Grades 1-3 Standards

Other Illinois Social/Emotional Development sets

• Culturally Responsive Teaching and Leading (2002)
• Grades K, 1, 2, 3 (1997)
• Grades 4, 5 (1997)
• Grades 6, 7, 8 (1997)
• Grades 9, 10 (1997)
• Grades 11, 12 (1997)

Identify things you like to do. 1B.A.1

Identify the values that help you make good choices. 1B.A.2

Identify the people who can give you the help you need. 1B.A.3

Describe things you do well. 1B.A.4

Identify reliable adults from whom you would seek help in an emergency. 1B.A.5

Describe situations in which you feel confident. 1B.A.6

Describe situations in which you feel you need help. 1B.A.7

Demonstrate a special skill or talent you have.1B.A.8

Identify the personal traits of characters in stories.1B.B.1

Describe an achievement that makes you feel proud. 1B.B.2

Identify a community resource you enjoy using (e.g., play field, park, swimming pool, etc.). 1B.B.3

Identify various helpers in the school community.1B.B.4

Analyze how you might have done better in a situation.1B.B.5

Draw a picture of one of your favorite things to do with others (e.g., play a sport, ride your bike, go to the beach).1B.B.6

Identify community members that can be of support when needed (e.g., religious leader, extended family member, and neighbor).1B.C.1

Describe the personal qualities that successful learners demonstrate (e.g., perseverance, responsibility, attention to task, etc.). 1B.C.2

Explain how practice improves your performance of a skill. 1B.C.3

Analyze the positive qualities of role models. 1B.C.4

Analyze what it is about school that is challenging for you. 1B.C.5

Draw a picture of an activity your family likes to do together.1B.C.6

Demonstrate ways to ask for help when needed. 1B.C.7

Identify something you would like to be able to do better. 1B.D.1

Describe ways in which you contribute to the school community. 1B.D.2

Describe ways in which you help out at home. 1B.D.3

List ways families can support students in school. 1B.D.4

Describe how peers can support each other in school.1B.D.5

Measure your progress toward a personal goal.1B.D.6

Recognize the relationship between what you want to accomplish and setting goals.1C.A.1

Explain the various aspects of being successful in school.1C.A.2

Describe a behavior you would like to change.1C.A.3

Give an example of an academic goal you could set for yourself.1C.A.4

Give an example of a personal goal you could set for yourself.1C.A.5

Divide a goal you have set into manageable steps.1C.A.6

Identify a situation you want to change. 1C.B.1

Identify the progress that you have made toward achieving your goal.1C.B.2

Explain the relationship between success in school and becoming what you want to be. 1C.B.3

Describe how you might improve your classroom behavior (e.g., raise your hand more often, complete assignments, pay attention). 1C.B.4

Make a plan for how to improve your performance in a school subject. 1C.B.5

Make a plan for how to achieve a personal goal. 1C.B.6

Use self-talk to reward yourself for accomplishments.1C.B.7

Recognize how distractions may interfere with achievement of a goal. 1C.C.1

Recognize that present goals build on the achievement of past goals. 1C.C.2

Describe the steps you have made toward achieving a goal. 1C.C.3

Differentiate between short and long term goals.1C.C.4

Monitor your progress toward achieving a personal or academic goal. 1C.C.5

Demonstrate ways to deal with upsetting emotions (e.g., sadness, anger, disappointment). 1C.C.6

Identify how obstacles have been overcome in achieving a goal (e.g., examples from literature, social science, personal experience). 1C.D.1

Recognize how conditions and people have contributed to your achievement of a goal. 1C.D.2

Identify the steps needed to perform a routine task (e.g., homework completion, organization of personal space/materials, studying for a test). 1C.D.3

Identify factors you could not change that prevented you from achieving a recent goal. 1C.D.4

Evaluate what you might have done differently to achieve greater success on a recent goal.  1C.D.5

Recognize that others may interpret the same situation differently from you.2A.A.1

Recognize that others may feel differently from you about the same situation. 2A.A.2

Describe how others are feeling based on their facial expressions and gestures. 2A.A.3

Explain how interrupting others may make them feel.2A.A.4

Explain how sharing with and supporting others may make them feel. 2A.A.5

Recognize how changing your behaviors can impact how others feel and respond. 2A.A.6

