical application of this lesson. Technology Connections http://www.state.nj.us/education/cccs/ Accommodations or Modifications for Special Education, ESL or Gifted Learners For group activities, accommodations can be made as the groups are formed (i.e., mixed ability groups, grouping based on student strengths, groupings based on interest, etc.). Utilizing real school experiences such as one s stressors related to one s homework will help the student grasp the concept of stress management. List of Applicable Common Core State Standards for Academic Development: CCSS.ELA-Literacy.CCRA.R.1-4, 6-8 CCSS.ELA-Literacy.CCRA.W.3-4, 6-7 CCSS.ELA-Literacy.CCRA.SL.1-5 2.1.2.E.3 2.1.8.E.4 2.1.12.E.4
17 Common Core State Standards Complete Descriptions CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and wellstructured event sequences. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
18 CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.ccss.ela-literacy.ccra.sl.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. o CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. o CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. o CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. o CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
19 o CCSS.ELA-Literacy.SL.6.3 Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression 2.1.2.E.3: Explain healthy ways of coping with common stressful situations experienced by children. 2.1.8.E.4: Compare and contrast stress management strategies that are used to address various types of stress-induced situations. 2.1.12.E.4: Develop a personal stress management plan to improve/maintain wellness.