H 397 October 9 and 23

Voices: The Case of Felita

Bob Selman

Part 1: Theories of Change

Assessment Question 2So my question is: Why do you think the children changed how they felt about Chibi after they hear his crow calls?

Take a Look at the DataWhat do we see?

They changed the way that they felt, because they thought that he didnt know nothing, but now they he knew something that they didnt. So, when they call him stupid and slowpoke when he was watching nature, he didnt bother, because he knew it was his favorite thing, so thats why they changed the thing when he did the crow. Changed their feelings.

I think the kids changed because they saw Chibi making them saw and they want to be his firend now because they didnt know Chibi that good but now they know him very good and they what him to be there firend now because they saw those thinks that he did and they what to do it to and they do

In other words, we are interested in knowing what beliefs, theories, and concepts students brought to a text, and which ones they took away. This lead to a research agenda with the following operational questions:

1. How do we measure children's awareness of social issues in literature?

2. How do children's levels of awareness of social texts vary across age/grade-level and as a function of their background?

3. What is the connection between the development of students literacy skills and social awareness? This question is one that makes this research essential to schools in the current political and policy climate

Lets go back in timeVoices: the first decade

Values Then

Dick and JaneValues ThenGray, 1950s

Values NowTeachers Resource

And NowTeachers Resource

Balanced Approach to LiteracyThe following genres are represented in the Voices curriculum:FantasyRealistic FictionFolk TalesBiographyHistorical FictionPoetry

Balanced Approach to LiteracyThe VLF curriculum reinforces the following literacy skills:Making predictionsBuilding vocabularyStory mapping/SequencingUnderstanding Plot/Characters/SettingOral language developmentPersonification/ImagerySummarizing

Balanced Approach to LiteracyThe students create the following final products as the culmination of VLF units:AutobiographiesLettersPoemsEssaysPersuasive EssaysFolk TalesNarrative Stories

Development of Social SkillsEach VLF unit is built around one of six social skills theme. These themes are:Identity AwarenessPerspective TakingConflict ResolutionSocial/Cultural AwarenessLove and Friendship ValuesDemocracy and Freedom Awareness

In each grade, K to 5, each theme is presented in the above order for 5/6 weeks, with a read aloud selected for each week (approximately 200 total)

Development of Social SkillsA number of activities are repeated in several VLF units. These activities provide concrete strategies that support the development of social skills. For example:Stand in My Shoes (Perspective-Taking)Conflict Escalator (Conflict Resolution)ABC Problem Solving (Problem Solving)

_________________________________________________Conceptualizing Practice-Based ResearchBasic ResearchPractice-Driven ResearchPractice-Inspired ResearchPractice-Oriented ResearchThe Practice-BasedResearch TriangleAppliedResearchPractice Embedded Research

Lets step backWhat are the various forms of prevention researchWhat makes an intervention both prevention and developmentalWhere does your site stand/sit

The Case of Felita

I stood on the stoop, watching the group of girls I had seen from my window. They had stopped playing rope and were now playing hopscotch Slowly I went down the steps to the sidewalk and leaned against the stoop railing. Then I walked toward them and stood only a few feet away. They were having a good time, using bottle caps and keys to toss on the chalked squares. Hopscotch was one game I was really good at. Hi! Hey you! a girl with short brown hair and glasses wearing blue jeans called out. You wanna play with us? At FirstMohr, 1979

The other girls all huddled together with the grown-ups. They all spoke in low voices. I waited. Were they coming back to play? They all stared silently at me Suddenly I felt frightened and all alone. I wanted to get home, upstairs, where I would be safe with Mami Now the adults and girls were standing in a group beside the stoop steps. As I Approached my building, I lowered my eyes and quickened my pace. I figured I would walk around them and get up the steps as fast as I could. Thelma quickly stepped in front of me, blocking my way. Why did you move here?Why dont you stay with your own kind? Mary Beth stood next to Thelma.Yeah, theres none of your kind here and we dont want you.As I tried to get by them the other three girls ran up the stoop and formed a line across the building entrance LaterMohr, 1979

The Teachers Resource

Reading ComprehensionQuestionsHow are Felitas new and old neighborhoods alike? How are they different? (Chapter 1)

What can Felita and her family do to deal with the way the people in the new neighborhood treat them? (Chapter 2)

Felita says to her Abuelita, I never said anything to those girls. Never. It was as if they were right, because I just walked away, you know? what does Felita mean? (Chapter 3)

Students Reflections on the Neighborhood/ Chapter 1Reading comprehension

The kitchen was almost alike. The bilden (building) was desein (designed) like the other bilden. The street of the new neighborhood was clean.

