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As students enter the room, they can place a picture of themselves under a picture of a particular emotion. This not only signals to the teacher how the student feels that day and if the teacher needs to check in with that student before getting started but can also be used as a data point of whether the student can accurately identify their emotions and understand feelings vocabulary. |\n| Morning Meeting | Ask daily routine questions encouraging SEL vocabulary. Observe how students interact with one another and greet each other. Pay attention to how the students respond to the morning meeting activity. Can they follow the directions or do they need to follow peer models? Do they demonstrate self-control? |\n| Transitions | Daily transition routines that involve SEL questions can become a part of an observation checklist (see chapter 4, page 157) . |\n| Partner Games | Observe how students interact with one another. How do they react when they lose a game? How do they react when they win? Can they take turns? Do they empathize with a peer when a peer loses? |\n| Challenging Academic Work | Observe how a student handles an academic challenge. Does a student ask for help or communicate their emotions with others? How do the students persevere? Try another strategy? Give up? |\n| Lunch and Recess | Observe how students interact with one another. Do they take turns in conversation? Do they change the topic or stay on topic? Do students identify a game to play and play it without adult intervention? |\n| Participation in Specials | Observe students in PE, music, art, and library. Do the students demonstrate the same SEL skills in these settings that they demonstrate in the classroom? |\n| Play | Observe how students engage in play. Do they build on one another’sideas or have a difficult time accepting a new play scheme? Do they include emotions during pretend play? |\n| End-of-Day Reflection | Observe how students reflect on their day. If the day was difficult, were they able to reflect at the end of the day, or did they not recognize that there was a problem? Can they make goals or identify areas to work on for the next day? Assign students to complete the self-reflection tools in chapter 4, figures 4.5 (page 167) and 4.6 (page 168) . |\n\nBuilding Blocks for Social-Emotional Learning © 2022 Solution Tree Press • [SolutionTree. com](SolutionTree. com) • [Visit](Visit go.SolutionTree.com/instruction)[ go.SolutionTree.com/instruction](Visit go.SolutionTree.com/instruction)[ ](Visit go.SolutionTree.com/instruction)to download this free reproducible.","cbCaiusuqtCijgH0","https://ap.wps.com/l/cbCaiusuqtCijgH0","pdf",52926,"English","# Ideas for Assessing SEL Skills Embedded Within the School Day\n## Arrival Routines\n## Morning Meeting\n## Transitions\n## Partner Games\n## Challenging Academic Work\n## Lunch and Recess\n## Participation in Specials\n## Play\n## End-of-Day Reflection","[{\"question\":\"How can arrival routines be used to measure SEL skills?\",\"answer\":\"Students answer a daily question about how they feel and place a picture of themselves under an emotion picture. This helps teachers gauge emotion identification accuracy and whether a check-in is needed.\"},{\"question\":\"What should teachers observe during the morning meeting?\",\"answer\":\"Teachers ask daily routine questions using SEL vocabulary and observe student interactions and responses. They look for direction-following, peer-modeling needs, and signs of self-control.\"},{\"question\":\"How are SEL skills measured during end-of-day reflection?\",\"answer\":\"Students reflect on their day and indicate whether they can recognize difficulties, identify problem areas, and set goals for the next day using self-reflection tools referenced in the document.\"}]","Ideas for Measuring SEL Skills Embedded Within Daily Routines - School Day Assessment Ideas | PDF",1790836706]