Illinois Learning Standards

Stage B - 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. Describe how various situations make you feel.
  2. Describe your physical responses to strong emotions.
  3. Recognize that feelings change throughout the day.
  4. Demonstrate patience in a variety of situations.
  5. Demonstrate a range of emotions through facial expressions and body language.
  6. Practice self talk to calm yourself.
1B —
Recognize personal qualities and external supports.
  1. Identify the personal traits of characters in stories.
  2. Describe an achievement that makes you feel proud.
  3. Identify a community resource you enjoy using (e.g., play field, park, swimming pool, etc.).
  4. Identify various helpers in the school community.
  5. Analyze how you might have done better in a situation.
  6. 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).
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Identify a situation you want to change.
  2. Identify the progress that you have made toward achieving your goal.
  3. Explain the relationship between success in school and becoming what you want to be.
  4. Describe how you might improve your classroom behavior (e.g., raise your hand more often, complete assignments, pay attention).
  5. Make a plan for how to improve your performance in a school subject.
  6. Make a plan for how to achieve a personal goal.
  7. Use self-talk to reward yourself for accomplishments.

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

2A  —
Recognize the feelings and perspectives of others.
  1. Identify verbal, physical, and situational cues in stories.
  2. Recognize the value of sharing diverse perspectives.
  3. Explain why characters in stories feel as they do.
  4. Analyze how students being left out might feel.
  5. Describe how different people interpret the same situation.
  6. Demonstrate an ability to listen to others (e.g., making eye contact, nodding, asking clarifying questions).
2B —
Recognize individual and group similarities and differences.
  1. Recognize the existence of various groups based on social and cultural variables (e.g., age, race, ethnicity, shared interests, religion, and disability).
  2. Describe what one has learned about the ways cultural groups differ from one another (e.g., holidays, foods, music, and customs).
  3. Recognize that people who share a cultural tradition differ from one another in other ways.
  4. Recognize how diversity enriches a community.
  5. Compare and contrast various family structures.
  6. Reflect on your experiences with people of different age groups.
2C —
Use communication and social skills to interact effectively with others.
  1. Discuss ways of initiating contact with someone you don't know.
  2. Discuss how to be a good friend.
  3. Greet others by name.
  4. Make and respond appropriately to introductions.
  5. Summarize a plan for making friends.
  6. Use appropriate non-verbal communication with others (e.g., movements, gestures, posture, facial expressions).
  7. Participate in establishing and enforcing ground rules for class and group/team efforts.
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 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).
  2. Explain why it is important to treat others as you would want to be treated.
  3. Analyze how rules your family uses help its members get along together.
  4. Contribute to school safety by supporting classroom, lunchroom and playground rules.
  5. Participate in creating and enforcing classroom rules.
  6. Demonstrate sharing and taking turns.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Describe the use of self-talk to calm down.
  2. Brainstorm alternative solutions to inter-personal problems in the classroom.
  3. Analyze how your tone of voice influences how others respond to you.
  4. Analyze the consequences of alternative choices.
  5. Make healthy choices regarding snacks.
  6. Demonstrate reflective listening.
  7. 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).
3C —
Contribute to the well-being of one's school and community.
  1. Identify a way you can help improve your local community.
  2. Describe what you have done to make a positive difference in your class or school and how this made you feel.
  3. Brainstorm ways to help your teacher address a shared concern.
  4. Volunteer to help out at home in a way that goes beyond what you are expected to do.
  5. Participate in developing a class policy on teasing.
  6. Plan and implement a project to improve your local community.

Return to Social Emotional Learning (SEL) Performance Descriptors