The things that the new and old neighborhood had in common were the stores, schools and building. The difference was the peoples attitudes and how they treated other people.

Students Reflections on the NeighborhoodSocial UnderstandingIn the old neighborhood they have the hopscotch game. The houses are the same sides. (In the new neighborhood) Kids dont respect adults. There is no respect for each other. There are selfish people.They are alike because they both are calm neighborhoods. They are both different because the people there (in the new neighborhood) have a hard heart and they make Spanish people miserable.

Dealing with the New NeighborsChapter 2How the Family Copes with Prejudice, Discrimination, and Violence

ABC ProblemSolving Method Brainstorm Different Ways to Solve the Problem5. What could Felita do to solve the problem? What are the possible consequences?

6. What could Tito do to solve the problem? What are the possible consequences?

7. What could Papi do to solve the problem? What are the possible consequences?Choose the Best Way8. What do you think is the best way to solve the problem?9. Why do you think this is the best way?

Some Strategies Suggested

Fight back: If someone pushes you, push them back (most of the boys).

Retreat: Walk away and avoid such situations in the future (students who advocate returning to the old neighborhood, most of the girls).

Ignore provocation: Just let it be; forget about it (Luis alone).

Organize: Rally support to protest the injustice (Juanita alone).A Thematic Analysis

Two Themes EmergeForget About ItPush Them BackWalk away to reflect on how to take future action to prevent this from happening again.Tell them they have no right to treat you this way, and you will deal with it later.Put them out of your life and your mind. Ignore them and get on with your life. (Luis).Tell them that you will get them back, along or with your friends. Show them you are not afraid (Rosario).Run away, or give in to them, and maybe they will leave you alone.Charge into them and attack, no matter what the consequences.Developmental and Thematic Framework

Teachers Resource

Abuelita, I dont want Mami or anybody else to know that I I feel like this.

Like how, Felita?

Bad and like I cant stand up for myself.

Well, then I promise you, nobody will know but us, yes? She smiled and hugged me real tight.

Its about when I lived in that new neighborhood and what happened to me. I told Abuelita the whole story, just like it happened. Probably Mami told you already, but I dont think she really knows how I feel.

One Month Later

The Meaning QuestionFelita says to her Abuelita, I never said anything to those girls. Never. It was as if they were right, because I just walked away, you know? What does Felita mean? (Chapter 3)

Responses of the BoysFelita means that she didnt do anything to those girls, and also she didnt started the trouble with those girls. (Edson)That means the she not did nothing and she never said a bad word to them. (Giovani)She says that because she wanted to be friends with them and have a wonderful life. (Francisco)

Responses of the boys

I think Felita meant that she didnt start the fight but that they did. (Carlos)She means she didnt talk back to the girls. (Edwin)

Responses of the boysFelita means that shes innocent and that she didnt do anything to provoke them to beat her up.(Aldo) She means that they thought she was a chicken. Because she walked away and didnt fight them back. (Allan)

Responses of the girlsFelita means that she didnt fight back she just walked away because she dont want to get heart. (Claudia)Felita means that she didnt do anything to the girls and that she just walked away from the girls. (Farina)She wanted to say that she inor (ignored) them and past over. (Olquita)

Responses of the girlsWhat she means its that she was trying to avoid trouble but the girls wanted to fight her. (Raiza)

Felita means that she did not do anything she just walked away. Also she means that she did not talk or say anything. (Elizabeth)

Guadelupes Response

Felita means when she says, (it) is as if they were right because I just walked away you know. She means that they had the reason why to beat her up because she walked away, and didnt say anything while she was leaving. (Guadalupe)

Manuel:I think Felita meant that she didnt start the fight but that they did.Edwardo:Felita means that she didnt do anything to those girls, and also she didnt started the trouble with those girls.Felipe:Felita means that shes innocent and that she didnt do anything to provoke them to beat her up.Federico:That means the she not did nothing and she never said a bad word to them.Pedro:She says that because she wanted to be friends with them and have a wonderful life.U N I L A T E R A L

