Naming feelings
Students start the year learning to name what they feel and notice when feelings change. Parents may hear words like frustrated, proud, or worried used at home instead of just mad or sad.
What does a student learn in
This is the stretch when students start putting names to what they feel and learning what to do about it. Students notice when they are frustrated or excited, take a breath instead of grabbing or shouting, and begin to see that a classmate might feel something different. They practice asking for help, taking turns, and working out small disagreements with words. By spring, students can name a feeling, calm down with a simple strategy like deep breaths, and play kindly with a partner.
- Naming feelings
- Calming down
- Kindness and empathy
- Taking turns
- Asking for help
- Making good choices
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
- 2
Calming big feelings
Students practice ways to settle down when they are upset, like slow breathing or counting. They work on waiting their turn and finishing small tasks even when it feels hard.
- 3
Seeing other points of view
Students learn that classmates can feel different things in the same moment. They practice listening, noticing when a friend needs help, and finding trusted adults at school and home.
- 4
Playing and working together
Students build friendship skills like sharing, using kind words, and asking to join a game. They practice working out small disagreements without an adult solving every problem for them.
- 5
Making caring choices
By the end of the year, students think before they act and consider how a choice affects other people. They learn that good choices at school, at recess, and at home look a little different.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Social Emotional Learning
Social Emotional Learning
- Grades K-2
The abilities to understand one's own emotions, thoughts
Students learn to notice their own feelings and thoughts, recognize what they are good at, and understand how those things shape what they do.
- Grades K-2
The abilities to manage emotions, thoughts
Students learn to pause before reacting, manage big feelings, and stay organized enough to follow through on goals. These skills help in the classroom, on the playground, and anywhere a situation gets stressful.
- Grades K-2
The abilities to understand the perspectives of and empathise with others…
Students practice seeing a situation from someone else's point of view and noticing when others feel differently than they do. They also learn to spot the people at school, home, and in the neighborhood who can help them.
- Grades K-2
The abilities to establish and maintain healthy and supportive relationships…
Students practice getting along with others by listening, taking turns, and asking for help when they need it. These skills help them build friendships and work through disagreements.
- Grades K-2
The abilities to make caring and constructive choices about personal behavior…
Students practice stopping to think before acting, weighing what might happen next and how a choice could affect other people. They learn to pick responses that are kind and sensible, not just easy.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts Grades K-2 | Students learn to notice their own feelings and thoughts, recognize what they are good at, and understand how those things shape what they do. | MA-SEL.1.k-2 |
| The abilities to manage emotions, thoughts Grades K-2 | Students learn to pause before reacting, manage big feelings, and stay organized enough to follow through on goals. These skills help in the classroom, on the playground, and anywhere a situation gets stressful. | MA-SEL.2.k-2 |
| The abilities to understand the perspectives of and empathise with others… Grades K-2 | Students practice seeing a situation from someone else's point of view and noticing when others feel differently than they do. They also learn to spot the people at school, home, and in the neighborhood who can help them. | MA-SEL.3.k-2 |
| The abilities to establish and maintain healthy and supportive relationships… Grades K-2 | Students practice getting along with others by listening, taking turns, and asking for help when they need it. These skills help them build friendships and work through disagreements. | MA-SEL.4.k-2 |
| The abilities to make caring and constructive choices about personal behavior… Grades K-2 | Students practice stopping to think before acting, weighing what might happen next and how a choice could affect other people. They learn to pick responses that are kind and sensible, not just easy. | MA-SEL.5.k-2 |
Common Questions
What is social emotional learning in the early grades?
It is the work of learning to name feelings, calm down when upset, get along with classmates, and make kind choices. At this age it shows up in small moments: sharing a toy, waiting for a turn, or saying sorry after a mistake.
How can I help my child name their feelings at home?
When you notice a big feeling, give it a word out loud. Try saying things like, you look frustrated that the tower fell, or you seem proud of that drawing. Hearing feelings named helps students learn to name their own.
What should I do when my child has a meltdown?
Stay calm and wait for the storm to pass before talking. Once things settle, walk through what happened and what could help next time, like taking a deep breath or asking for a hug. Practice the calm-down step when things are going well, not only in the hard moment.
How do I build SEL into a school day that already feels full?
Most of it lives inside what already happens: morning greetings, line-up, snack, recess, and clean-up. A short feelings check-in at the start of the day and a two-minute reset after recess go a long way without adding a new block.
What does mastery look like by the end of second grade?
Students can name common feelings in themselves and others, use a calm-down strategy with a reminder, take turns and share, and ask an adult for help when something is wrong. Conflicts still happen often, but students start to solve small ones with words instead of hands.
How can I help my child make friends?
Set up short, low-key playdates with one other child and a clear activity, like building blocks or baking. Afterward, talk about what went well and what was hard. Friendship is a skill that grows with practice and gentle coaching.
Which SEL skills usually need the most reteaching?
Impulse control and conflict resolution come up again and again. Plan to revisit calm-down steps, taking turns, and using words to solve problems every month, not just once in the fall. Role-play and picture books carry more weight than lectures.
How do I know if my child is ready for the next grade socially?
Look for a student who can separate from you without much trouble, follow simple group rules, recover from a small disappointment within a few minutes, and tell an adult when something is wrong. Perfect behavior is not the bar. Bouncing back is.