Early Learning–Grade 8...peers and adults and have more coping strategies to manage stressful situations. They’re also more likely to benefit from academic instruction. Second

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ALIGNMENT CHART: Michigan Social-Emotional Learning Competencies and Indicators Alignment with Second Step SEL

Early Learning–Grade 8

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© 2020 Committee for Children | SecondStep.org

1 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

The Importance of Social-Emotional LearningSocial-emotional learning (SEL) is recognized as a key ingredient for school and life success. A 2011 meta-analysis1 found that students participating in SEL programs showed significant gains in social-emotional skills, attitudes, and behaviors, as well as academic achievement. Specific gains include:

• 11 percentile-point gain in overall academic achievement

• 23 percent improvement in social-emotional skills

• 9 percent improvement in attitudes about self, others, and school

• 9 percent improvement in school and classroom behavior

• 9 percent decrease in conduct problems, such as disruptive classroom behavior and aggression

Educators across the nation acknowledge the benefits of SEL in schools and agree that teaching students social-emotional skills is a necessary and valuable component of their education.

About the Second Step Program Evidence-based Second Step is the premier SEL program in the United States, reaching more than 16.5 million school children every year. The universal, classroom-based program promotes development of students’ social-emotional competence and self-regulation skills. Students with these skills are better able to maintain healthy relationships with peers and adults and have more coping strategies to manage stressful situations. They’re also more likely to benefit from academic instruction.

Second Step Key Concepts• Skills for learning

• Empathy

• Emotion management

• Problem-solving

Core Learning Strategies

• Brain Builders

• Story and discussion

• Activity and skill practice

• Reinforcing skills

Teaching the social-emotional and self-regulation skills in the Second Step program need not be confined to the lessons. Students can practice their Second Step skills while learning about literature, math, science, health, and more. In fact, while applying their Second Step skills to academics, students can also boost their academic achievement.

This alignment chart illustrates how Second Step and Michigan social-emotional learning competencies and indicators complement and support each other across key social-emotional concepts.

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Early Learning

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Michigan Social-Emotional Learning Competencies and Indicators 3

Alignment with Second Step SEL for Early Learning

Michigan Social-Emotional Learning Competencies and Indicators

1A-1

Sho

w an

em

ergi

ng s

ense

of s

elf

1A-2

Con

tinue

to d

evel

op

pers

onal

pre

fere

nces

1A-3

Iden

tify

a va

riety

of f

eelin

gs a

nd

moo

ds in

them

selv

es

1B-1

Iden

tify

thei

r ow

n st

reng

ths

1B-2

Dem

onst

rate

pos

itive

feel

ings

abo

ut

thei

r ow

n ge

nder

, rac

e, e

thni

city

, dis

abili

ty,

natio

nal o

rigin

, and

lang

uage

, as

wel

l as

com

mun

ity a

nd/o

r fam

ily c

ultu

ral p

ract

ices

1B-3

Dem

onst

rate

gro

win

g co

nfide

nce

in e

xpre

ssin

g th

eir f

eelin

gs, n

eeds

, an

d op

inio

ns

1C-1

Lea

rn fr

om a

nd th

roug

h re

latio

nshi

ps a

nd in

tera

ctio

ns

1C-2

Dem

onst

rate

an

incr

easi

ng

sens

e of

bel

ongi

ng a

nd a

war

enes

s of

thei

r rol

es a

s m

embe

rs o

f fam

ilies

, cl

assr

oom

s, a

nd c

omm

uniti

es

1D-1

Beg

in to

org

aniz

e pr

ojec

ts o

r pl

ay; m

ake

and

carr

y ou

t pla

ns

1D-2

Exh

ibit

a gr

owin

g ca

paci

ty to

sel

f-re

gula

te, d

emon

stra

te s

elf-

effic

acy,

and

know

acc

epta

ble

boun

darie

s

1D-3

Sho

w an

incr

easi

ng a

bilit

y to

fo

llow

sim

ple,

cle

ar, a

nd c

onsi

sten

t di

rect

ions

and

rule

s

1D-4

Beg

in to

take

act

ion

to fi

x th

eir

mis

take

s, s

olve

pro

blem

s w

ith m

ater

ials

, an

d re

solv

e co

nflic

ts w

ith o

ther

s

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4 4 4

Listen with Attention 4 4 4 4 4 4

Use Self-Talk 4 4 4

Be Assertive 4 4 4 4 4 4 4

Remember Directions 4 4 4 4 4

Stay on Task 4 4 4 4

Ignore Distractions 4 4 4 4

Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4 4

Build a Vocabulary of Feelings Words 4 4 4 4

Begin to Take Others’ Perspectives 4 4

Listen to Others 4 4 4

Have Empathy 4 4 4

Express Compassion 4 4 4

Em

otio

n M

anag

emen

t Understand Strong Feelings 4 4 4 4 4

Recognize Strong Feelings 4 4 4 4 4

Calm Strong Feelings Down 4 4 4 4

Use the Calming-Down Steps 4 4 4

Communication and Language Skills 4 4 4 4 4

Pro

blem

- S

olvi

ng

Calm Down Before Solving Problems 4 4 4 4

Describe the Problem 4 4 4 4

Think of Multiple Solutions to a Problem 4 4 4 4

Frie

ndsh

ip S

kills

Play Fair 4 4 4 4 4 4

Invite Others to Play 4 4 4 4 4

Ask to Join in Play 4 4 4 4 4 4

Choose to Have Fun over Getting Their Way 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention 4

Working Memory 4

Inhibitory Control 4

PAGE 1 OF 5

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Michigan Social-Emotional Learning Competencies and Indicators (cont.)

2A-1

Gro

w in

thei

r cap

acity

to a

void

ha

rmin

g th

emse

lves

, oth

ers,

or t

hing

s ar

ound

them

whe

n ex

pres

sing

feel

ings

, ne

eds,

and

opi

nion

s

2A-2

Man

age

reas

onab

le fr

ustr

atio

n

2A-3

Add

ress

str

ess

in a

reas

onab

le

and

age-

appr

opria

te w

ay

2B-1

Sho

win

g in

crea

sing

resp

ect

for t

he ri

ghts

of o

ther

s

2B-2

Und

erst

andi

ng th

e pr

osoc

ial v

alue

of

hon

esty

and

trut

hful

ness

to th

e ex

tent

th

eir p

erce

ptio

n of

real

ity p

erm

its it

2C-1

App

roac

h ta

sks

and

activ

ities

w

ith in

crea

sed

flexi

bilit

y, im

agin

atio

n,

inve

ntiv

enes

s, a

nd c

onfid

ence

2C-2

Dem

onst

rate

incr

easi

ng a

bilit

y to

set

goa

ls a

nd to

dev

elop

and

follo

w th

roug

h on

pla

ns

2C-3

Dem

onst

rate

a re

ason

able

sel

f-pe

rcep

tion

of c

onfid

ence

; can

mak

e ch

oice

s an

d ex

plai

n di

scov

erie

s

2C-4

Gro

w in

thei

r abi

lity

to fo

llow

sim

ple,

cl

ear,

and

cons

iste

nt d

irect

ions

and

rule

s

3A-1

Sho

w in

crea

sing

resp

ect f

or

the

right

s of

oth

ers

3A-2

Dem

onst

rate

the

abili

ty to

car

e;

can

resp

ond

with

sen

sitiv

ity o

r sin

cerit

y, la

ter e

mpa

thy

3A-3

Iden

tify

a va

riety

of f

eelin

gs

and

moo

ds in

oth

ers

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4

Listen with Attention 4 4 4

Use Self-Talk 4 4 4 4

Be Assertive 4 4 4 4 4 4

Remember Directions 4 4

Stay on Task 4 4

Ignore Distractions 4 4

Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4

Build a Vocabulary of Feelings Words 4 4 4 4 4 4

Begin to Take Others’ Perspectives 4 4 4


Have Empathy 4 4 4 4

Express Compassion 4 4 4 4

Em

otio

n M

anag

emen

t Understand Strong Feelings 4 4 4

Recognize Strong Feelings 4 4 4

Calm Strong Feelings Down 4 4 4

Use the Calming-Down Steps 4 4 4

Communication and Language Skills 4 4 4 4

Pro

blem

-S

olvi

ng

Calm Down Before Solving Problems 4 4 4

Describe the Problem 4 4 4

Think of Multiple Solutions to a Problem 4 4 4

Frie

ndsh

ip S

kills

Play Fair 4 4 4 4

Invite Others to Play 4 4 4 4

Ask to Join in Play 4 4 4 4

Choose to Have Fun over Getting Their Way 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention 4 4