Rosaria:What she means is that she was trying to avoid trouble but the girls wanted to fight her.Flora:Felita means that she didnt fight back she just walked away because she dont want to get heart.Filomena:Felita means that she didnt do anything to the girls and that she just walked away from the girls.Felipe:She means that they thought she was a children. Because she walked away and didnt fight them back.R E C I P R O C A L

Marisol:She means she didnt talk back to the girls so they thought they were right. She did not do anything she just walked away. Also she means that she did not talk or say anything [even though she should have].Juanita:Felita means when she says, (it) is as if they were right because I just walked away you know. She means that they had the reason why to beat her up because she walked away and didnt say anything while she was leaving.M U T U A L

Social Awareness Rubric in Reading Comprehension

Profiles of Social PerspectivesDegree of Coordination of ViewpointsTheme Expressed and Action SuggestedFelita wants to be friends with the girls and have a wonderful life. First PersonOnly sees Felitas point of viewshe wanted to be friendsand what she can do to achieve it.UnilateralFeels sad and powerless and proclaims, Im innocent.Thinks the girls wanted to fight her but she wanted to avoid trouble so she decided to leave. Second Person/ UncoordinatedTakes the other girls view into consideration, but does not coordinate it with Felita's view, and decides Felita acted just to avoid trouble.ReciprocalBelieves cannot change others point of view so choices are fight back to defend self or walk away to protect self.Believes Felita meant the girls thought she was a coward--chicken. Second Person/CoordinatedConsiders what Felita thinks the other girls think about her when she walked away.ReciprocalBelieves ones own actions will influence how the others will treat you. Fight back or walk away.Felita feels the girls think they were justified in their discrimination because Felita walked away without protesting. Third PersonTakes the other girls view of themselves into consideration, based on the coordination of their view with Felitas view of them and herself.MutualFight, walk away, or talk now, but try to transform opinions of antagonists or persecutors for future implications of actions.

1st Person

So Lets translate knowledge into actionWhat is our Logic Model?

12345Feedback LoopFrom citation 1994Identify problem or disorder(s) and review information to determine its extentReview relevant information - both from fields outside prevention and from existing preventive intervention research programsDesign, conduct, and analyze pilot studies and confirmatory and replication trials of the preventive intervention programThe Preventive Intervention Research CycleDesign, conduct, and analyze large-scale trials of the preventive intervention program Facilitate large-scale implementation and ongoing evaluation of the preventive intervention program in the communityThe Main Road to Psychological Health

Part 2: Social StrategiesFor October 23, 2012

The Richmond ModelKnowledge BasePolitical Will Social StrategyPublicPolicy

The Journey from Practice and Policy Back to Research

back to the basic research base to construct rubrics for social awareness in the heart of practice-childrens literatureHow to study students comprehension (interpretations) of social issues in narrative texts

A Classroom Example of Micro Development:

Elizabeth and Raiza, two fifth grade girls,

Role Play a Conflict From the book, Felita:

Dealing with the tension over who won the role of Priscilla Alden in the Class Play?

The Courtship of Myles StandishElizabeth in the role of Felita, who loses the part of Priscilla in the class playRaiza in the role of Gigi, who wins the part

Interpersonal Management Component: Step OnePartner (Paired) Social Problem SolvingWork is done at the desk with little teacher supportWorksheets (handouts) serve as guides

a

Raiza:Felita, what do you think the problem is?

(as Gigi)

Elizabeth: I think the problem is that you didn't tell me that you

(as Felita) wanted to be Priscilla [in the class play] and you caused

all this problem. Gigi, what do you think the problem, is?

Raiza: I think the problem is that you are jealous because you

(Gigi) didn't get the part of Priscilla and I did.

Elizabeth: That's not true! Can we both agree on what the

(Felita)problem is?

Raiza: No, we can not agree on what the problem is.

Elizabeth: What are the different ways to solve the problem? List what

the different ways to solve the problem are.

Raiza: OK, by calming down and talking it over we could...

Elizabeth: OK. What do we think is the best solution?

Raiza: Talking it over.

Elizabeth nods.

Awareness of the Personal Meaning of the Dilemma:Step TwoRole play of the dilemma Work is done in front of the classTeacher scaffolds the communication

Ms. B: Felita, what do you think the problem is?