Identify verbal, physical, and situational cues in stories. 2A.B.1

Recognize the value of sharing diverse perspectives. 2A.B.2

Explain why characters in stories feel as they do. 2A.B.3

Analyze how students being left out might feel.2A.B.4

Describe how different people interpret the same situation. 2A.B.5

Demonstrate an ability to listen to others (e.g., making eye contact, nodding, asking clarifying questions). 2A.B.6

Distinguish between nonverbal and verbal cues and messages. 2A.C.1

Analyze alignment and non-alignment of verbal and non-verbal cues. 2A.C.2

Role-play the perspectives and feelings of characters from a story. 2A.C.3

Paraphrase what someone has said.2A.C.4

Demonstrate a capacity to care about the feelings of others. 2A.C.5

Demonstrate an interest in the perspective of others. 2A.C.6

Label others’ feelings based on verbal and non-verbal cues in different situations.2A.D.1

List strategies to support students who are left out or bullied. 2A.D.2

Describe how one feels when left out of an activity or group. 2A.D.3

Describe how one feels when bullied.2A.D.4

Predict possible responses to a range of emotions. 2A.D.5

Use “I-statements” to let others know that you have heard them. 2A.D.6

Identify examples of classroom behavior that are sensitive to the needs of others (e.g., taking turns, listening to one another, supporting each other’s ideas). 2B.A.1

Recognize that all people are similar in the needs they share. 2B.A.2

Participate in the development of classroom rules. 2B.A.3

Describe rules that help students treat each other fairly. 2B.A.4

Demonstrate how students help each other (e.g., sharing, not interrupting).2B.A.5

Demonstrate honesty and fairness while playing or working with others. 2B.A.6

Recognize the existence of various groups based on social and cultural variables (e.g., age, race, ethnicity, shared interests, religion, and disability).2B.B.1

Describe what one has learned about the ways cultural groups differ from one another (e.g., holidays, foods, music, and customs). 2B.B.2

Recognize that people who share a cultural tradition differ from one another in other ways. 2B.B.3

Recognize how diversity enriches a community.2B.B.4

Compare and contrast various family structures. 2B.B.5

Reflect on your experiences with people of different age groups.2B.B.6

Describe human differences depicted in stories.2B.C.1

Describe how interactions with individuals from different cultures enrich one’s life. 2B.C.2

Recognize that people from different cultural and social groups share many.2B.C.3

Analyze how people of different groups can help one another and enjoy each other’s company. 2B.C.4

Analyze the impact of differing responses to human diversity on literary characters. 2B.C.5

Participate in an activity or simulation that allows you to experience life from the perspective of another group.2B.C.6

Use literature to analyze various responses to human diversity (e.g., learning from, being tolerant of, aware of stereotyping). 2B.C.7

Recognize the different social groups in school.2B.D.1

Recognize the different cultural groups in school.2B.D.2

Compare and contrast social groups. 2B.D.3

Compare and contrast cultural groups.2B.D.4

Analyze the unique contributions of individuals and groups as featured in biographies, legends, and folklore. 2B.D.5

Develop strategies for building relationships with others who are different from oneself.2B.D.6

Describe appropriate ways to seek group entry.2C.A.1

Use “please” and “thank you” appropriately.2C.A.2

Raise one’s hand for recognition. 2C.A.3

Pay attention when someone else is speaking. 2C.A.4

Follow directions given at school. 2C.A.5

Take turns and share toys and other resources with classmates.2C.A.6

Practice sharing encouraging comments with others. 2C.A.7

Practice saying “no” to protect yourself from unsafe situations. 2C.A.8

Discuss ways of initiating contact with someone you don’t know.2C.B.1

Discuss how to be a good friend.2C.B.2

Greet others by name.2C.B.3

Make and respond appropriately to introductions.2C.B.4

Summarize a plan for making friends. 2C.B.5

Use appropriate nonverbal communication with others (e.g., movements, gestures, posture, facial expressions).2C.B.6

Participate in establishing and enforcing ground rules for class and group/team efforts.2C.B.7

Recognize when it is appropriate to give a compliment. 2C.C.1

Practice introducing everyone in your class.2C.C.2

Demonstrate how to give a compliment. 2C.C.3

Demonstrate appropriate responses to receiving a compliment. 2C.C.4

Use ’I-statements” to express how you feel when someone has hurt you emotionally. 2C.C.5