Working Memory 4 4

Inhibitory Control 4 4 4 4

PAGE 2 OF 5

®




3A-4

Incr

ease

thei

r cap

acity

to ta

ke

anot

her’s

per

spec

tive

3B-1

Par

ticip

ate

succ

essf

ully

as

a g

roup

mem

ber

3B-2

Dem

onst

rate

an

incr

easi

ng

sens

e of

bel

ongi

ng a

nd a

war

enes

s of

thei

r rol

e as

a m

embe

r of a

fam

ily,

clas

sroo

m, a

nd c

omm

unity

3B-3

Incr

ease

und

erst

andi

ng o

f the

re

latio

nshi

p be

twee

n pe

ople

and

thei

r en

viro

nmen

t and

beg

in to

reco

gniz

e th

e im

port

ance

of t

akin

g ca

re o

f the

re

sour

ces

in th

e en

viro

nmen

t

3B-4

Sho

w in

crea

sing

resp

ect f

or

the

right

s of

oth

ers

3B-5

Gro

w in

thei

r abi

lity

to fo

llow

sim

ple,

cl

ear,

and

cons

iste

nt d

irect

ions

and

rule

s

3C-1

Rec

ogni

ze re

spec

tful

ly th

e si

mila

ritie

s an

d di

ffere

nces

in p

eopl

e

3C-2

Sho

w an

incr

easi

ng c

apac

ity to

ta

ke in

to a

ccou

nt a

noth

er’s

pers

pect

ive

3C-3

Sho

w in

crea

sing

resp

ect f

or

the

right

s of

oth

ers

3C-4

Rec

ogni

ze a

nd re

spec

t sim

ilarit

ies

and

diffe

renc

es in

peo

ple

(gen

der e

xpre

ssio

n,

fam

ily, r

ace,

cul

ture

, lang

uage

)

3D-1

Mak

e co

nnec

tions

with

situ

atio

ns

or e

vent

s, p

eopl

e, o

r sto

ries

3D-2

Con

trib

ute

indi

vidu

al s

tren

gths

, im

agin

atio

n, o

r int

eres

ts to

a g

roup

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4 4

Listen with Attention 4 4 4 4

Use Self-Talk 4 4

Be Assertive 4 4 4


Stay on Task 4 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4

Build a Vocabulary of Feelings Words 4 4 4

Begin to Take Others’ Perspectives 4 4 4 4 4


Have Empathy 4 4 4 4 4 4 4 4 4

Express Compassion 4 4 4 4 4 4 4

Em

otio

n M

anag

emen

t Understand Strong Feelings 4

Recognize Strong Feelings 4

Calm Strong Feelings Down 4

Use the Calming-Down Steps 4

Communication and Language Skills 4

Pro

blem

- S

olvi

ng

Calm Down Before Solving Problems 4

Describe the Problem 4

Think of Multiple Solutions to a Problem 4

Frie

ndsh

ip S

kills

Play Fair 4 4 4 4

Invite Others to Play 4 4 4 4

Ask to Join in Play 4 4 4 4

Choose to Have Fun over Getting Their Way 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory 4 4

Inhibitory Control 4 4

PAGE 3 OF 5

®




3D-3

Ext

end

offe

rs o

f hel

p to

pee

rs

or a

dults

, to

help

them

feel

that

they

be

long

to th

e gr

oup

3D-4

Can

ada

pt to

diff

eren

t env

ironm

ents

4A-1

Suc

cess

fully

dev

elop

and

ke

ep fr

iend

ship

s

4A-2

Use

pos

itive

com

mun

icat

ion

and

beha

vior

s

4A-3

Sho

w pr

ogre

ss in

dev

elop

ing

and

keep

ing

frie

ndsh

ips

4A-4

Res

olve

con

flict

s re

spec

tful

ly

with

the

help

of s

uppo

rtiv

e ad

ults

4B-1

Sho

w an

incr

easi

ng a

bilit

y to

in

itiat

e an

d su

stai

n ag

e-ap

prop

riate

pla

y an

d in

tera

ctio

ns w

ith p

eers

and

adu

lts

4B-2

Suc

cess

fully

dev

elop

and

ke

ep fr

iend

ship

s

4B-3

Use

pos

itive

com

mun

icat

ion

and

beha

vior

s

4C-1

Sho

w an

incr

easi

ng c

apac

ity

to ta

ke a

noth

er’s

pers

pect

ive

4C-2

Beg

in to

dev

elop

and

pra

ctic

e th

e us

e of

pro

blem

-sol

ving

and

con

flict

- re

solu

tion

skill

s

5A-1

Pos

itive

and

acc

eptin

g at

titud

es

tow

ard

peop

le o

f a v

arie

ty o

f bac

kgro

unds

an

d ch

arac

teris

tics,

e.g

., rac

e, e

thni

city

, na

tiona

l orig

in, p

hysi

cal c

hara

cter

istic

s,

disa

bilit

y, ec

onom

ic s

tatu

s, la

ngua

ge

spok

en o

r sig

ned

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4 4 4 4 4 4

Listen with Attention 4 4 4 4 4 4 4 4

Use Self-Talk 4 4 4 4 4 4 4

Be Assertive 4 4 4 4 4 4 4 4 4


Stay on Task 4 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4 4 4

Build a Vocabulary of Feelings Words 4 4 4 4 4 4 4 4

Begin to Take Others’ Perspectives 4 4 4 4 4 4 4 4

Listen to Others 4 4 4 4 4 4 4 4

Have Empathy 4 4 4 4 4 4 4 4 4

Express Compassion 4 4 4 4 4 4 4 4 4

Em

otio

n M

anag

emen

t Understand Strong Feelings 4 4 4 4 4 4

Recognize Strong Feelings 4 4 4 4 4 4

Calm Strong Feelings Down 4 4 4 4 4 4

Use the Calming-Down Steps 4 4 4 4 4 4

Communication and Language Skills 4 4 4 4 4 4 4

Pro

blem

- S

olvi

ng

Calm Down Before Solving Problems 4 4 4 4 4 4 4 4

Describe the Problem 4 4 4 4 4 4 4 4 4

Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4 4 4

Frie

ndsh

ip S

kills

Play Fair 4 4 4 4 4 4 4 4 4

Invite Others to Play 4 4 4 4 4 4 4 4 4

Ask to Join in Play 4 4 4 4 4 4 4 4 4

Choose to Have Fun over Getting Their Way 4 4 4 4 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention 4 4 4

Working Memory 4 4 4

Inhibitory Control 4 4 4 4 4

PAGE 4 OF 5

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5A-2

An

incr

easi

ng a

bilit

y to

take

ano

ther

’s po

int o

f vie

w an

d to

em

path

ize

with

oth

ers

5B-1

Beg

in to

hyp

othe

size

or

mak

e in

fere

nces

5B-2

Att

empt

a v

arie

ty o

f way

s an

d de

mon

stra

te e

njoy

men

t of s

olvi

ng p

robl

ems

5B-3

Use

mat

eria

ls p

urpo

sefu

lly, s

afel

y, an

d re

spec

tful

ly m

ore

and

mor

e of

the

time

5B-4

Man

age

tran

sitio

ns a

nd

follo

w ro

utin

es m

ost o

f the

tim

e

5C-1

Con

trib

ute

indi

vidu

al s

tren

gths

, im

agin

atio

n, o

r int

eres

ts to

a g

roup

5C-2

Dem

onst

rate

an

incr

easi

ng

sens

e of

bel

ongi

ng a

nd a

war

enes

s of

thei

r rol

e as

a m

embe

r of a

fam

ily,

clas

sroo

m, a

nd c

omm

unity

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4 4

Listen with Attention 4 4 4 4

Use Self-Talk 4 4 4

Be Assertive 4


Stay on Task 4 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4

Build a Vocabulary of Feelings Words 4 4

Begin to Take Others’ Perspectives 4 4 4

Listen to Others 4 4

Have Empathy 4 4 4

Express Compassion 4 4

Em

otio

n M

anag

emen

t Understand Strong Feelings

Recognize Strong Feelings

Calm Strong Feelings Down

Use the Calming-Down Steps

Communication and Language Skills

Pro

blem

- S

olvi

ng




Frie

ndsh

ip S

kills

Play Fair 4 4

Invite Others to Play 4 4

Ask to Join in Play 4 4

Choose to Have Fun over Getting Their Way 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory 4 4