Elizabeth: I think the problem is that Gigi did not tell me that she

(Felita) wanted to be Priscilla [in the class play] and she caused

this problem. [with great affect]

Ms. B: Oh. OKand Gigi, what do you think the problem is?

Raiza: I think the problem is that Felita is jealous because she

(Gigi)couldn't get the part that she wanted. [with great affect]

Ms. B: Andcan you both agree on what the problem is?

Raiza:No.

Elizabeth: We cannot agree on what the problem is.

Ms. B: You can not agree? Why not? That's interesting. Why can't

you agree?

Elizabeth: We cannot agree why because she's saying that I'm

(Felita)

jealous and I'm not jealous.

Ms. B: OK, so you say you're not jealous and you say she is?

Raiza (Gigi): Yeah, she's jealous!

Ms. B: Why do you say she's jealous?

Raiza: Because when I told her that I wasn't going to get the part she was happy and when I told her that yes, I was going to get the part she got mad at me and didn't want to talk to me.

Ms. B: So you think she's jealous because you got the part?

Raiza: Yes!

Ms. B: And you're saying, no, it's not. Why is it not?

Elizabeth: It's not because I could have had another opportunity onanother play...

Ms. B: Yeah, but what really bothered you? What was the problem that you felt? Was it that she got the part in the play or that she didn't tell you?

Elizabeth:That she didn't tell me. [that she got the part]

Ms. B: So, can you both agree on what the problem really is?

Elizabeth and Raiza: No!

Ms. B: You can't still? OK, we need to work on that. It would be interesting to see, since you can't really define what the problem is, what you've brainstormed for ways of solving it. What did you come up with?

Elizabeth: We could solve this problem by talking it over.

Ms. B: OK, and in talking it over, what would you accomplish? What would you get out of it? By doing that, what would happen?

Raiza (Gigi): We could just calm down and talk it over and see...

Ms. B: OK, pretend you have that opportunity to do it right now, without a script, you haven't written it down, use what you know of the information. I know I'm putting you on the spot right now, but this is an opportunity to do improvisation. Improvisation is given information you already know from the book, you pretend that you are talking it overwithout a script. What would you say, Felita, to her? If you're talking it over, well you could say, Raiza, you can tell her 'well I feel that you're jealous of me and da, da, da da...' and take it from there. I'll give you the first line. You're talking about it.

Raiza is thinking, then answers.

Raiza: I think that you're just jealous because I got the

(Gigi)best part and you couldn't get the part that

you wanted to get.

Elizabeth:That's not true! I'm not jealous, I'm just mad

(Felita)

at you because you didn't tell me.

Raiza: I just changed my mind when I went home and thought about it all over.

Elizabeth: Yeah, but best friends is for to share and tell secrets.

Raiza: When I went to look for you, you didn't want to talk to me or nothing.

Elizabeth: Because I was mad at you.

Ms. B: Ah...let's give them a hand because that was hard to do, but they did it! Now, don't go anywhere, very good! Nowlet's go back to number 3because I think that now that you talked it over, can you agree on what the problem really was between you?

Raiza: Yesthat we were just mad and we didn't want to know the

(Gigi) truth of who started it first.

Ms. B: So, you were both angry. You didn't know what it really was about but you were both angry and what? Say it again.

Raiza: We were both angry and we didn't want to know what the problem was because we didn't want to talk it over.

Ms. B: OK, so you kept avoiding. Do you think Felita was avoidingand you, too, were avoiding to some point untilOK, keep going because I think you did a wonderful job. Talk it overwhat was another way of solving it? Did you come up with another way of solving it? What else did you say?

Elizabeth: I think that the best solution is to calm down and talk it

(Felita) over. If we do not calm down and talk it over, if we do

not do, we will that never know what the problem is.

Ms. B: Good, because if you're in a heated discussion, you know, your blood is boiling and you're just thinking and you're not listening carefully. So if you're calm, talking it overwhat did you say? Do you agree with that?

Raiza: Yes.

Ms. B: And anything else you want to add? Any other ways you could have solved this problem? Besides talking it over?

Elizabeth: Yes. We could send cards.

Ms. B: Send what?

Elizabeth: Cardsand say we're sorry.

Ms. B: OK. Very good. Nice job and I'm glad you took my challenge. It was a really good job.

The class applauds.

