A Guide to Using SuperDville’s Videos and Companion Curriculum
Learn about all that our episodes and companion curriculum have to offer; from hands-on activities, intro letters for parents, SEL booklists, motivational printables and more. Watch our seven-minute tutorial and you will be ready to use SuperDville in any classroom, library, after-school setting or at home.
Scope and Sequence
All of our episodes include the five core CASEL competencies. Our research team identified three additional competencies for children with LD (belonging, learning goals, and resilience). Read our Elementary School White Paper and read our Middle School White Paper to find out more.
Our episode sequencing is research-based, with consideration of the developmentally appropriate stages for introducing each SEL theme.
Themes are repeated in multiple episodes, as repetition is crucial to a young learner’s mastery of new concepts. The video storylines become more advanced but they allow students to practice some of the same SEL themes from grade to grade.
The third-grade sequence emphasizes the foundational work of self-acceptance, creating a positive identity that will help students avoid developing shame around their academic achievement by:
- Exploring how everyone’s brain learns differently
- Discovering ways to build self-confidence
- Helping each student to accept and embrace the unique way their brain works
- Using their new confidence and acceptance skills to advocate for themselves
The skills included in the third grade series are: SELF-AWARENESS LEARNING GOALS BELONGING
Hudson talks about using context clues to make reasonable guesses in situations when he feels anxious about struggling to read important information. Kids have lots of compensatory strategies that help them to understand the world, even if reading is challenging. All of those strategies show how smart kids with LD are.
The fourth-grade sequence continues to emphasize accepting differences and developing self-advocacy skills through:
- Understanding emotions
- Finding the confidence to take risks
- Exploring how to face challenging situations at home and school
- Celebrating each student’s inventive mind
- Learning not to compare ourselves with others
The skills included in this series are: SELF-AWARENESS LEARNING GOALS RESILIENCE
BE HONEST ABOUT WHAT YOU NEED
Ayanna talks about the importance of being honest with teachers about your needs.
It can be really helpful to pause and think things through if you are having trouble understanding something
You can ask your teachers to slow down if they are moving too fast. This is an important skill to build!”
MY COMMUNITY OF DYSLEXICS
Charlie talks about finding pride in her dyslexia once she realized how large the community is. She advocates for other people with dyslexia to share their stories. -Lots of people have learning differences and its cool to connect with other people who share this identity. You can see all of the experiences you have in common and how normal it is to have LD.
THE UPS AND MORE UPS OF ADHD
Ari talks about how his adhd makes his imagination feel like a rollercoaster, and that while rollercoasters are scary, they are also fun! It can be helpful to have an understanding of how your brain works. The more you know how you think, the more you can find ways to support yourself using your strengths and natural learning patterns.
The 5th grade curriculum focuses on developing strategies to deal with the stress of academic and social pressure, and increasing outside expectations through:
- Accepting/Normalizing anxiety as something many students deal with
- Explore new ways of facing obstacles by using them to grow and thrive
- Practice self-acceptance
- Develop tools for self-advocacy
The skills included in this series are: SELF-AWARENESS LEARNING GOALS SELF-MANAGEMENT RESILIENCE
THE TWISTS AND TURNS OF ADHD
Ari explains the benefits of building detours through his brain, and that while he might get to the destination more slowly, he enjoys exploring. “Sometimes processing info more slowly is a marker that a person’s thinking is more broad and they are making more connections. There is no better or worse way to think–all ways of thinking have their benefits and downsides.
PRACTICING READING OUT IN THE WORLD
Kia talks about finding ways to practice reading in the world around her (with the support of her parents). “Practicing reading can be fun. Reading is a core part of life but not all reading is books and scientific articles, its also street signs and cereal boxes.”
The 6th grade sequence deepens many of the themes present in the earlier grades while introducing new skills to meet the increased responsibilities of middle school academics and growing social awareness of preadolescent students.
- Leveraging strengths to independently overcome challenges
- Navigating conflict in peer relationships
- Taking ownership of learning with self-advocacy strategies
The skills included in this series are: RESILIENCE BELONGING LEARNING GOALS
After receiving a tip that Tiana, an honest and hardworking student, received an F because her teacher thinks she is lying about her missing homework, the W.U.N.D.R team sends Rowan on an investigation to get to the bottom of the story. While out on the investigation, Rowan struggles to focus on the matter at hand and is constantly distracted by his surroundings. Tiana is frustrated with Rowan’s interest in everything but her homework and exclaims, “my whole life is at stake and you’re supposed to help!” Then Rowan has an epiphany. All of the seemingly random things that he has noticed come together to tell the story of Tiana’s missing homework and confirm her innocence. When brought in to share the story on air, Rowan reflects that his struggle to focus is simultaneously his greatest challenge and his greatest strength.
When Willa is asked to count 1,000 cranes ahead of seeing a movie and eating pizza with her friends, she is immediately filled with dread. Because she has dyscalculia, she knows that this already tedious task will be even more unpleasant for her. She manages to tally up 500 cranes, and after her hard work, decides to take a quick break and play a game on her phone. But she quickly is sucked into the game and only emerges when her friends come to see if she will be joining them. Disappointed but determined to at least be done by pizza time, Willa hides her phone deep into her backpack and jumps into finishing her counting task. Through missing the movie, Willia feels the sting of the consequences of procrastination, but after eventually finding focus, is able to enjoy pizza with her friends.
- Build family engagement by sending home the prewritten parent letter introducing SuperDville and offering caregivers access to the episodes and discussion guides in multiple languages!
- Select read alouds from the reading list that complement the SEL themes your students are working on.
- Utilize the anchor chart suggestions (you can either print the documents directly from the site or use them as guides to create poster size graphics for your classroom).
- Round out the year by sending home certificates of completion to help students build a sense of accomplishment.
(Episodes and Curriculum in Spanish will be available by the end of the year.)