Inhibitory Control 4 4

PAGE 5 OF 5

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Kindergarten–Grade 2

®

Alignment with Second Step SEL for Kindergarten–Grade 2



1A-1

Rec

ogni

ze a

nd la

bel t

heir

emot

ions

and

feel

ings

1A-2

Des

crib

e th

eir e

mot

ions

and

the

situ

atio

ns th

at c

ause

them

(trig

gers

)

1B-1

Iden

tify

thei

r lik

es a

nd d

islik

es

1B-2

Des

crib

e th

ings

they

do

wel

l or

the

know

ledg

e th

at th

ey h

ave

1B-3

Des

crib

e an

act

ivity

or t

ask

in w

hich

th

ey m

ay n

eed

help

in o

rder

to im

prov

e

1C-1

Iden

tify

at le

ast o

ne a

dult

they

trus

t

1C-2

Iden

tify

situ

atio

ns in

whi

ch th

ey

need

to s

eek

help

from

an

adul

t (bi

g pr

oble

m v

ersu

s sm

all p

robl

em)

1C-3

Rec

ogni

ze h

ow a

nd w

here

to

get h

elp

in a

n em

erge

ncy

situ

atio

n

1D-1

Und

erst

and

thei

r res

pons

ibili

ty to

mee

t sc

hool

wid

e sa

fety

exp

ecta

tions

kno

win

g it

prom

otes

a s

afe

and

prod

uctiv

e en

viro

nmen

t

1D-2

Rec

ogni

ze th

at th

ere

are

posi

tive

and

nega

tive

cons

eque

nces

for t

heir

choi

ces

and

actio

ns

2A-1

Util

izes

tech

niqu

es th

at a

llow

them

to c

alm

them

selv

es

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4

Listen with Attention 4

Use Self-Talk 4 4

Be Assertive 4

Remember Directions 4

Stay on Task 4

Ignore Distractions 4

Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4


Begin to Take Others’ Perspectives

Listen to Others

Have Empathy

Express Compassion

Em

otio

n M

anag

emen




Use the Ways to Calm Down 4

Communication and Language Skills 4 4 4

Pro

blem

-Sol

ving




Explore Consequences of Solutions to Problems 4 4

Pick the Best Solution to a Problem 4 4

Friendship Skills

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention

Working Memory

Inhibitory Control

PAGE 1 OF 5

®




2A-2

Pra

ctic

e us

ing

wor

ds to

sha

re

thei

r fee

lings

abo

ut a

n in

tera

ctio

n or

si

tuat

ion

rath

er th

an p

hysi

cally

or

aggr

essi

vely

exp

ress

ing

feel

ings

2A-3

Pra

ctic

e m

ovin

g to

a “c

alm

dow

n”

spac

e in

the

room

afte

r a tr

igge

ring

even

t

2B-1

Des

crib

e a

situ

atio

n w

hen

they

cou

ld

have

lied

but

they

told

the

trut

h

2B-2

Sha

res

reas

ons

why

they

follo

w cl

assr

oom

or s

choo

l rul

es (t

heir

own

safe

ty,

the

safe

ty o

f oth

ers,

redu

cing

cha

nce

of

dam

agin

g pr

oper

ty, e

tc.)

2B-3

Des

crib

e th

e di

ffere

nces

bet

wee

n an

d co

nseq

uenc

es o

r ben

efits

of l

ying

an

d tr

uth-

telli

ng

2C-1

Iden

tify

a sh

ort-

term

goa

l (w

ish,

dre

am)

2C-2

Det

erm

ine

whe

ther

the

goal

is u

nder

th

eir c

ontr

ol o

r som

eone

els

e’s

cont

rol

2C-3

Iden

tify

and

take

ste

ps n

eede

d to

acc

ompl

ish

a sh

ort-

term

goa

l

2C-4

Iden

tify

peop

le w

ho c

an s

uppo

rt

them

in re

achi

ng th

eir s

hort

-ter

m g

oal

3A-1

Use

list

enin

g an

d at

tent

ion

skill

s to

iden

tify

the

feel

ings

and

per

spec

tives

of

oth

ers

(face

, bod

y, vo

ice)

3A-2

Rec

ogni

ze th

at w

ords

and

ac

tions

can

hur

t oth

ers

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4

Listen with Attention 4 4

Use Self-Talk 4 4

Be Assertive 4 4


Stay on Task 4


Em

path

y





Have Empathy 4 4

Express Compassion 4

Em

otio

n M

anag

emen




Use the Ways to Calm Down 4 4


Pro

blem

-Sol

ving




Explore Consequences of Solutions to Problems 4

Pick the Best Solution to a Problem 4

Friendship Skills 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

PAGE 2 OF 5

®




3B-1

Rec

ogni

ze a

nd n

ame

how

they

can

he

lp o

ther

s w

ithin

thei

r sch

ool, h

ome,

an

d co

mm

unity

3B-2

Iden

tify

how

they

hel

p ot

hers

and

ho

w th

ey fe

el a

bout

hel

ping

, e.g

. fee

d th

e do

g, s

hare

, cle

an u

p w

hen

aske

d

3C-1

Des

crib

e w

ays

that

peo

ple

are

sim

ilar a

nd d

iffer

ent

3C-2

Nam

e po

sitiv

e qu

aliti

es in

peo

ple

that

cro

ss a

ll cu

lture

s an

d gr

oups

3D-1

Und

erst

and

the

impo

rtan

ce o

f and

de

mon

stra

te re

spec

t for

per

sona

l spa

ce

3D-2

App

ropr

iate

ly e

ngag

e in

pla

y w

ith

othe

rs: i

ntro

duce

sel

f, as

k pe

rmis

sion

, jo

in in

, and

invi

te o

ther

s to

join

in

3D-3

Wai

t the

ir tu

rn, o

bser

ve th

e si

tuat

ion,

an

d kn

ow w

hen

it’s

appr

opria

te to

resp

ond

4A-1

Pay

att

entio

n to

oth

ers

whe

n th

ey

are

spea

king

4A-2

Dem

onst

rate

the

use

of v

erba

l et

ique

tte

(use

ple

ase,

than

k yo

u, e

xcus

e m

e, e

tc.)

4A-3

Tak

e tu

rns

and

shar

e w

ith o

ther

s

4A-4

Effe

ctiv

ely

and

appr

opria

tely

co

mm

unic

ate

need

s, w

ants

, and

idea

s in

a re

spec

tful

man

ner

4B-1

Iden

tify

the

mul

tiple

type

s of

re

latio

nshi

ps th

ey h

ave

with

oth

ers

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4 4 4 4 4

Listen with Attention 4 4 4 4 4

Use Self-Talk 4 4

Be Assertive 4 4 4 4 4 4


Stay on Task 4 4


Em

path

y


Build a Vocabulary of Feelings Words 4 4 4 4 4

Begin to Take Others’ Perspectives 4 4 4 4 4 4 4 4

Listen to Others 4 4 4 4 4 4

Have Empathy 4 4 4 4 4 4 4 4 4

Express Compassion 4 4 4

Em

otio

n M

anag

emen




Use the Ways to Calm Down 4 4 4

Communication and Language Skills 4 4 4

Pro

blem

-Sol

ving

Calm Down Before Solving Problems 4 4


Think of Multiple Solutions to a Problem 4 4



Friendship Skills 4 4 4 4 4 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory 4 4

