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Learning Standards Standards

What does a student learn in ?

These are the years social skills get more grown-up. Students learn to name what they're feeling, calm themselves down when they're frustrated, and notice how their words land on someone else. They practice working through a disagreement with a friend instead of walking away or blowing up. By spring, students can talk through a problem with a classmate and explain the choice they made and why.

  • Naming feelings
  • Self-control
  • Empathy
  • Friendship skills
  • Resolving conflict
  • Making good choices
Source: District of Columbia DC Academic Content Standards
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. 1

    Knowing yourself

    Students start the year noticing their own feelings and what sets them off. They name what they are good at and where they want to grow, and they begin to see how a mood can shape a morning.

  2. 2

    Managing big feelings

    Students practice calming down when they are frustrated, waiting their turn to speak, and breaking a big task into smaller steps. They set small goals and learn what helps them stick with hard work.

  3. 3

    Seeing other perspectives

    Students learn to listen for what someone else is feeling and why, even when that person grew up differently. They notice the adults at school, at home, and in the neighborhood who can help.

  4. 4

    Building strong friendships

    Students work on talking clearly, sharing the job in a group, and working out disagreements without it turning into a fight. They practice asking for help and offering it when a classmate is stuck.

  5. 5

    Making caring choices

    Students think before they act. They weigh what might happen, consider how a choice affects other people, and try to pick the option that is fair and safe for everyone involved.

Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Social Emotional Learning

  • The abilities to understand one's own emotions, thoughts

    DC-SEL.1.3-5
    Grades 3-5

    Students learn to name their emotions and notice how those feelings shape their choices. They also identify what they are good at and where they need to grow.

  • The abilities to manage emotions, thoughts

    DC-SEL.2.3-5
    Grades 3-5

    Students practice pausing before reacting, handling frustration without acting out, and staying organized enough to get things done. These habits help them follow through on goals even when something feels hard or distracting.

  • The abilities to understand the perspectives of and empathise with others…

    DC-SEL.3.3-5
    Grades 3-5

    Students practice seeing a situation from someone else's point of view, including people whose lives look different from their own. They also learn to spot the adults and resources around them at school, at home, and in their neighborhood who can help.

  • The abilities to establish and maintain healthy and supportive relationships…

    DC-SEL.4.3-5
    Grades 3-5

    Students practice building friendships and working with others by listening, solving disagreements, and asking for help when they need it. These skills help students get along with people who are different from them.

  • The abilities to make caring and constructive choices about personal behavior…

    DC-SEL.5.3-5
    Grades 3-5

    Students practice thinking through a decision before acting on it. They weigh what might happen next and how their choice could affect the people around them.

Common Questions
  • What does social emotional learning look like in grades 3 to 5?

    Students learn to name what they are feeling, calm themselves down when upset, listen to other points of view, and work things out with friends. They also start thinking about how their choices affect other people. It shows up in everyday moments at school, not as a separate subject.

  • How can I help my child manage big feelings at home?

    When a meltdown is coming, stay calm and name what you see, such as "you look frustrated." Offer a short break, a glass of water, or a few slow breaths before talking about what happened. Practicing this when everyone is calm makes it easier in the heated moments.

  • What if my child has trouble making or keeping friends?

    Set up short, low-pressure time with one other child rather than big groups. Afterward, ask what went well and what was tricky, and talk through one thing to try next time. Most friendship skills at this age come from practice and gentle coaching, not lectures.

  • How do I weave this into a packed academic schedule?

    Short, regular routines work better than long lessons. A two-minute check-in at the start of the day, a calm-down corner, and clear steps for solving small conflicts cover most of what students need. Most of the work happens inside reading, group projects, and recess fallout.

  • Which skills usually need the most reteaching at this age?

    Impulse control, repairing after a conflict, and asking for help instead of shutting down. Many students can explain the right thing to do in a calm conversation but struggle to do it in the moment. Plan to revisit these skills after every long break and during stressful weeks.

  • How can I help my child handle stress about schoolwork or tests?

    Break big tasks into small steps and celebrate finishing each one. Ask what part feels hardest before jumping in to fix it. A short walk, a snack, or a few minutes away from the work often resets a stuck brain faster than pushing through.

  • How do I know a student is ready for middle school socially and emotionally?

    Ready students can name a strong feeling without acting on it right away, work with classmates they did not choose, and ask an adult for help before a problem grows. They can also talk about a mistake without falling apart. Perfection is not the bar; the habit of trying again is.