Common Core Standards

Using Media (continued)

Eisenberg, N. (2000). Emotion, regulaton, and moral development. Annual Review of Psychology, 51, 665697.

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial Development. In M. E. Lamb (Vol. Ed.) and R. M. Lerner (Series Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (7th ed, pp. 610-656). New York: Wiley.

Lapsley, D. K., & Narvaez, D. (2006). Character education. In A. Renninger & I. Siegel (Eds.) and W. Damon & R. Lerner (Editors-in-Chief.), Handbook of child psychology: Vol. 4. Child psychology in practice (6th ed., pp. 248-296). New York: Wiley.

Lerner, R. M., & Callina, K. S. (2014). The study of character development: Towards tests of a relational developmental systems model. Human Development, 57, 322–346.

Nucci, L. (2008). Creating a foundation (for character education). In M. Schwartz (Ed.). Effective character education: A guidebook for future educators (pp. 24-47). Boston: McGraw Hill.

Nucci, L. & Narvaez, D. (Eds.). (2008). Handbook on moral and character education. Oxford, UK: Routledge.

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association.

Schonert-Reichl, K., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21.

Smetana, J. G., Killen, M., & Turiel, E. (1991). Children’s reasoning about interpersonal and moral conflicts. Child Development, 62, 629-644.

Templeton, J. M. (2012). The essential worldwide laws of life. Radnor, PA: Templeton Foundation Press.

Templeton, J. M. (1981). The humble approach. Radnor, PA: Templeton Foundation Press.

Empathy/Humility

Arsenio, W. F., & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, Emotion Processes, and Social Competence. Social Development, 10, 59-73.

Echols, M., & Finkbiner, L. (2013). The development of children’s understanding of humility. Chrestomathy: Annual Review of Undergraduate Research, 12, 1-23.

Eisenberg, N., Eggum, N. D., & Giunta, L. D. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues Policy Review, 4, 143-180.

Davis, D. E., Worthington Jr, E. L., & Hook, J. N. (2010). Humility: Review of measurement strategies and conceptualization as personality judgment. The Journal of Positive Psychology, 5(4), 243-252.

Davis, D. E., Worthington Jr, E. L., Hook, J. N., Emmons, R.A., Hill, P. C., Bollinger, R. A., & Van Tongeren, D. R. (2013). Humility and the development and repair of social bonds: Two longitudinal studies. Self and Identity, 12, 58-77.

Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge, UK: Cambridge University Press.

Farrington, D., & Ttofi, M. (2009). School-based programs to reduce bullying and victimization. Washington, DC: Campbell Corporation.

Honesty

Loke, I. C., Forgie, J., Heyman, G. D., McCarthy, A. (2011). Children’s moral evaluations of reporting the transgressions of peers: Age differences in evaluations of tattling. Developmental Psychology, 47, 1757-1762.

Talwar, V., Murphy, S. M., & Lee, K. (2007). White lietelling in children for politeness purposes. International Journal of Behavioral Development, 31, 1-11.

Forgiveness

Darby, B. W., & Schlenker, B. R. (1982). Children’s reactions to apologies. Journal of Personality and Social Psychology, 43, 742-753.

Klatt, J., & Enright, R. (2009) Investigating the place of forgiveness within the Positive Youth Development paradigm. Journal of Moral Education, 38, 35-52.

Ohbuchi, K., & Sato, K. (1994) Children’s Reactions to Mitigating Accounts: Apologies, Excuses, and Intentionality of Harm. The Journal of Social Psychology, 134, 5-17 [Published online in 2010]

Yamaguchi, T. (2009). Fairness, forgiveness and grudgeholding: Experimental studies with primary school children in New Zealand. (Doctoral Dissertation)

Generosity

Blake, P. R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight year olds reject two forms of inequity. Cognition, 120, 215-224.

Kanngiesser P, Warneken F (2012) Young Children Consider Merit when Sharing Resources with Others. PLoS ONE 7(8): e43979, 1-5.

Kasser, T. (2005). Frugality, Generosity, and Materialism in Children and Adolescents. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 357-373). New York, NY: Springer.

Sierksma, J., Thijs, J., Verkuyten, M., & Komter, A. (2013). Children’s reasoning about the refusal to help: The role of need, costs, and social perspective taking. Child Development, 00, 1-16.

Shaw, A., & Olson, K. R. (2012) Children discard a resource to avoid inequity. Journal of Experimental Psychology: General, 141, 382-395.

Learning from Others/Intellectual Humility Baehr, J. (2013), Educating for Intellectual Virtues: From Theory to Practice. Journal of Philosophy of Education, 47, 248–262. doi: 10.1111/1467-9752.12023

Teaching Tolerance. (2014). Introducing the Teaching Tolerance Anti-Bias Framework. Online: http://www. tolerance.org/sites/default/files/general/Anti%20 bias%20framework%20pamphlet.pdf

Character Development Education

Berkowitz M.W. (2012). Moral and character education. In Harris K.R., Graham S., Urdan T., Royer J.M., Zeidner M. (Eds.), APA educational psychology Handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 247-264). Washington, DC: American Psychological Association.

Berkowitz, M.W., M.C., & McCauley, B. (2016, July). Effective features and practices that support character development. Presentation at the National Academies of Sciences, Engineering, and Medicine Workshop on Approaches to the Development of Character. http://sites.nationalacademies.org/ DBASSE/BPTA/DBASSE_171735.

Lerner, R.M., & Callina, K.S. (2014). Relational developmental systems theories and the ecological validity of experimental designs. Human Development, 56, pp. 372-380.

© 2017 WGBH Educational Foundation. All rights reserved. “Arthur” & the other Marc Brown Arthur characters and underlying materials (including artwork) TM and © Marc Brown. The Arthur Interactive Media Study was made possible through the support of a grant from the John Templeton Foundation. The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the John Templeton Foundation.

Little Buddies (Grades 1 and 2)

ELA Reading: Literature, Grade 1

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure:

CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

ELA Reading: Literature, Grade 2

Key Ideas and Details: CCSS.ELA-LITERACY.RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure:

CCSS.ELA-LITERACY.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ELA: Speaking & Listening, Grade 1

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-LITERACY.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)’

ELA: Speaking & Listening, Grade 2

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Presentation of Knowledge and Ideas (continued)

CCSS.ELA-LITERACY.SL.2.6

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

ELA: Language, Grade 1

Conventions of Standard English:

CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

ELA: Language, Grade 2

Conventions of Standard English:

CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language:

CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.3.A Compare formal and informal uses of English

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Common Core Standards

Big Buddies (Grades 4 and 5)

ELA Reading: Literature, Grade 4

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Craft and Structure:

CCSS.ELA-LITERACY.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA Reading: Literature, Grade 5

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure:

CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

ELA: Speaking & Listening, Grade 4

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

ELA: Speaking & Listening, Grade 5

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

ELA: Language, Grade 4

Conventions of Standard English:

CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language:

CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

ELA: Language, Grade 5

Conventions of Standard English:

CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language:

CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).