Inhibitory Control 4 4 4

PAGE 3 OF 5

®




4B-2

Lis

t tra

its o

f a g

ood

frie

nd

4B-3

Dem

onst

rate

abi

lity

to m

ake

new

frie

nds

4B-4

Iden

tify

and

prac

tice

beha

vior

s,

such

as

activ

e lis

teni

ng a

nd s

harin

g, to

m

aint

ain

posi

tive

rela

tions

hips

4C-1

Iden

tify

inte

rper

sona

l pro

blem

s th

ey

need

adu

lt he

lp to

reso

lve

and

appr

opria

tely

as

k fo

r hel

p

4C-2

Rec

ogni

ze th

ere

are

man

y w

ays

to

solv

e co

nflic

ts a

nd p

ract

ice

solv

ing

prob

lem

s us

ing

a m

enu

of c

hoic

es, in

clud

ing

the

use

of

“I” m

essa

ges

4C-3

Iden

tify

and

stat

e fe

elin

gs

and

prob

lem

in c

onfli

ct

5A-1

Rec

ogni

ze th

at o

ne h

as c

hoic

es

in h

ow to

resp

ond

5A-2

Iden

tify

way

s to

pro

mot

e sa

fety

fo

r one

self

and

othe

rs

5A-3

Iden

tify

way

s to

resp

ond

to

unfa

mili

ar a

dults

in d

iffer

ent s

ettin

gs

5A-4

Sta

nd u

p fo

r a fr

iend

or p

eer a

nd

let o

ther

s kn

ow w

hen

a pe

rson

is b

eing

tr

eate

d un

fairl

y

5B-1

Rec

ogni

ze th

at th

ey h

ave

choi

ces

in h

ow to

resp

ond

to s

ituat

ions

5B-2

Impl

emen

t sto

p, th

ink,

and

act

st

rate

gies

in s

olvi

ng p

robl

ems

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4


Use Self-Talk

Be Assertive 4 4 4 4 4

Remember Directions

Stay on Task

Ignore Distractions

Em

path

y





Have Empathy 4 4

Express Compassion 4 4

Em

otio

n M

anag

emen




Use the Ways to Calm Down 4 4 4


Pro

blem

-Sol

ving


Describe the Problem 4 4 4 4 4 4

Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4

Explore Consequences of Solutions to Problems 4 4 4 4 4 4 4

Pick the Best Solution to a Problem 4 4 4 4 4 4 4

Friendship Skills 4 4 4 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

PAGE 4 OF 5

®




5B-3

Dem

onst

rate

soc

ial a

nd c

lass

room

be

havi

or (a

sk p

erm

issi

on, li

sten

to s

peak

er,

ask

for h

elp,

offe

r to

help

, par

ticip

ate)

5B-4

Dem

onst

rate

con

stru

ctiv

e ac

adem

ic b

ehav

iors

and

sel

f-re

gula

tion

(list

en, p

ay a

tten

tion,

follo

w di

rect

ions

, ig

nore

dis

trac

tions

)

5C-1

Rec

ogni

ze th

e va

rious

role

s of

the

pers

onne

l tha

t gov

ern

the

scho

ol (a

ll st

aff)

5C-2

Par

ticip

ate

in in

divi

dual

role

s an

d re

spon

sibi

litie

s in

the

clas

sroo

m

and

in s

choo

l

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4


Use Self-Talk 4 4

Be Assertive 4 4


Stay on Task 4 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings

Build a Vocabulary of Feelings Words


Listen to Others

Have Empathy

Express Compassion

Em

otio

n M

anag

emen




Use the Ways to Calm Down


Pro

blem

-Sol

ving

Calm Down Before Solving Problems

Describe the Problem

Think of Multiple Solutions to a Problem

Explore Consequences of Solutions to Problems

Pick the Best Solution to a Problem

Friendship Skills

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

PAGE 5 OF 5

®

Grade 3

®



1A-1

Rec

ogni

ze in

tens

ity le

vels

of

thei

r em

otio

ns

1A-2

Rec

ogni

ze h

ow e

mot

ion

can

chan

ge

1A-3

Rec

ogni

ze h

ow th

ough

ts a

re li

nked

w

ith e

mot

ions

and

em

otio

ns a

re li

nked

to

beh

avio

r

1A-4

Des

crib

e w

ays

emot

ions

impa

ct

thei

r beh

avio

r(s)

1A-5

Dra

w an

“ang

er th

erm

omet

er”

and

disc

uss

why

they

mig

ht m

ove

alon

g th

e th

erm

omet

er

1B-1

Des

crib

e th

eir p

erso

nal i

dent

ities

, e.

g., g

ende

r ide

ntity

, rac

e, e

thni

city

, na

tiona

l orig

in, d

isab

ilitie

s, e

tc.

1B-2

Des

crib

e th

e pe

rson

al tr

aits

they

po

sses

s th

at m

ake

them

suc

cess

ful m

embe

rs

of th

eir c

lass

room

and

sch

ool c

omm

unity

1B-3

Des

crib

e th

eir g

row

th a

reas

, prio

ritiz

e th

e pe

rson

al tr

aits

and

inte

rest

s th

at th

ey

wan

t to

deve

lop,

and

exp

lore

opp

ortu

nitie

s to

dev

elop

them

1C-1

Rec

ogni

ze q

ualit

ies

of p

ositi

ve

role

mod

els

in th

eir l

ives

1C-2

Iden

tify

posi

tive

adul

ts in

va

rious

face

ts o

f the

ir liv

es

1C-3

Iden

tify

peer

, hom

e, a

nd s

choo

l su

ppor

ts a

nd/o

r res

ourc

es th

ey c

an

acce

ss to

hel

p so

lve

prob

lem

s

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4

Listen with Attention

Use Self-Talk

Be Assertive

Remember Directions

Stay on Task

Ignore Distractions

Em

path

y




Listen to Others

Have Empathy 4

Express Compassion

Em

otio

n M

anag

emen


Recognize Strong Feelings 4 4 4 4


Use the Ways to Calm Down 4 4 4 4


Pro

blem

-Sol

ving






Friendship Skills 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

Alignment with Second Step SEL for Grade 3PAGE 1 OF 6

®



1C-4

Writ

e a

lett

er to

a ro

le m

odel

te

lling

why

they

con

side

r the

m to

be

thei

r rol

e m

odel

1D-1

Defi

ne w

hat i

t mea

ns to

be

resp

onsi

ble

and

iden

tify

thin

gs

for w

hich

they

are

resp

onsi

ble

1D-2

Exp

lain

the

bene

fits

of

bein

g re

spon

sibl

e

1D-3

Dem

onst

rate

abi

lity

to s

ay n

o to

neg

ativ

e pe

er p

ress

ure

2A-1

Use

sel

f-m

onito

ring

stra

tegi

es

such

as

self-

talk

to re

gula

te e

mot

ions

2A-2

Res

pond

effe

ctiv

ely

to p

ress

ure

situ

atio

ns, e

.g., w

alk

away

, see

k he

lp

or m

edia

tion

2A-3

Com

mun

icat

e th

eir p

ersp

ectiv

e on

trig

gerin

g be

havi

ors

or s

ituat

ions

us

ing

“I” m

essa

ges

2A-4

Exp

ress

em

otio

ns in

a

resp

ectf

ul m

anne

r

2B-1

Tel

l the

trut

h in

a d

ifficu

lt si

tuat

ion

whi

le h

onor

ing

pers

onal

bou

ndar

ies

2B-2

Fol

low

thro

ugh

on th

eir c

omm

itmen

ts

2C-1

Dis

tingu

ish

betw

een

long

-ter

m

and

shor

t-te

rm g

oals

2C-2

Des

crib

e w

hy le

arni

ng is

impo

rtan

t to

ach

ievi

ng p

erso

nal g

oals

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4


Use Self-Talk 4 4 4

Be Assertive 4 4 4 4 4


Stay on Task 4 4 4 4

Ignore Distractions 4 4 4 4

Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4 4 4



Listen to Others

Have Empathy

Express Compassion

Em

otio

n M

anag

emen


Recognize Strong Feelings 4 4 4 4 4


Use the Ways to Calm Down 4 4 4 4


Pro

blem

-Sol

ving


Describe the Problem 4 4 4 4 4


Explore Consequences of Solutions to Problems 4 4 4 4

Pick the Best Solution to a Problem 4 4 4 4

Friendship Skills 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control 4 4 4


®



2C-3

Eva

luat

e th

e ac

tion

step

s ta

ken

to

acco

mpl

ish

a go

al a

nd id

entif

y w

hat,

if an

ythi

ng, t

hey

coul

d ha

ve d

one

diffe

rent

ly

to fa

cilit

ate

that

acc

ompl

ishm

ent

2C-4

Iden

tify

reso

urce

s th

at h

elp

them

ach

ieve

thei

r goa

ls, i.

