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Emotions are complex psychological states stemming from a person's experiences. They affect our minds and bodies and therefore can support or hinder learning. Feeling safe and accepted has particular impact on learning to read and write, as anxiety can overtax the brain making it harder for students to fully comprehend a text or successfully plan their writing.
Several aspects of Emotion can drive reading and writing development:
Evidence suggests that Emotion knowledge is vital for Emotion regulation, and Emotion regulation impacts many academic skills, including the continued development of reading and writing skills.
Students gauge their degree of confidence regarding whether they can complete an academic task, like a reading or writing assignment, based on their emotional state. For example, feeling confident in their skills and/or interested in the topic can positively impact a student's self-efficacy, making it easier for them to do their best and seek out more challenging tasks.
Specifically, Emotion supports reading interest and success. Students who have reading anxiety will have a more difficult time focusing on reading materials, and their reading comprehension can suffer, while students often pay more attention to reading that is emotionally compelling, such as texts with surprise or suspense.
Physically acting out a text enhances reading comprehension.
Audiobooks allow students to hear fluent reading and to experience books above their reading skills.
Writing can become personally meaningful when students have an actual audience and a real purpose for communicating with that audience.
Students practice making and finding meaning in their reading through a book club model.
Content that is provided in clear, short chunks can support students' Working Memory.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Checklists and rubrics help students develop their abilities to self-assess and revise their writing.
When peers are able to work together to plan, draft, edit, and revise their compositions, their writing quality improves.
Expressing ideas through visuals and audio, and understanding others' ideas in these forms, is as critical in today's world as traditional reading and writing.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Daily review strengthens previous learning and can lead to fluent recall.
Dictation can allow students with transcription difficulties to still participate in the writing process and generate ideas.
When teachers provide explicit instruction in comprehension strategies and model when to use them, students learn how to flexibly apply them to make meaning of texts.
Explicitly teaching strategies for different genres, like narrative or persuasive writing, helps students write for different purposes and audiences.
Teaching students how to create and use strong keywords for Internet searching is critical for helping them know how to find accurate, relevant information.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
Increasing how much students write improves both their writing and their reading.
Students are more likely to come to school when families feel like a valued part of the community.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Practicing until achieving several error-free attempts is critical for retention.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
Rhyming, alliteration, and other sound devices reinforce language development by activating the mental processes that promote memory.
Full sentence manipulatives allow students to practice producing more complex Syntax and writing.
Providing physical representations of parts of a sentence activates learners' mental processes.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each classroom activity.
By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Research shows physical activity improves focus and creativity.
Playful activities can support the development of learners' Metacognition and also inspire their narratives and writing.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.
Reading aloud regularly exposes students to new and familiar Vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
Through one-on-one conferences, teachers can provide individual support to each student to deepen comprehension and interest in reading.
When students explain to others, they deepen their understanding and gain confidence in their learning.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Students build their confidence, strategy use, and comprehension by reading and rereading books.
Response devices boost engagement by encouraging all students to answer every question.
Multicultural and diverse books are critical for supporting all students.
Providing varied types of resources that align with interests of individual students supports overall literacy development.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
Books on social and emotional learning (SEL) topics, such as developing empathy and productive persistence, help teach these skills.
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Providing students a voice in their learning is critical for making learning meaningful.
Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.
Transforming written text into audio supports learning by activating different parts of a learner's brain for comprehension.
Students develop literacy skills by listening to and speaking with others in informal ways.
Timers help students learn how to self-pace and transition.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
Videos developed with discussion guides can teach students about social and emotional learning (SEL) skills.
Research has shown that students write longer pieces with stronger quality when they use word processing software.
Writing conferences allow students to share, reflect on, and receive feedback about their writing, which promotes Motivation for revising.
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