These activities provide opportunities to practice literacy skills or concepts in the context of another academic activity, academic enrichment activity or routine. Embedded instruction may be easier to deliver to groups of students who have mixed abilities.

A set of mental processes that govern planning, decision making and self-regulation.

These activities focus primarily on direct teaching of concepts and skills. While it doesn’t mean teaching isolated facts and procedures, it does mean that literacy is the main area of academic focus.

Development of skills that promote a state of active, open attention on the present. A framework for the practice of social and emotional learning. 

Productive and constructive engagement that promotes positive outcomes by providing opportunities, fostering positive relationships and supporting young people to build on their strengths. A framework for the practice of social and emotional learning.

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. One of five skill domains for social and emotional learning.

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The ability to identify, analyze and solve problems. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others. One of five skill domains for social and emotional learning.

The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a growth mind-set. One of five skill domains for social and emotional learning.

The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals, including the ability to organize time and tasks. One of five skill domains for social and emotional learning.

The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school and community resources and supports. One of five skill domains for social and emotional learning.

Policies, procedures and practices that aim to reduce the effects of overwhelming experiences or feelings. A framework for the practice of social and emotional learning.