Demonstrate expressing appreciation to someone who has helped you.2C.C.6

Identify ways to build positive relationships with peers, family and others. 2C.D.1

Identify attributes of cooperative behavior in a group setting. 2C.D.2

Demonstrate cooperative behaviors in a group.2C.D.3

Practice reflective listening (e.g., I messages, paraphrase). 2C.D.4

Demonstrate how to initiate conversation with a new student. 2C.D.5

Develop a plan that supports the improvement of behaviors within a group. 2C.D.6

Describe situations at school in which classmates might disagree and experience conflict (e.g. refusing to share supplies, not apologizing for hurt feelings, making false accusations, excluding someone from an activity). 2D.A.1

Describe situations in the home where children and parents might disagree and experience conflict (e.g., resisting the enforcement of rules or completing of household chores). 2D.A.2

Describe a time when you had a disagreement with someone, what happened, and how you might have handled the situation differently.2D.A.3

Distinguish between constructive and destructive ways of resolving conflict. 2D.A.4

Use puppets to act out and resolve conflict situations. 2D.A.5

Practice self-calming techniques for anger management as a way to de-escalate conflict situations. 2D.A.6

Recognize various methods of resolving conflict.2D.B.1

Explain what a rumor is and how it hurts others. 2D.B.2

Identify ways of refusing negative peer pressure. 2D.B.3

Explain how conflict can turn to violence. 2D.B.4

Analyze how misunderstanding what someone said or did could cause conflict.2D.B.5

Analyze how falsely accusing someone of something or being intolerant of their behavior could cause conflict. 2D.B.6

Identify bullying behavior and how it affects people.2D.C.1

Explain what happens when a conflict is not resolved. 2D.C.2

Describe ways to stop rumors. 2D.C.3

Analyze how an inability to manage one’s anger might cause a conflict to get worse. 2D.C.4

Interpret whether the actions of literary characters were accidental or intentional. 2D.C.5

Examine how one’s favorite literary character handles conflict. 2D.C.6

Identify the consequences of a solution. 2D.D.1

Identify assertive, passive and aggressive conflict resolution behaviors. 2D.D.2

Describe conflicts you have experienced and how you dealt with them. 2D.D.3

Explain how resolving a conflict with a friend could strengthen the friendship. 2D.D.4

Generate alternative solutions for a conflict.2D.D.5

Demonstrate constructive conflict resolution strategies in the classroom. 2D.D.6

Identify and follow bus, classroom, and school safety rules. 3A.A.1

Recognize appropriate touch; and avoid inappropriate touch. 3A.A.2

Explain how taking or destroying another’s property makes them feel 3A.A.3

Explain why hitting or yelling at somebody is hurtful and unfair.3A.A.4

Identify reliable sources of adult help.3A.A.5

Describe situations when you might feel unsafe and need help (e.g., crossing a busy street, being approached by a strange adult). 3A.A.6

Draw pictures of ways to help others. 3A.A.7

Identify personal behaviors that are dangerous. (e.g., riding a bike without a helmet, riding with someone who has been drinking, accepting a ride from someone you don’t know). 3A.B.1

Explain why it is important to treat others as you would want to be treated. 3A.B.2

Analyze how rules your family uses help its members get along together.3A.B.3

Contribute to school safety by supporting classroom, lunchroom and playground rules.3A.B.4

Participate in creating and enforcing classroom rules. 3A.B.5

Demonstrate sharing and taking turns.  3A.B.6

Identify examples of ethical behavior by characters in stories (e.g., fairness, honesty, respect, compassion). 3A.C.1

Identify physical sensations and emotions that indicate a threat or danger. 3A.C.2

Describe the consequences of breaking classroom or school rules.3A.C.3

Analyze the consequences of lying. 3A.C.4

Depict ways to help others (e.g., list, draw, cartoons). 3A.C.5

Evaluate various approaches to responding to provocation. 3A.C.6

Decide what is fair in responding to situations that arise in the classroom (e.g., how to share a new piece of equipment). 3A.C.7

Identify factors that make a situation unsafe.3A.D.1

Recognize the consequences to oneself and others of dishonest behavior.3A.D.2

Evaluate how others influenced your decisions (e.g., family, church, team, club membership).3A.D.3

