Illinois Learning Standards

Stage A - Social Emotional Learning (SEL)



Goals, Standards and Descriptors



Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.



1A —
 Identify and manage one's emotions and behavior.
  1. Identify emotions (e.g., happy, surprised, sad, angry, proud, afraid) expressed in "feeling faces" or photographs.
  2. Name the emotions felt by characters in stories.
  3. Identify ways to calm yourself.
  4. Describe a time you felt the same way a story character felt.
  5. Discuss classroom and school rules.
  6. Share feelings (e.g., through speaking, writing, drawing) in a range of contexts.
1B —
Recognize personal qualities and external supports.
  1. Identify things you like to do.
  2. Identify the values that help you make good choices.
  3. Identify the people who can give you the help you need.
  4. Describe things you do well.
  5. Identify reliable adults from whom you would seek help in an emergency.
  6. Describe situations in which you feel confident.
  7. Describe situations in which you feel you need help.
  8. Demonstrate a special skill or talent you have.
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Recognize the relationship between what you want to accomplish and setting goals.
  2. Explain the various aspects of being successful in school.
  3. Describe a behavior you would like to change.
  4. Give an example of an academic goal you could set for yourself.
  5. Give an example of a personal goal you could set for yourself.
  6. Divide a goal you have set into manageable steps.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

2A  —
Recognize the feelings and perspectives of others.
  1. Recognize that others may interpret the same situation differently from you.
  2. Recognize that others may feel differently from you about the same situation.
  3. Describe how others are feeling based on their facial expressions and gestures.
  4. Explain how interrupting others may make them feel.
  5. Explain how sharing with and supporting others may make them feel.
  6. Recognize how changing your behaviors can impact how others feel and respond.
2B —
Recognize individual and group similarities and differences.
  1. 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).
  2. Recognize that all people are similar in the needs they share.
  3. Participate in the development of classroom rules.
  4. Describe rules that help students treat each other fairly.
  5. Demonstrate how students help each other (e.g., sharing, not interrupting).
  6. Demonstrate honesty and fairness while playing or working with others.
2C —
Use communication and social skills to interact effectively with others.
  1. Describe appropriate ways to seek group entry.
  2. Use "please" and "thank you" appropriately.
  3. Raise one's hand for recognition.
  4. Pay attention when someone else is speaking.
  5. Follow directions given at school.
  6. Take turns and share toys and other resources with classmates.
  7. Practice sharing encouraging comments with others.
  8. Practice saying "no" to protect yourself from unsafe situations.
2D —
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
  1. 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).
  2. 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).
  3. Describe a time when you had a disagreement with someone, what happened, and how you might have handled the situation differently.
  4. Distinguish between constructive and destructive ways of resolving conflict.
  5. Use puppets to act out and resolve conflict situations.
  6. Practice self-calming techniques for anger management as a way to de-escalate conflict situations.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.



3A —
Consider ethical, safety, and societal factors in making decisions.
  1. Identify and follow bus, classroom, and school safety rules.
  2. Recognize appropriate touch; and avoid inappropriate touch.
  3. Explain how taking or destroying another's property makes them feel.
  4. Explain why hitting or yelling at somebody is hurtful and unfair.
  5. Identify reliable sources of adult help.
  6. Describe situations when you might feel unsafe and need help (e.g., crossing a busy street, being approached by a strange adult).
  7. Draw pictures of ways to help others.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Recognize that one has choices in how to respond to situations.
  2. Describe calming strategies.
  3. Brainstorm alternative solutions to problems posed in stories and cartoons.
  4. Use "I-statements" in expressing feelings.
  5. Implement stop, think, and act (plan) strategies in solving problems.
  6. Practice group decision making with one's peers in class meetings.
  7. Identify foods and behaviors that keep the body healthy.
3C —
Contribute to the well-being of one's school and community.
  1. Identify how you currently help out at home and what else you might do for a caregiver or sibling.
  2. List ways that students can help their class run more smoothly.
  3. Express how you feel about helping out in class or at home.
  4. Describe what you learned about yourself in helping out in class and at home.
  5. Volunteer for various classroom tasks (e.g., helping with room set up, cleaning up, passing out papers, etc.).
  6. Participate in making and enforcing class rules.

Return to Social Emotional Learning (SEL) Performance Descriptors