The Developmental AnalysisMicrogenetic developmentChange from Level 1 (unilateral-you)to Level 2 (cooperative-we)in the context of the role-play

_________________________________________________Conceptualizing Practice-Based ResearchApplied ResearchAPEmbedded ResearchCircle of Practice-Embedded ResearchBBasic ResearchPractice-Driven ResearchPractice-Inspired ResearchPractice-Oriented ResearchThe Practice-BasedResearch Triangle

Microgenetic development

Growth in awareness of the Personal Meaning of Risks

(Here, losing the part, keeping the friendship)

Aware that I am angry that Gigi went out for the part I wanted. (easy, first person)

Aware that I am angry/sad that Gigi did not trustto tell me she was going out for the part (harder, second person).

Aware that my (pushy) personality and behavior influenced Gigi to act that way. (Developmentallychallenging for fifth graders, or for anyone.)

Implications for ResearchDevelopmental view uses change over time as a fundamental unit of analysis.

Time can be minutes, hours, days, years.

When the focus is on years, the emphasis is on change in the quality of social relationships rather than the prediction of the social incident.

Or, the moral moment.

Which shifts the focus to making MEANING over time, and the connection affect brings to understanding and action.

Nothing which is true or beautiful or good makes complete sense in any immediate context of history; therefore we must be saved by faith.

~ Reinhold Niebuhr ~

Where We Meet Resistance on Our TravelsLiberals and ConservativesMatters of Political Will

The first line of resistanceAssessment of social awareness cannot predict action

What counts: the right choice

Not enough emphasis on inculcating the virtues and values of the community

The ability for gaining multiperspectivality over timewith a relativistic perspective on valuesThe concern:The confusion:

The second line of resistanceAssessment might underestimate the students social awareness

Will not recognize other ways to express complex social awareness

Social awareness level is not a fixed ability, an absolute diagnosis - labeling

Core developmental social competencies with the universality of values

The concern:The Confusion:

Nothing that is worth doing can be achieved in our lifetime; therefore we must be saved by hope.

Nothing which is true or beautiful or good makes complete sense in any immediate context of history; therefore we must be saved by faith.

Nothing we do, however virtuous, can be accomplished alone; therefore we must be saved by love.

~ Reinhold Niebuhr ~

Exploring the Literacy LandscapePractices and Policies

The Ant and the Grain of WheatBy Leonardo Da VinciWaiting for something you really want can be hard. In this fable, the ant must wait a long time. Read this fable to find out what the an learned from the grain of wheat. Use information from the fable to answer the questions that follow.

What is a lesson this fable teaches?Do not trust strangers.False praise get you nowhere.Good things come to those who wait.Treat others the way you want to be treated.Reread paragraph 1 from the fable. The grain of wheat is waiting to beCarried on the ants back.Left alone after the harvest.Planted by the rain.Rescued by a miracle.What word BEST describes the grain of wheat in this fable?Humorousb. scaryc. Wised. angry

Why does the grain of wheat in this fable want to hide once more beneath the soil?To escape from the ant.to grow into a plant.To make the ant go away.To become a part of the harvest.

What is the subject of this sentence?Antb. staredc.Graind. disbelievingly

The ant stared at the grain disbelievingly.Read the sentence from the fable in the box below.121314

Faster Than the Wind, by Lois Grambling

Somewhere near you lives a boy like Peter. Peter is in the fourth grade. It takes him a long time to do his work at school, and often he needs help with itBut Peter always does his best. His family taught him that.

Every afternoon when school is over, Peter runs to his housePeter likes to run. He feels good when he runs, because his legs do what he wants them to do. His arms and feet do too. The wind hits his face and blows his hair. When he runs, Peter feels as if he is flying

One day, Peters big brother told Peter that he should try out for the school track team. His brother said the team needed fast and steady runnersAll that day, Peter thought about itThe next day, Peter ran over to the track field to try out for the team.

Some things are different for PeterPeter gets home from school late now, but his family doesnt mind. Theyre proud of Peter, who may be slow at doing some things, but is faster than the wind when he runs.

Comprehension Questions:Peters family says that he is faster than the wind. What does that mean?

How do you know that?