e., h

ome,

sc

hool

, and

com

mun

ity s

uppo

rt

3A-1

Pre

dict

how

thei

r ow

n be

havi

or

affe

cts

the

emot

ions

of o

ther

s

3A-2

Defi

ne a

nd u

nder

stan

d pe

rspe

ctiv

e an

d po

int o

f vie

w

3A-3

Use

list

enin

g sk

ills

to id

entif

y th

e fe

elin

gs a

nd p

ersp

ectiv

es o

f oth

ers

3A-4

Rec

ogni

ze h

ow w

ords

and

act

ions

ca

n hu

rt o

ther

s in

diff

eren

t way

s

3B-1

Sha

re re

ason

s fo

r hel

ping

oth

ers

3B-2

Iden

tify

role

s th

ey h

ave

that

co

ntrib

ute

to th

eir s

choo

l, hom

e,

and

neig

hbor

ing

com

mun

ity

3B-3

Wor

k to

geth

er w

ith p

eers

to

addr

ess

a ne

ed

3C-1

Iden

tify

cont

ribut

ions

of v

ario

us

soci

al a

nd c

ultu

ral g

roup

s

3C-2

Rec

ogni

ze th

at p

eopl

e fro

m

diffe

rent

cul

tura

l and

soc

ial g

roup

s sh

are

man

y th

ings

in c

omm

on a

nd

iden

tify

sim

ilarit

ies

and

diffe

renc

es

3C-3

Defi

ne s

tere

otyp

ing,

di

scrim

inat

ion,

and

pre

judi

ce

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4


Use Self-Talk

Be Assertive

Remember Directions

Stay on Task

Ignore Distractions

Em

path

y


Build a Vocabulary of Feelings Words 4 4

Begin to Take Others’ Perspectives 4 4 4 4 4 4


Have Empathy 4 4 4 4 4 4


Em

otio

n M

anag

emen

t Understand Strong Feelings 4 4

Recognize Strong Feelings 4 4




Pro

blem

-Sol

ving


Describe the Problem 4 4




Friendship Skills 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control


®



3D-1

Des

crib

e to

ne a

nd h

ow it

is

used

to c

omm

unic

ate

with

oth

ers

3D-2

Des

crib

e th

e im

pact

of b

ody

lang

uage

an

d fa

cial

exp

ress

ions

in c

omm

unic

atio

n

3D-3

Dev

elop

aw

aren

ess

that

soc

ial c

ues

may

be

diffe

rent

am

ong

vario

us g

roup

s

4A-1

Giv

e an

d re

ceiv

e co

mpl

imen

ts

in a

gen

uine

man

ner

4A-2

Use

att

entiv

e lis

teni

ng s

kills

to

fost

er b

ette

r com

mun

icat

ion

4A-3

Dem

onst

rate

goo

d sp

orts

man

ship

4A-4

Dem

onst

rate

coo

pera

tive

beha

vior

s in

a

grou

p, e

.g. li

sten

, enc

oura

ge, a

ckno

wle

dge

opin

ions

, com

prom

ise,

reac

h co

nsen

sus

4B-1

Rec

ogni

ze th

e di

ffere

nce

betw

een

help

ful a

nd h

arm

ful b

ehav

iors

in re

latio

nshi

ps

4B-2

Iden

tify

a pr

oble

m in

a re

latio

nshi

p an

d se

ek a

ppro

pria

te a

ssis

tanc

e

4B-3

Und

erst

and

the

posi

tive

and

nega

tive

impa

ct o

f pee

r pre

ssur

e on

sel

f and

oth

ers

4C-1

Sho

w an

und

erst

andi

ng o

f con

flict

as

a n

atur

al p

art o

f life

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4


Use Self-Talk 4

Be Assertive 4 4 4


Stay on Task 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings 4 4

Build a Vocabulary of Feelings Words 4

Begin to Take Others’ Perspectives 4 4 4 4


Have Empathy 4 4 4 4


Em

otio

n M

anag

emen

t Understand Strong Feelings 4 4 4 4

Recognize Strong Feelings 4 4 4 4

Calm Strong Feelings Down 4 4

Use the Ways to Calm Down 4 4


Pro

blem

-Sol

ving




Explore Consequences of Solutions to Problems 4 4 4

Pick the Best Solution to a Problem 4 4 4

Friendship Skills 4 4 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control


®



4C-2

Des

crib

e ca

uses

and

effe

cts

of

confl

icts

, incl

udin

g ho

w th

eir b

ehav

ior

impa

cts

othe

rs’ e

mot

ions

4C-3

Dis

tingu

ish

betw

een

dest

ruct

ive

and

cons

truc

tive

way

s of

dea

ling

with

con

flict

4C-4

Act

ivat

e th

e st

eps

of a

pea

cefu

l con

flict

-re

solu

tion

proc

ess

(list

en, e

xpre

ss fe

elin

gs,

disc

uss

solu

tions

, mak

e am

ends

, etc

.)

5A-1

Iden

tify

soci

al n

orm

s th

at

affe

ct d

ecis

ion-

mak

ing

5A-2

Defi

ne c

yber

bully

ing

and

resp

onse

str

ateg

ies

5A-3

Iden

tify

whe

n so

meo

ne is

ta

rget

ed a

nd h

ow to

resp

ond

to a

si

tuat

ion

to s

uppo

rt th

e in

divi

dual

5A-4

Rec

ogni

ze a

nd d

escr

ibe

how

the

med

ia c

an in

fluen

ce o

ne’s

beha

vior

5A-5

Sta

nd u

p fo

r sel

f or a

pee

r w

ho is

bei

ng d

isre

spec

ted

5B-1

Des

crib

e th

e st

eps

of a

de

cisi

on-m

akin

g m

odel

5B-2

Gen

erat

e al

tern

ativ

e so

lutio

ns to

pr

oble

ms

and

pred

ict p

ossi

ble

outc

omes

5B-3

Effe

ctiv

ely

part

icip

ate

in g

roup

de

cisi

on-m

akin

g pr

oces

ses

5B-4

Dem

onst

rate

aca

dem

ic b

ehav

iors

and

se

lf-re

gula

tion

skill

s su

ch a

s or

gani

zatio

n,

com

plet

ing

assi

gnm

ents

, and

pla

nnin

g

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4


Use Self-Talk 4

Be Assertive 4 4


Stay on Task 4


Em

path

y

Identify and Understand Their Own, Others’ Feelings 4

Build a Vocabulary of Feelings Words 4


Listen to Others 4

Have Empathy 4 4


Em

otio

n M

anag

emen




Use the Ways to Calm Down 4


Pro

blem

-Sol

ving


Describe the Problem 4 4 4 4 4

Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4

Explore Consequences of Solutions to Problems 4 4 4 4 4 4 4

Pick the Best Solution to a Problem 4 4 4 4 4 4

Friendship Skills 4 4 4 4

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control


®



5C-1

Iden

tify

and

orga

nize

mat

eria

ls

need

ed to

be

prep

ared

for c

lass

5C-2

Und

erst

and

pers

onal

rela

tions

hips

w

ith p

erso

nnel

that

gov

ern

the

scho

ol

5C-3

Dis

cuss

and

mod

el

appr

opria

te c

lass

room

beh

avio

r in

divi

dual

ly a

nd c

olle

ctiv

ely

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention 4 4


Use Self-Talk 4 4

Be Assertive 4


Stay on Task 4 4


Em

path

y


Build a Vocabulary of Feelings Words


Listen to Others

Have Empathy

Express Compassion

Em

otio

n M

anag

emen






Pro

blem

-Sol

ving


Describe the Problem




Friendship Skills

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control


®

Grades 4–5

®

Alignment with Second Step SEL for Grades 4–5



1A-1

Rec

ogni

ze in

tens

ity le

vels

of

thei

r em

otio

ns

1A-2

Rec

ogni

ze h

ow e

mot

ion

can

chan

ge

1A-3

Rec

ogni

ze h

ow th

ough

ts a

re li

nked

w

ith e

mot

ions

and

em

otio

ns a

re li

nked

to

beh

avio

r

1A-4

Des

crib

e w

ays

emot

ions

impa

ct

thei

r beh

avio

r(s)

1A-5

Dra

w an

“ang

er th

erm

omet

er”

and

disc

uss

why

they

mig

ht m

ove

alon

g th

e th

erm

omet

er

1B-1

Des

crib

e th

eir p

erso

nal i

dent

ities

, e.

g., g

ende

r ide

ntity

, rac

e, e

thni

city

, na

tiona

l orig

in, d

isab

ilitie

s, e

tc.