Avoid dangerous situations (e.g., unsupervised sports, walking in areas where you feel unsafe, biking without a helmet, hanging around with peers who use drugs).3A.D.4

Demonstrate respect for the property of others. 3A.D.5

Demonstrate internet safety.3A.D.6

Show what it means to accept responsibility for one’s actions with regard to school work.3A.D.7

Recognize that one has choices in how to respond to situations.3B.A.1

Describe calming strategies.3B.A.2

Brainstorm alternative solutions to problems posed in stories and cartoons.3B.A.3

Use “I-statements” in expressing feelings. 3B.A.4

Implement stop, think, and act (plan) strategies in solving problems.3B.A.5

Practice group decision making with one’s peers in class meetings. 3B.A.6

Identify foods and behaviors that keep the body healthy. 3B.A.7

Describe the use of self-talk to calm down. 3B.B.1

Brainstorm alternative solutions to interpersonal problems in the classroom. 3B.B.2

Analyze how your tone of voice influences how others respond to you.3B.B.3

Analyze the consequences of alternative choices. 3B.B.4

Make healthy choices regarding snacks. 3B.B.5

Demonstrate reflective listening.3B.B.6

Demonstrate wise decisions regarding safety hazards (e.g., wearing seat belts in cars, wearing a bicycle helmet; avoiding sharp objects, too much sun exposure, and playing with fire). 3B.B.7

Describe ways to promote the safety of oneself and others.3B.C.1

Describe the steps of a decision-making model.3B.C.2

Brainstorm alternative solutions to completing an assignment on time.3B.C.3

Practice progressive relaxation. 3B.C.4

Demonstrate wise choices in selecting friends.3B.C.5

Demonstrate group decision making. 3B.C.6

Plan healthy meals. 3B.C.7

Generate alternative solutions to problems. 3B.D.1

Analyze the consequences of alternative solutions to selected scenarios. 3B.D.2

Develop criteria for evaluating the consequences of a decision for oneself and important others in one’s life. 3B.D.3

Demonstrate the steps of a decision-making process: define the problem, say how you feel, identify contributing factors, set a goal, identify alternative solutions and the consequences of each, select the best solution, and evaluate the results. 3B.D.4

Apply a decision-making model to solve an interpersonal problem. 3B.D.5

Apply a decision-making model to academic challenges.3B.D.6

Demonstrate awareness that feelings influence one’s decisions. 3B.D.7

Identify how you currently help out at home and what else you might do for a caregiver or sibling. 3C.A.1

List ways that students can help their class run more smoothly.3C.A.2

Express how you feel about helping out in class or at home.3C.A.3

Describe what you learned about yourself in helping out in class and at home. 3C.A.4

Volunteer for various classroom tasks (e.g., helping with room set up, cleaning up, passing out papers, etc.). 3C.A.5

Participate in making and enforcing class rules.3C.A.6

Identify a way you can help improve your local community. 3C.B.1

Describe what you have done to make a positive difference in your class or school and how this made you feel. 3C.B.2

Brainstorm ways to help your teacher address a shared concern. 3C.B.3

Volunteer to help out at home in a way that goes beyond what you are expected to do. 3C.B.4

Participate in developing a class policy on teasing.3C.B.5

Plan and implement a project to improve your local community. 3C.B.6

Describe what you learned about your school or community from your participation in a recent service project.3C.C.1

Describe what you learned about yourself from participation in this project.3C.C.2

Analyze the impact on the need addressed of a recent service project in which you participated.3C.C.3

Analyze what you would do differently next time. 3C.C.4

Communicate the results of a school or community service project to a parent or community group. 3C.C.5

Write a letter to a newspaper editor on a community problem such as homelessness. 3C.C.6

Identify ways that community workers assist residents in protecting and improving neighborhoods.3C.D.1

Analyze your rights and responsibilities as a member of your school community.3C.D.2

Discuss your reasons for voting as you did in a simulated local, state, or national election.3C.D.3

Participate in making and enforcing classroom rules.  3C.D.4

Brainstorm ways you could contribute to your community (e.g., help a neighbor, contribute to community safety, help keep your block clean).3C.D.5

Construct an argument to persuade classmates to vote or become a candidate for office in a simulated local, state, and national election. 3C.D.6