Analysis of ResponsesThat means in figurative language it means that he can run very fast. I know that because it would be impossible for a human to run faster than the wind.Faster than the wind means he runs very very fast. Because he runs and so if he runs fast his parents use that expression to say he is a fast runner.Peter can run very fast. It is a comparison.It means that he runs fast because he runs everywhere and he runs on the track team Peter likes to run. Because I read the story and thats what it says Peter runs fast also because he likes to run and has good practice at it.Rubrics

We versus They:What are the Differences in EmphasisBook selections children are asked to read

Assessments based on narratives where challenges within social relationships are the primary themes

Focus on the interpretation of personal meaning of the characters words and deeds

Connection to social experiences the students bring to their reading comprehension responses

Risks We TakeOver emphasis on conflict, rights, justiceMisdiagnosis of competenciesConfuse differences in social values with development of social awarenessWhere do we go next?Where have we been?Whats the world look like?

The Journey Between Practice and Educational PolicyGetting to know where the promotion of social awareness fits within the movement toward standardized assessments of reading in the field of literacy in grades K to 8

Questions We AskedWere the childrens responses reflecting their social abilities, or the social actions they would take?

Would it make sense to work toward the standardized assessment of social awareness?

How would the complexity of social awareness assessment be understood by a teacher, principal, parent, or literacy evaluator?

*****Classroom social justice******Focus on the applied research and its connection to the Basic Research and the practice*Interpersonal and intergroup relationshipBob this needs a title or blurb synopsize the story for the audience.

*Bob - this is a voice over slide.*Bob - another voice over slide.**this is page 54.*Highlight each child speaking*Bob - this is a voice over slide.

**Talk about question: highlight.Read questions.****Bob - this is a voice over slide.***********She meant she was upset because she did not want the bullies to think she was a chicken - manuelShe meant she didnt do anything to those kids and just wanted them to be her friends - rosarioShe meant that if she did not speak up for herself then she knew the bullies will think they were right - marisolWhen we do voice overs will have kids each speak part*This chart makes the assumption that someone is a researcher or a practitioner who is interested in providing some kind of best practice with particular attention to mental illness, e.g., the first approach above. The first approach is going to allow us to obtain epidemiological data on a disorder. In my case, as we will see the issue was social competence, social skills, getting along with others, whether ones problem was shyness or aggressiveness

1Review diagnostic informationReview epidemiological data on incidence and prevalenceReview information on costs to societyInitiate partnership with the communitydetermine level of community

2 Review relevant information from physical health, the core biological and behavioral sciences, and epidemiology of mental disorders, including age of onsetReview research on treatment of mental disordersReview research on risk and protective factors for onset of mental disordersReview illustrative preventive intervention research programs that meet examination criteria3Choose a theoretical model to guide the interventionDesign the form of the intervention, including activities, change technologies, and sitesDetermine theoretical and technological feasibilityRecruit and train intervenersIdentify and secure cooperation from participantsChoose the research methodology, including, for the risk reduction model, short-term and intermediate outcome measures to determine

4Work to enhance cooperation between researchers and community organization personnelAdjust form of program as necessaryAdjust trial design as necessary for scale-upConduct multiple generations of field trials to ensure continued efficacy and to distinguish core elements (needed to ensure fidelity in program adopted by community) from adaptable characteristicsConduct final trial to determine effectivenessDocument thoroughly

5Provide a manual outlining program and delineating core elements and adaptable characteristicsFacilitate decision about adding an evaluation component

*Do you want this like the circle chart?*Bob will think about this slide**** Here Elizabeth and Raiza share their partner learning worksheet with the class. In this partner interaction, Elizabeth and Raiza have demonstrated that they can take the points of view of each of the characters they are representing, but not the perspective of the other character. In our observations across classrooms, we find that most teachers stop here with this exercise: many are content with "Talking it over" as the best solution; others may either be afraid or lack the skills to push further.

In reality Elizabeth and Raiza can't talk it overeach has a different explanation for the conflict and is entrenched in her own position. Although they seem to know the process for resolving the conflict, and the "right (surface) answer ("By calming down and talking it over"), at this point they don't seem to have the insight regarding what that answer means and how that process of discussing the problem would truly unfold. This assignmentfilling out the worksheetdoes not by itself seem to be enough to deepen their understanding of the conflict resolution process.

*** Ms. Burgos probes more deeply each of the students' positions. She paraphrases each of their responses, not taking one side over another. Her "why" questions get to a deeper inquiryshe is curious about how the students think, make sense of and understand the characters and their positions. She challenges them to elaborate on their answers and is not satisfied with the first thing that comes to mind. They have to back up their answers with a reason. She's not letting them fake their way through. This forces them to be more authentic.