1B-2

Des

crib

e th

e pe

rson

al tr

aits

they

po

sses

s th

at m

ake

them

suc

cess

ful m

embe

rs

of th

eir c

lass

room

and

sch

ool c

omm

unity

1B-3

Des

crib

e th

eir g

row

th a

reas

, prio

ritiz

e th

e pe

rson

al tr

aits

and

inte

rest

s th

at th

ey

wan

t to

deve

lop,

and

exp

lore

opp

ortu

nitie

s to

dev

elop

them

1C-1

Rec

ogni

ze q

ualit

ies

of p

ositi

ve

role

mod

els

in th

eir l

ives

1C-2

Iden

tify

posi

tive

adul

ts in

va

rious

face

ts o

f the

ir liv

es

1C-3

Iden

tify

peer

, hom

e, a

nd s

choo

l su

ppor

ts a

nd/o

r res

ourc

es th

ey c

an

acce

ss to

hel

p so

lve

prob

lem

s

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning


Take Others’ Perspectives


Assertiveness Skills

Friendship Skills 4

Empathy Skills

Express Compassion

Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body 4 4 4

Focus Attention 4 4

Calm Strong Feelings Down Using Steps 4 4

Use Calming-Down Strategies 4

Manage Strong Feelings 4 4

Practice Assertive Communication Skills

Use Positive Self-Talk

Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language




Make a Plan

Apply Problem-Solving Steps to Age-Typical Problems

PAGE 1 OF 6

®




1C-4

Writ

e a

lett

er to

a ro

le m

odel

te

lling

why

they

con

side

r the

m to

be

thei

r rol

e m

odel

1D-1

Defi

ne w

hat i

t mea

ns to

be

resp

onsi

ble

and

iden

tify

thin

gs

for w

hich

they

are

resp

onsi

ble

1D-2

Exp

lain

the

bene

fits

of

bein

g re

spon

sibl

e

1D-3

Dem

onst

rate

abi

lity

to s

ay n

o to

neg

ativ

e pe

er p

ress

ure

2A-1

Use

sel

f-m

onito

ring

stra

tegi

es

such

as

self-

talk

to re

gula

te e

mot

ions

2A-2

Res

pond

effe

ctiv

ely

to p

ress

ure

situ

atio

ns, e

.g., w

alk

away

, see

k he

lp

or m

edia

tion

2A-3

Com

mun

icat

e th

eir p

ersp

ectiv

e on

trig

gerin

g be

havi

ors

or s

ituat

ions

us

ing

“I” m

essa

ges

2A-4

Exp

ress

em

otio

ns in

a

resp

ectf

ul m

anne

r

2B-1

Tel

l the

trut

h in

a d

ifficu

lt si

tuat

ion,

w

hile

hon

orin

g pe

rson

al b

ound

arie

s

2B-2

Fol

low

thro

ugh

on th

eir c

omm

itmen

ts

2C-1

Dis

tingu

ish

betw

een

long

-ter

m

and

shor

t-te

rm g

oals

2C-2

Des

crib

e w

hy le

arni

ng is

impo

rtan

t to

ach

ievi

ng p

erso

nal g

oals

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning




Assertiveness Skills 4 4 4 4 4


Empathy Skills 4 4

Express Compassion

Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body 4 4

Focus Attention 4 4

Calm Strong Feelings Down Using Steps 4 4

Use Calming-Down Strategies 4 4

Manage Strong Feelings 4 4

Practice Assertive Communication Skills 4 4 4 4 4

Use Positive Self-Talk 4 4

Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language 4




Make a Plan

Apply Problem-Solving Steps to Age-Typical Problems 4

PAGE 2 OF 6

®




2C-3

Eva

luat

e th

e ac

tion

step

s ta

ken

to

acco

mpl

ish

a go

al a

nd id

entif

y w

hat,

if an

ythi

ng, t

hey

coul

d ha

ve d

one

diffe

rent

ly

to fa

cilit

ate

that

acc

ompl

ishm

ent

2C-4

Iden

tify

reso

urce

s th

at h

elp

them

ach

ieve

thei

r goa

ls, i.

e., h

ome,

sc

hool

, and

com

mun

ity s

uppo

rt

3A-1

Pre

dict

how

thei

r ow

n be

havi

or

affe

cts

the

emot

ions

of o

ther

s

3A-2

Defi

ne a

nd u

nder

stan

d pe

rspe

ctiv

e an

d po

int o

f vie

w

3A-3

Use

list

enin

g sk

ills

to id

entif

y th

e fe

elin

gs a

nd p

ersp

ectiv

es o

f oth

ers

3A-4

Rec

ogni

ze h

ow w

ords

and

act

ions

ca

n hu

rt o

ther

s in

diff

eren

t way

s

3B-1

Sha

re re

ason

s fo

r hel

ping

oth

ers

3B-2

Iden

tify

role

s th

ey h

ave

that

co

ntrib

ute

to th

eir s

choo

l, hom

e,

and

neig

hbor

ing

com

mun

ity

3B-3

Wor

k to

geth

er w

ith p

eers

to

addr

ess

a ne

ed

3C-1

Iden

tify

cont

ribut

ions

of v

ario

us

soci

al a

nd c

ultu

ral g

roup

s

3C-2

Rec

ogni

ze th

at p

eopl

e fro

m

diffe

rent

cul

tura

l and

soc

ial g

roup

s sh

are

man

y th

ings

in c

omm

on a

nd

iden

tify

sim

ilarit

ies

and

diffe

renc

es

3C-3

Defi

ne s

tere

otyp

ing,

di

scrim

inat

ion,

and

pre

judi

ce

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning


Take Others’ Perspectives 4 4 4 4



Friendship Skills 4 4 4 4 4 4

Empathy Skills 4 4 4 4 4 4


Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body 4

Focus Attention

Calm Strong Feelings Down Using Steps

Use Calming-Down Strategies

Manage Strong Feelings 4



Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language 4 4




Make a Plan 4

Apply Problem-Solving Steps to Age-Typical Problems 4 4

PAGE 3 OF 6

®




3D-1

Des

crib

e to

ne a

nd h

ow it

is

used

to c

omm

unic

ate

with

oth

ers

3D-2

Des

crib

e th

e im

pact

of b

ody

lang

uage

an

d fa

cial

exp

ress

ions

in c

omm

unic

atio

n

3D-3

Dev

elop

aw

aren

ess

that

soc

ial c

ues

may

be

diffe

rent

am

ong

vario

us g

roup

s

4A-1

Giv

e an

d re

ceiv

e co

mpl

imen

ts

in a

gen

uine

man

ner

4A-2

Use

att

entiv

e lis

teni

ng s

kills

to

fost

er b

ette

r com

mun

icat

ion

4A-3

Dem

onst

rate

goo

d sp

orts

man

ship

4A-4

Dem

onst

rate

coo

pera

tive

beha

vior

s in

a

grou

p, e

.g. li

sten

, enc

oura

ge, a

ckno

wle

dge

opin

ions

, com

prom

ise,

reac

h co

nsen

sus

4B-1

Rec

ogni

ze th

e di

ffere

nce

betw

een

help

ful a

nd h

arm

ful b

ehav

iors

in re

latio

nshi

ps

4B-2

Iden

tify

a pr

oble

m in

a re

latio

nshi

p an

d se

ek a

ppro

pria

te a

ssis

tanc

e

4B-3

Und

erst

and

the

posi

tive

and

nega

tive

impa

ct o

f pee

r pre

ssur

e on

sel

f and

oth

ers

4C-1

Sho

w an

und

erst

andi

ng o

f con

flict

as

a n

atur

al p

art o

f life

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning


Take Others’ Perspectives 4 4


Assertiveness Skills 4 4 4

Friendship Skills 4 4 4 4 4 4 4 4

Empathy Skills 4 4 4 4 4

Express Compassion

Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body

Focus Attention 4



Manage Strong Feelings

Practice Assertive Communication Skills 4 4 4


Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language 4 4




Make a Plan 4

Apply Problem-Solving Steps to Age-Typical Problems 4 4

PAGE 4 OF 6

®




4C-2

Des

crib

e ca

uses

and

effe

cts

of

confl

icts

, incl

udin

g ho

w th

eir b

ehav

ior

impa

cts

othe

rs’ e

mot

ions

4C-3

Dis

tingu

ish

betw

een

dest

ruct

ive

and

cons

truc

tive

way

s of

dea

ling

with

con

flict

4C-4

Act

ivat

e th

e st

eps

of a

pea

cefu

l con

flict

-re

solu

tion

proc

ess

(list

en, e

xpre

ss fe

elin

gs,

disc

uss

solu

tions

, mak

e am

ends

, etc

.)

