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SEL-K2.RS.3rb

RS logo
K2.RS Relationship Skills Indicator
RB Relationship Building
SEL-K2.RS.3rb Describe approaches for making and keeping friends.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RS.4tw

RS logo
K2.RS Relationship Skills Indicator
TW Teamwork
SEL-K2.RS.4tw Demonstrate appropriate strategies for receiving feedback from others for self-improvement and to promote group effectiveness.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RS.5cr

RS logo
K2.RS Relationship Skills Indicator
CR Conflict Resolution
SEL-K2.RS.5cr Identify conflict in various situations.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.SeA

SeA Logo SeA Self-Awareness

Narrative

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a "growth mindset."

Indicators

  1. IE Identifying Emotions Recognize and accurately label emotions, and identify situations that cause those emotions
  2. RS Recognizing Strengths Differentiate between likes and dislikes.
  3. SCE Self-Confidences & Efficacy Accept failure and demonstrate the ability to recover from perceived failures.
  4. ASP Accurate Self-Perception Identify and seek help when appropriate.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • name emotions and feelings
  • name personal emotions and feelings descriptors
  • identify causes of emotions and feelings
  • name likes
  • name dislikes
  • recognize a mistake
  • recognize when help is needed
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • name my emotions.
  • name my likes and dislikes.
  • learn from my mistakes.
  • recognize when I need help.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also understand that my emotions and thoughts affect my behavior.

Resources

Vocabulary

  • emotions
  • feelings
  • likes
  • dislikes
  • mistakes
  • recognize
  • help

Websites

  • Title of website with a URL to open in a new window

SEL-K2.SeA.1ie

RS logo
K2.SeA Self-Awareness Indicator
IE Identifying Emotions
SEL-K2.S-A.1ie Recognize and accurately label emotions, and identify situations that cause those emotions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.SeA.2rs

RS logo
K2.SeA Self-Awareness Indicator
RS Recognizing Strengths
SEL-K2.S-A.2rs Differentiate between likes and dislikes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.SeA.3sce

RS logo
K2.SeA Self-Awareness Indicator
SCE Self-Confidence & Efficacy
SEL-K2.S-A.3sce Accept failure and demonstrate the ability to recover from perceived failures.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.SeA.4asp

RS logo
K2.SeA Self-Awareness Indicator
ASP Accurate Self-Preception
SEL-K2.S-A.4asp Identify and seek help when appropriate.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.SeM

S-M Logo SeM Self-Management

Narrative

The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Indicators

  1. IC Impulse Control Demonstrate self-control in a variety of settings.
    (e.g. differentiate between needs and wants, follow school-wide behavior expectations)
  2. SM Stress Management Define stress.
  3. SD Self-Discipline Identify what it means to be responsible and list personal responsibilities.
  4. S-M Self-Management Utilize self-talk for the purpose of self-motivation.
  5. GS Goal Setting Identify goals for academic success and classroom behavior.
  6. OS Organizational Skills Utilize prescribed routines to understand physical and mental organizational strategies.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define self-control
  • define stress
  • define responsibility
  • use positive self-talk
  • name behavior goal(s)
  • name school work goal(s)
  • follow routines and procedures for organization
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • show self-control with my behavior.
  • name my responsibilities.
  • use strategies to calm down by myself especially with reminders from adults.
  • set a goal and work to improve at my goal.
  • follow school and classroom rules and expectations especially with reminders from adults.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also use self-management strategies outside of the school setting (e.g. at home and in the community).

Resources

Vocabulary

  • self-control
  • expectations
  • stress
  • responsibilities
  • positive self-talk
  • self-motivation
  • goals
  • routines/procedures
  • organization 

Websites

  • Title of website with a URL to open in a new window

SEL-K2.SeM.1ic

RS logo
K2.SeM Self-Management Indicator
IC Impluse Control
SEL-K2.S-M.1ic Demonstrate self-control in a variety of settings. 
(e.g.. differentiate between needs and wants, follows school-wide behavior expectations)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

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