Throughout the role play, Ms. Burgos takes the time to stay truthful to the book and the feelings of the girls. She knows the book, the activity, and the students themselves. She knows that the goal of the role play is for the students to really internalize the points of view of Felita and Gigi. She listens deeply to the authenticity of their answers and gets them back on track if she thinks their answers do not ring true to their feelings (What was the problem that you felt? That she got the part in the play or that she didn't tell you?).

* Here Ms. Burgos gives them another opportunity to think about the problem. She also reinforces the importance of agreeing on the problem as part of the conflict resolution process. Her saying again "It would be interesting" acknowledges without judging that they are stuck, and so she flexibly changes tactics.

Ms. Burgos rephrases and uses a lot of different language to get the concept across. She goes from the very abstract ("accomplish") to the more concrete ("get out of") to the very concrete ("what would happen"). Reading the childrens responses, she interprets them as signs that will lead her interventions. She realizes she has to use more concrete prompts to facilitate the childrens understanding, which means that the childrens answers become the feedback mechanism for her interventions. Informally, she has told us My trick is that I let the kids lead.

When Ms. Burgos realizes that they still don't understand the meaning behind the concepts, she pushes them to go further by getting deeper into the character's thoughts, feelings and actions. By pushing them to role play this conflict without a script, she encourages them to go through their own problem-solving process with authenticity. She supports them in going to another level of taking on the point of view of the characters and by doing so invites them to integrate the characters' perspectives into their own.

* In this interaction, Raiza and Elizabeth seem to be communicating (giving voice to) their authentic thoughts and feelings. Herein lies the beginning of their mediating the conflict through language. Raiza explains that she had a reason for her actions ("I just changed my mind when I went home and thought about it all over"), implying that she did not mean to deceive. Elizabeth presses her with a developmentally appropriate definition of friendship ("Best friends is to share and tell secrets"), which also furthers the communication. Again, Raiza counters with a reason ("When I went to look for you, you didn't want to talk to me or nothing"), which helps to break down the conflict for them both into its component pieces. When Elizabeth replies ("Because I was mad at you"), she is speaking authentically and in so doing tacitly acknowledges her role in escalating the conflict.

* In this final interchange, Ms. Burgos acknowledges, praises and reflects upon what the students have learned through their role playthrough a unique chance to practice these high level communications of perspective-taking skill under highly realistic conditions.

* Through reflection on their role play, Ms. Burgos invites Elizabeth and Raiza to analyze their work and pushes them to find the language for what the conflict was. This helps the girls to really internalize the lessons of the conflict and to respond to the situation in the book as they would respond to a similar situation in their own lives. Raiza's comment ("We were just mad and didn't want to know the truth of who started it first") suggests an acknowledgment of mutual responsibility for a conflict in which neither person wanted to give up their positions (really their attitudes). This statement also suggests Raiza's understanding of the movement from a unilateral perspective to reciprocal perspective coordination. When Ms. Burgos continues to probe the analysis and introduces a more sophisticated and elaborate concept ("So you kept avoiding")the idea that one can know that one should be acting when one is not actingshe takes the analysis back and forth between abstraction and concrete examples. In this way, Ms. Burgos is suggesting that in order to have a relationship, you need to be able to listen to and integrate points of view and act reciprocally.* We would call this "microgenetic development," the development or performance of higher levels of social competence in the interaction itself . Elizabeth and Raizas dyadic interaction changes from Level 1 or unilateral to Level 2 or reciprocal, shifting from thinking the problem is what the other did--or felt-- to understanding and acknowledging their own roles in the conflict as well as the relationship between them.

** We would call this "microgenetic development," the development or performance of higher levels of social competence in the interaction itself . Elizabeth and Raizas dyadic interaction changes from Level 1 or unilateral to Level 2 or reciprocal, shifting from thinking the problem is what the other did--or felt-- to understanding and acknowledging their own roles in the conflict as well as the relationship between them.

*Hypothesis: ***Death of Character*Death of Character**Note that we are not saying that there should be standards, but we can ask the question and do the research to illuminate whether it would be a good idea. Bats as good things to read about, so I say Stellaluna.***Stanford 9*Stanford 9***Bob will think about this slide*After this is where you mention: We decided to settle down for an extended stay in the land of literacy. Like Felitas family, we wondered how long we would be able to remain.