5A-1

Iden

tify

soci

al n

orm

s th

at

affe

ct d

ecis

ion

mak

ing

5A-2

Defi

ne c

yber

bully

ing

and

resp

onse

str

ateg

ies

5A-3

Iden

tify

whe

n so

meo

ne is

ta

rget

ed a

nd h

ow to

resp

ond

to a

si

tuat

ion

to s

uppo

rt th

e in

divi

dual

5A-4

Rec

ogni

ze a

nd d

escr

ibe

how

the

med

ia c

an in

fluen

ce o

ne’s

beha

vior

5A-5

Sta

nd u

p fo

r sel

f or a

pee

r w

ho is

bei

ng d

isre

spec

ted

5B-1

Des

crib

e th

e st

eps

of a

de

cisi

on-m

akin

g m

odel

5B-2

Gen

erat

e al

tern

ativ

e so

lutio

ns to

pr

oble

ms

and

pred

ict p

ossi

ble

outc

omes

5B-3

Effe

ctiv

ely

part

icip

ate

in g

roup

de

cisi

on-m

akin

g pr

oces

ses

5B-4

Dem

onst

rate

aca

dem

ic b

ehav

iors

and

se

lf-re

gula

tion

skill

s su

ch a

s or

gani

zatio

n,

com

plet

ing

assi

gnm

ents

, and

pla

nnin

g

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others’ Feelings 4

Take Others’ Perspectives 4


Assertiveness Skills 4 4


Empathy Skills 4 4


Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body 4

Focus Attention



Manage Strong Feelings 4

Practice Assertive Communication Skills 4 4


Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language 4 4 4 4

Think of Multiple Solutions to a Problem 4 4 4 4 4 4

Explore Consequences of Solutions to Problems 4 4 4 4 4 4

Pick the Best Solution to a Problem 4 4 4 4 4 4

Make a Plan 4 4 4 4

Apply Problem-Solving Steps to Age-Typical Problems 4 4 4 4

PAGE 5 OF 6

®




5C-1

Iden

tify

and

orga

nize

mat

eria

ls

need

ed to

be

prep

ared

for c

lass

5C-2

Und

erst

and

pers

onal

rela

tions

hips

w

ith p

erso

nnel

that

gov

ern

the

scho

ol

5C-3

Dis

cuss

and

mod

el

appr

opria

te c

lass

room

beh

avio

r in

divi

dual

ly a

nd c

olle

ctiv

ely

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning





Friendship Skills

Empathy Skills

Express Compassion

Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body

Focus Attention



Manage Strong Feelings



Pro

blem

-Sol

ving


State a Problem Using Non-Blaming Language




Make a Plan

Apply Problem-Solving Steps to Age-Typical Problems

PAGE 6 OF 6

®

Grades 6–8

®




1A-1

Rec

ogni

ze u

ncom

fort

able

em

otio

ns a

s in

dica

tors

of s

ituat

ions

in n

eed

of a

tten

tion

1A-2

Iden

tify

emot

iona

l sta

tes

that

co

ntrib

ute

to o

r det

ract

from

thei

r abi

lity

to p

robl

em-s

olve

1A-3

Exp

lain

the

poss

ible

out

com

es

asso

ciat

ed w

ith th

e di

ffere

nt fo

rms

of

com

mun

icat

ing

thei

r em

otio

ns

1B-1

Ana

lyze

how

thei

r per

sona

l tra

its

and

tem

pera

men

ts in

fluen

ce c

hoic

es,

succ

esse

s, a

nd a

reas

of g

row

th

1B-2

App

ly s

elf-

refle

ctio

n te

chni

ques

to

reco

gniz

e th

eir p

oten

tial, s

tren

gths

, an

d gr

owth

are

as

1B-3

Adm

inis

ter s

choo

l-to-

wor

k pe

rson

ality

trai

t tes

ts

1C-1

Iden

tify

posi

tive

peer

or a

dult

supp

ort t

hey

can

acce

ss

1C-2

Eva

luat

e th

e be

nefit

s of

add

ition

al

exte

rnal

sup

port

s w

hen

they

par

ticip

ate

in e

xtra

curr

icul

ar a

ctiv

ities

1C-3

Rec

ogni

ze o

utsi

de in

fluen

ces

on

the

deve

lopm

ent o

f the

ir pe

rson

al tr

aits

an

d di

scer

n w

heth

er th

ose

influ

ence

s ar

e su

ppor

tive

or n

on-s

uppo

rtiv

e

1D-1

Iden

tify

the

area

s of

sch

ool a

nd

life

that

are

with

in th

eir c

ontr

ol

1D-2

Ana

lyze

the

shor

t- a

nd lo

ng-t

erm

ou

tcom

es o

f ris

ky a

nd h

arm

ful b

ehav

iors

on

thei

r hea

lth a

nd w

ell-b

eing

1D-3

Iden

tify

beha

vior

s th

ey c

an c

hoos

e to

sup

port

thei

r hea

lth a

nd w

ell-b

eing

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change 4 4 4 4

Setting and Achieving Goals 4 4 4 4 4

Planning Ahead for Difficult Situations 4 4 4 4 4 4 4 4

Identifying Personal Values 4 4 4 4 4

Using Personal Values to Make Good Decisions 4 4 4 4 4 4

Making Friends and Strengthening Friendships 4 4 4

Recognizing Negative Relationships 4 4 4 4

The Role of Emotions 4 4 4 4 4

Handling Unhelpful Thoughts and Strong Emotions 4 4 4 4 4 4

Calming-Down Strategies 4 4 4

Recognizing Different Perspectives 4

Recognizing and Avoiding Serious Conflicts 4 4 4 4 4 4 4

Resolving Serious Conflicts 4 4 4 4 4 4 4

Repairing Relationships 4 4 4 4 4

Helping Prevent Bullying and Harassment 4 4 4 4 4

PAGE 1 OF 5

®




1D-4

Exp

lain

the

conn

ectio

n be

twee

n ch

oice

and

resp

onsi

bilit

y fo

r the

con

sequ

ence

s in

volv

ed if

they

en

gage

in ri

sky

and

harm

ful b

ehav

iors

1D-5

Rec

ogni

ze, e

stab

lish,

and

adh

ere

to th

eir o

wn

pers

onal

bou

ndar

ies

2A-1

App

ly s

trat

egie

s th

at h

elp

them

m

anag

e st

ress

ful s

ituat

ions

and

per

seve

re

tow

ard

succ

essf

ul p

erfo

rman

ce

2A-2

Refl

ect o

n po

ssib

le c

onse

quen

ces,

bo

th p

ositi

ve a

nd n

egat

ive,

bef

ore

expr

essi

ng a

n em

otio

n or

eng

agin

g in

a

part

icul

ar b

ehav

ior

2A-3

Eva

luat

e th

e ro

le a

ttitu

de p

lays

in

succ

ess

i.e., p

essi

mis

m v

ersu

s op

timis

m

2B-1

Und

erst

and

the

bene

fits

of

hone

sty

whe

n bu

ildin

g an

d su

stai

ning

he

alth

y re

latio

nshi

ps

2B-2

Und

erst

and

the

bene

fits

of h

avin

g pe

rson

al in

tegr

ity fo

r life

suc

cess

2C-1

Ana

lyze

fact

ors

that

lead

to g

oal

achi

evem

ent (

for e

xam

ple,

man

agin

g tim

e, a

dequ

ate

reso

urce

s, c

onfid

ence

)

2C-2

Des

crib

e th

e ef

fect

per

sona

l ha

bits

(bot

h po

sitiv

e an

d ne

gativ

e) h

ave

on s

choo

l and

per

sona

l goa

ls, a

nd d

iscu

ss

idea

s ab

out h

ow to

shi

ft ne

gativ

e ha

bits

to

mor

e su

ppor

tive

habi

ts

2C-3

Des

crib

e an

d ev

alua

te a

ctio

n st

eps

for a

chie

ving

sho

rt-t

erm

and

long

- te

rm g

oals

, util

izin

g in

stitu

tiona

l, com

mun

ity,

and

exte

rnal

sup

port

s

3A-1

Ana

lyze

way

s th

eir b

ehav

ior

may

affe

ct th

e fe

elin

gs o

f oth

ers

and

adju

st a

ccor

ding

ly

3A-2

Pro

vide

sup

port

and

enc

oura

gem

ent

to o

ther

s in

nee

d

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change 4 4 4 4 4

Setting and Achieving Goals 4 4 4 4 4 4

Planning Ahead for Difficult Situations 4 4 4 4 4 4 4

Identifying Personal Values 4 4 4 4 4 4

Using Personal Values to Make Good Decisions 4 4 4 4 4 4 4

Making Friends and Strengthening Friendships 4 4 4 4 4

Recognizing Negative Relationships 4 4 4

The Role of Emotions 4 4

Handling Unhelpful Thoughts and Strong Emotions 4 4 4 4

Calming-Down Strategies 4 4


Recognizing and Avoiding Serious Conflicts 4 4 4

Resolving Serious Conflicts 4 4 4

Repairing Relationships 4 4 4

Helping Prevent Bullying and Harassment 4 4

PAGE 2 OF 5

®




3A-3

Acc

ept a

nd s

how

resp

ect

for o

ther

peo

ple’

