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care, empathy, and different perspectives. These read-alouds provide windows, mirrors, and sliding glass doors (Bishop, 1990; McNair & Edwards, 2021) in which children can view themselves. However, these texts can take a significant amount of time to read, discuss, and understand.
Poetry, less dense than many read-alouds, can provide similar benefits. According to Shechtman and Abu Yaman (2012), poetry can be applied on three different levels: informative, conceptual, and valuing. The authors detailed the poem “Joey” by Shel Silverstein (1974) as an example. First, teachers can have students read the poem to learn the content and vocabulary. In the poem, “Joey,” the reader learns that Joey knocked down the sun with a stone and the world became dark. At the next level, students learn that acting out or being impulsive can have negative consequences and therefore one should exercise caution when acting out. In the poem “Joey,” plants do not grow, and the wind does not blow, all because of a stone. Lastly, value adding can occur. At this level, discussions are connected to children’s lives, asking about similar experiences of anger, losing control, acting impulsively, and feeling regret.
As previously mentioned, morning meetings provide a daily opportunity to embrace both poetry and SEL. In the morning meeting slide (see Figure 1), we have provided a format that showcases both of these important components of an elementary classroom. Note the development of vocabulary with an emphasis on discussing emotions and increasing words kids know. We feature a poem each day that can be a published poem or one written by members of the classroom. Moving to poetry written by your own students also encourages poetry performance to create an even more engaging learning opportunity. Lastly, note the use of different languages to embrace multiculturalism and our students who are English learners.
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