Modelling and bibliotherapy as tools to enhance pro-social interactions during English language arts lessons with first graders

Abstract

Play is one of the essential components in proper development of first-grade students. Since the adoption by various states of the Common Core State Standards (CCSS), two outcomes have developed: (a) increased instructional time and (b) decreased public school recess periods across school districts. Given the complex nature of daily instructional practices and the lack of opportunity to engage in play (i.e. which in turn decrease the chances for first graders to interact and improve their pro-social skills), classroom teachers need to begin to model and incorporate bibliotherapy as a means to enhance pro-social interactions during daily language art lessons. The purpose of this article is to introduce first-grade teachers to a four-step guide for incorporating bibliotherapy with the ‘Key Ideas and Details' strand of the CCSS on reading informational text while teaching the needed pro-social skills for first-grade students.