s op

inio

ns

3B-1

Exp

lain

how

thei

r dec

isio

ns a

nd

beha

vior

s af

fect

the

wel

l-bei

ng o

f the

ir sc

hool

and

com

mun

ity

3B-2

Exp

lore

a c

omm

unity

or g

loba

l ne

ed a

nd g

ener

ate

poss

ible

sol

utio

ns

3B-3

Eng

age

in s

ocia

l crit

ique

and

mak

e de

cisi

ons

that

will

lead

to s

ocia

l cha

nge

3C-1

Ana

lyze

how

peo

ple

of d

iffer

ent

grou

ps c

an h

elp

one

anot

her a

nd e

njoy

ea

ch o

ther

’s co

mpa

ny

3C-2

Exp

lain

how

indi

vidu

al, s

ocia

l, an

d cu

ltura

l diff

eren

ces

may

incr

ease

vu

lner

abili

ty to

ste

reot

ypin

g an

d id

entif

y w

ays

to a

ddre

ss th

is

3D-1

Obs

erve

soc

ial s

ituat

ions

and

re

spec

tful

ly re

spon

d in

a c

ultu

rally

se

nsiti

ve w

ay, e

.g. s

choo

l dan

ce,

peer

pre

ssur

e si

tuat

ions

, cliq

ues,

pu

blic

spe

akin

g

3D-2

Rec

ogni

ze a

nd m

aint

ain

pers

onal

bo

unda

ries

of o

ther

s (fr

iend

s, fa

mily

m

embe

rs, a

nd te

ache

rs)

3D-3

Dem

onst

rate

how

thei

r per

sona

l bo

unda

ries

affe

ct in

tera

ctio

ns w

ith o

ther

s

4A-1

Pra

ctic

e re

flect

ive

liste

ning

4A-2

Dem

onst

rate

an

abili

ty to

take

the

nece

ssar

y ro

le, e

.g., l

eade

r or t

eam

pla

yer,

to a

chie

ve g

roup

goa

ls

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change

Setting and Achieving Goals

Planning Ahead for Difficult Situations 4 4

Identifying Personal Values 4 4 4 4

Using Personal Values to Make Good Decisions 4 4 4 4

Making Friends and Strengthening Friendships 4 4 4 4

Recognizing Negative Relationships 4

The Role of Emotions

Handling Unhelpful Thoughts and Strong Emotions 4

Calming-Down Strategies

Recognizing Different Perspectives 4 4 4 4

Recognizing and Avoiding Serious Conflicts 4 4 4 4

Resolving Serious Conflicts 4 4

Repairing Relationships 4 4


PAGE 3 OF 5

®




4A-3

Use

und

erst

andi

ng o

f how

and

why

ot

hers

resp

ond

in a

giv

en s

ituat

ion

(ass

ertiv

e,

pass

ive,

or a

ggre

ssiv

e) in

ord

er to

resp

ond

resp

ectf

ully

and

effe

ctiv

ely

to o

ther

s

4B-1

Dis

tingu

ish

betw

een

help

ful a

nd

harm

ful p

eer p

ress

ure

4B-2

Dem

onst

rate

str

ateg

ies

for

resi

stin

g ha

rmfu

l pee

r pre

ssur

e

4B-3

Invo

lve

them

selv

es in

pos

itive

ac

tiviti

es w

ith th

eir p

eer g

roup

4B-4

Dev

elop

frie

ndsh

ips

base

d on

per

sona

l val

ues

4B-5

Iden

tify

the

impa

ct o

f soc

ial

med

ia in

dev

elop

ing

and

sust

aini

ng

posi

tive

rela

tions

hips

4B-6

Und

erst

and

the

diffe

renc

e be

twee

n sa

fe a

nd ri

sky

beha

vior

s in

a re

latio

nshi

p

4C-1

Iden

tify

the

role

s of

indi

vidu

als

in

confl

ict a

nd u

nder

stan

d th

eir r

espo

nsib

ility

in

reac

hing

reso

lutio

n

4C-2

App

ly c

onfli

ct-r

esol

utio

n sk

ills

to

de-e

scal

ate,

def

use,

and

reso

lve

diffe

renc

es

4C-3

Gen

erat

e id

eas

abou

t how

all

part

ies

in c

onfli

ct m

ight

get

thei

r nee

ds m

et

4C-4

Acc

ess

posi

tive

supp

orts

whe

n ne

eded

in a

con

flict

situ

atio

n or

cris

is

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts



Planning Ahead for Difficult Situations 4 4 4 4

Identifying Personal Values 4 4 4 4 4

Using Personal Values to Make Good Decisions 4 4 4 4 4

Making Friends and Strengthening Friendships 4 4 4 4

Recognizing Negative Relationships 4 4


Handling Unhelpful Thoughts and Strong Emotions

Calming-Down Strategies

Recognizing Different Perspectives 4 4 4 4

Recognizing and Avoiding Serious Conflicts 4 4 4 4 4

Resolving Serious Conflicts 4 4 4 4

Repairing Relationships 4 4 4 4 4 4


PAGE 4 OF 5

®




5A-1

Eva

luat

e ho

w ho

nest

y, re

spec

t, fa

irnes

s, a

nd c

ompa

ssio

n en

able

one

to

take

the

need

s of

oth

ers

into

acc

ount

w

hen

mak

ing

deci

sion

s

5A-2

App

ly b

ysta

nder

str

ateg

ies,

e.g

., in

terv

ene,

adv

ocat

e, o

r get

adu

lt su

ppor

t ba

sed

on c

onte

xt d

urin

g a

situ

atio

n of

pee

r ag

gres

sion

, intim

idat

ion,

or h

aras

smen

t

5A-3

Ana

lyze

the

reas

ons

for

scho

ol a

nd s

ocie

tal r

ules

, and

ho

w th

ey im

pact

dec

isio

ns

5B-1

Iden

tify

and

appl

y th

e st

eps

of

syst

emat

ic d

ecis

ion-

mak

ing

5B-2

Dev

elop

dec

isio

n-m

akin

g st

rate

gies

fo

r avo

idin

g ris

ky b

ehav

ior

5B-3

Exp

lore

how

ext

erna

l infl

uenc

es, e

.g.

med

ia, p

eer,

or c

ultu

ral n

orm

s, a

ffect

thei

r de

cisi

on-m

akin

g

5C-1

Com

pare

and

con

tras

t beh

avio

rs th

at

do o

r do

not s

uppo

rt c

lass

room

man

agem

ent

and

posi

tive

scho

ol c

ultu

re to

pro

vide

re

com

men

datio

ns to

adm

inis

trat

ion

5C-2

Dem

onst

rate

beh

avio

rs th

at

supp

ort c

lass

room

man

agem

ent a

nd

posi

tive

scho

ol c

ultu

re

5C-3

Adv

ocat

e fo

r one

self

in a

resp

ectf

ul

and

delib

erat

e m

anne

r if b

elie

ved

to b

e tr

eate

d un

fairl

y

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts



Planning Ahead for Difficult Situations 4 4 4 4 4

Identifying Personal Values 4 4 4 4

Using Personal Values to Make Good Decisions 4 4 4 4

Making Friends and Strengthening Friendships

Recognizing Negative Relationships 4


Handling Unhelpful Thoughts and Strong Emotions 4

Calming-Down Strategies 4


Recognizing and Avoiding Serious Conflicts 4 4

Resolving Serious Conflicts 4 4

Repairing Relationships 4

Helping Prevent Bullying and Harassment 4

PAGE 5 OF 5

Second Step, a program rooted in social-emotional learning (SEL), helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.

By developing the research-based Second Step SEL curriculum for Early Learning through Grade 8 in combination with our Bullying Prevention and Child Protection Units, we’ve formed an integrated, comprehensive program that makes a difference. It’s a difference you can feel the moment you open the doors to a Second Step school—a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.

Learn more at SecondStep.org or call us at 800-634-4449, ext. 1.

®

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Early Learning–Grade 8...peers and adults and have more coping strategies to manage stressful situations. They’re also more likely to benefit from academic instruction. Second