Knowing yourself
Students start the year by naming what they feel and noticing what they are good at. They learn that a bad mood at home can show up at school, and that everyone has strengths and things still being figured out.
What does a student learn in
This is the stretch when students start noticing how their feelings shape their choices, not just what they feel in the moment. Students learn to name a strong emotion, pause before reacting, and pick a calmer next step. They also practice seeing a situation through a classmate's eyes, especially when that classmate's life looks different from their own. By spring, students can talk through a disagreement with a friend and explain why they made the choice they did.
- Naming emotions
- Self-control
- Empathy
- Friendship skills
- Resolving conflicts
- Making good choices
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Handling big feelings
Students practice calming down when they are angry, nervous, or frustrated. They work on stopping before they react, keeping their backpack and papers in order, and sticking with a goal even when it gets hard.
- 3
Seeing other points of view
Students learn that classmates and family members may feel differently about the same thing. They practice listening, noticing when someone needs help, and knowing which adults at school or home they can turn to.
- 4
Getting along with others
Students work on talking through disagreements without yelling or shutting down. They take turns on group projects, ask for help when they are stuck, and offer help to a classmate who needs it.
- 5
Making good choices
Students end the year thinking through decisions before they act. They weigh what could go right and wrong, consider how a choice affects friends and family, and take responsibility when something does not go well.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Social Emotional Learning
Social Emotional Learning
- Grades 3-5
The abilities to understand one's own emotions, thoughts
Students learn to notice their own feelings and figure out how those feelings shape what they do. They also spot what they are good at and where they need more practice.
- Grades 3-5
The abilities to manage emotions, thoughts
Students practice staying calm under pressure, thinking before acting, and keeping track of their responsibilities. These skills help them handle tough moments in class and work toward goals that matter to them.
- Grades 3-5
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations from someone else's point of view and noticing how others might feel. They also learn to identify people and places they can turn to for help, at school, at home, and in their neighborhood.
- Grades 3-5
The abilities to establish and maintain healthy and supportive relationships…
Students practice getting along with different kinds of people by listening well, working through disagreements, and asking for or offering help when someone needs it.
- Grades 3-5
The abilities to make caring and constructive choices about personal behavior…
Students practice making choices that are good for themselves and fair to others. They think through what might happen next and consider how their decision could affect the people around them.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts Grades 3-5 | Students learn to notice their own feelings and figure out how those feelings shape what they do. They also spot what they are good at and where they need more practice. | IL-SEL.1.3-5 |
| The abilities to manage emotions, thoughts Grades 3-5 | Students practice staying calm under pressure, thinking before acting, and keeping track of their responsibilities. These skills help them handle tough moments in class and work toward goals that matter to them. | IL-SEL.2.3-5 |
| The abilities to understand the perspectives of and empathise with others… Grades 3-5 | Students practice seeing situations from someone else's point of view and noticing how others might feel. They also learn to identify people and places they can turn to for help, at school, at home, and in their neighborhood. | IL-SEL.3.3-5 |
| The abilities to establish and maintain healthy and supportive relationships… Grades 3-5 | Students practice getting along with different kinds of people by listening well, working through disagreements, and asking for or offering help when someone needs it. | IL-SEL.4.3-5 |
| The abilities to make caring and constructive choices about personal behavior… Grades 3-5 | Students practice making choices that are good for themselves and fair to others. They think through what might happen next and consider how their decision could affect the people around them. | IL-SEL.5.3-5 |
Common Questions
What does social emotional learning actually cover at this age?
Students learn to name what they feel, calm themselves down, listen to other kids, work in groups, and think before they react. It also covers making fair choices when nobody is watching and asking for help when something feels too big.
How can I help my child handle big feelings at home?
When a meltdown starts, slow things down before talking it through. Try a few deep breaths together, name the feeling out loud, and wait until things settle before solving the problem. Doing this often teaches students they can ride out a hard moment without falling apart.
What should I look for by the end of the year?
Students should be able to name a feeling, try a calming strategy, and bounce back from small setbacks without melting down. They should also work in a group, take turns, disagree without yelling, and notice when a classmate needs help.
My child says nobody likes them at school. What do I do?
Listen first without rushing to fix it. Ask what happened, who was there, and what they wished had gone differently. Then practice one small thing for tomorrow, like a question to ask at lunch or one classmate to sit near. Friendship skills build slowly with low-pressure practice.
How should social emotional learning fit into a packed schedule?
Short, steady beats work better than long lessons. A five-minute morning check-in, a quick reset after recess, and one clear class agreement do more than a weekly half-hour block. The skills stick when they show up during real classroom moments, not just during a set lesson.
Which skills tend to need the most reteaching?
Impulse control and conflict resolution come up again and again. Most students can name a strategy but freeze when they actually need it. Plan to model the same calming routines and repair conversations across the year, and expect to revisit them after every long break.
How do I help my child see things from another kid's point of view?
Use stories, movies, and small moments from the day. Pause and ask what the other person might be thinking or feeling, and why. Keep it light. Over time students start asking that question on their own instead of jumping straight to upset.
How can a class build trust early in the year?
Spend the first weeks setting clear routines, learning names well, and writing class agreements together. Greet students at the door, notice who seems off, and follow up privately. Students take social risks once they believe the room is predictable and that adults notice them.