Your Body Belongs to You. Cornelia Maude Spelman. Albert Whitman & Company; unknown edition (January 1, 1997)
Purchase book here
Watch a live reading of the book on YouTube here
Your Body Belongs to You by Cornelia Maude Spelman is an excellent way to demonstrate to your students that their body is special and belongs to ONLY them, which means they can decide how, and by whom they are touched. This book also helps explain, in age appropriate language, where on the body it is OK to be touched by people other than parents and doctors or someone helping them use the bathroom.
Teaching Point: Students will understand that that their body is special and belongs to ONLY them by participating in an Interactive Read Aloud of Your Body Belongs to You by Cornelia Maude Spelman and engaging in the read aloud by answering questions about the text and identifying major elements of the story.
Standards Assessed:
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify characters, settings, and major events in a story.
Speaking and Listening:
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
HBOs:
HBO 6. Injury prevention: Recognize and avoid dangerous surroundings
HBO 1. Sexual health: Establish and maintain healthy relationships.
HBO 5. Injury Prevention: Avoid pressuring others to engage in sexual behaviors.
NHEs:
Injury prevention:
S3.2.1. Identify trusted adults at home who can promote safety and injury prevention
S3.2.2. Identify trusted adults at school who can promote safety and injury prevention
S4.2.1. Demonstrate how to communicate needs, wants and feelings in a healthy way to promote safety
S4.2.3. Demonstrate effective refusal skills to avoid or reduce injury
S4.2.4 Demonstrate how to tell a trusted adult when feeling threatened or harmed
S5.2.1 Identify situations that need a decision based on safety and injury prevention
Sexual health: Identify benefits of healthy peer relationships.
Sexual health: Demonstrate how to effectively communicate needs, wants and feelings in healthy ways to promote healthy family and peer relationships.
Never Ever Talk to Strangers. Anne Marie Pace. Scholastic; First Scholastic Printing edition (2010)
Purchase book here
Watch a live reading of the book on YouTube here
Never Ever Talk to Strangers by Anne Marie Pace is a great resource to use when teaching kids about stranger danger protocol. It outlines explicit steps that children should take when confronted by a stranger alone, and describes a stranger danger situation in which the main character must utilize the specific protocol. It is kid friendly and short enough to hold interest.
Teaching Point: Students will learn that talking to strangers without a trusted adult is not a safe idea by engaging in a read aloud and then filling out a story map in which the students will identify the characters, setting, problem and correctly identify the steps that the character took to solve the problem.
Reading Standards:
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify characters, settings, and major events in a story.
Speaking and Listening:
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Writing Standards:
CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
HBOs:
HBO 6. Injury prevention: Recognize and avoid dangerous surroundings
HBO 4. Injury prevention: Apply Safety Rules and Procedures to avoid risky behaviors and injury.
HBO 1. Sexual health: Establish and maintain healthy relationships.
NHEs:
Injury prevention:
S3.2.1. Identify trusted adults at home who can promote safety and injury prevention
S4.2.3. Demonstrate effective refusal skills to avoid or reduce injury
S4.2.4 Demonstrate how to tell a trusted adult when feeling threatened or harmed
S5.2.1 Identify situations that need a decision based on safety and injury prevention
Sexual health: Demonstrate how to effectively communicate needs, wants and feelings in healthy ways to promote healthy family and peer relationships.