Naming feelings and bodies
Students learn to name basic feelings like happy, sad, mad, and scared, and notice where those feelings show up in their bodies. They start using simple calming tricks like belly breathing when big feelings hit.
What does a student learn in
These are the years students start naming feelings instead of just showing them. Students learn to spot when they are angry, sad, or excited, and try simple calming tricks like belly breathing. They practice listening to classmates, taking turns, and asking a trusted adult for help when something feels wrong. By spring, a student can name how they feel, say what they need, and follow the shared rules of a classroom.
- Naming feelings
- Calming strategies
- Listening to others
- Friendship skills
- Asking for help
- Classroom rules
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
Who I am and what I like
Students talk about what they like, what they are good at, and the people who matter to them at home and at school. They begin setting small goals, like learning to tie shoes or finishing a book.
- 3
Listening and noticing others
Students practice listening to classmates and noticing that other kids may feel differently about the same thing. They talk about how people are alike and different, and ask kind questions about each other's lives.
- 4
Getting along and staying safe
Students learn to share space, respect a classmate saying no, and tell a trusted adult when something feels wrong, including bullying. They practice using words to ask for what they need when there is a problem.
- 5
Choices and class community
Students see how their actions affect classmates and family, and help build classroom rules everyone can follow. They practice stopping to think before they choose, and find ways to help at school and at home.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Goal 1: Self-awareness
| Standard | Definition | Code |
|---|---|---|
| Naming feelings and where you feel them Grades K-2 | Students name feelings like happiness, fear, or anger, notice where those feelings show up in their body, and describe what kinds of situations bring them on. | NY-SEL.1A.1a |
| Calming down with belly breathing Grades K-2 | Students name what they are feeling and practice simple calming strategies, like slow belly breathing, to help themselves feel better. | NY-SEL.1A.1b |
| What you like, dislike, and do well Grades K-2 | Students name what they enjoy, what they find hard, and what they are good at, building a simple picture of who they are. | NY-SEL.1B.1a |
| Where I belong and who shapes me Grades K-2 | Students name the people and places around them, such as family members, classmates, and neighbors, that help shape who they are. | NY-SEL.1B.1b |
| Setting a simple goal for yourself Grades K-2 | Students name one thing they want to get better at, like learning to read a new word or tie their shoes, and say what they will do first to get there. | NY-SEL.1C.1a |
| Why learning matters for you Grades K-2 | Students explain why learning something new matters to them personally, connecting schoolwork to their own goals and everyday life. | NY-SEL.1C.1b |
Goal 2: Social awareness and relationships
| Standard | Definition | Code |
|---|---|---|
| Other people feel things differently Grades K-2 | Someone else can feel sad, scared, or excited about the same moment that feels totally different to you. Students learn to notice that two people can experience the same event and have completely different feelings about it. | NY-SEL.2A.1a |
| Listening to understand how others feel Grades K-2 | Students practice listening carefully to understand how someone else is feeling. They notice clues in what a person says to figure out that person's point of view. | NY-SEL.2A.1b |
| How I'm like you and how I'm not Grades K-2 | Students notice ways they are like their classmates and ways they are different, such as how families celebrate, what languages people speak, or what each person is good at. | NY-SEL.2B.1a |
| Asking respectful questions about others' lives Grades K-2 | Students ask questions about other people's lives, families, and backgrounds in a way that is kind and genuinely curious. | NY-SEL.2B.1b |
| Asking a trusted adult for help with bullying Grades K-2 | Students learn to spot bullying when they see it and practice speaking up by going to a trusted adult for help. | NY-SEL.2B.1c |
| Keeping yourself and others safe Grades K-2 | Students learn to recognize what makes interactions with others feel safe, and practice ways to respect personal boundaries with classmates and others around them. | NY-SEL.2C.1a |
| Adjusting to new social situations Grades K-2 | Students practice adjusting how they act in different social situations, like sharing space on the playground or taking turns in a group, in ways that are fair and considerate of others. | NY-SEL.2C.1b |
| Spotting problems you and your friends share Grades K-2 | Students name everyday conflicts they see at school or with friends, like arguments over sharing or feeling left out, and start noticing when other kids face the same problems. | NY-SEL.2D.1a |
| Asking for help and working out conflicts Grades K-2 | Students practice saying what they need, asking for help from a trusted adult, and working through disagreements with a grown-up nearby. | NY-SEL.2D.1b |
Goal 3: Decision making
| Standard | Definition | Code |
|---|---|---|
| How actions affect you and others Grades K-2 | Students say out loud how a choice they made affected them or someone else. A simple "I grabbed the crayon and my friend felt sad" counts as meeting this standard. | NY-SEL.3A.1a |
| Classroom rules that help everyone Grades K-2 | Students help make the classroom rules, talk about why they matter, and practice following them. The goal is a room where everyone feels safe and respected. | NY-SEL.3A.1b |
| Choices you make at school and home Grades K-2 | Students name everyday choices they make at school and at home, like what to do at recess or how to treat a sibling, and think about what happens as a result. | NY-SEL.3B.1a |
| Making choices with people who are different Grades K-2 | Students practice a simple step-by-step way to make thoughtful choices when working or playing with someone whose background or experiences differ from their own. | NY-SEL.3B.1b |
| Helping out in your classroom Grades K-2 | Students name specific things they can do to help their class, like tidying up, including a classmate who feels left out, or speaking up when something seems unfair. | NY-SEL.3C.1a |
| Ways to help your family Grades K-2 | Students name small ways to help at home, like setting the table, putting away toys, or looking after a younger sibling. This is the start of learning how their choices can make things better for the people around them. | NY-SEL.3C.1b |
Common Questions
What does social emotional learning look like in the early grades?
Students learn to name what they are feeling, notice how others feel, and make small choices that keep everyone safe. A lot of the work happens during normal moments like lining up, sharing a toy, or starting a tricky task.
How can I help my child name their feelings at home?
When something happens, give the feeling a simple word out loud: mad, sad, worried, proud, embarrassed. Ask where they feel it in their body. Over time students start using those words on their own instead of melting down or shutting down.
What should I do when my child gets overwhelmed?
Try belly breathing together. Hand on the stomach, slow breath in for four, slow breath out for four, three or four times. Practice it on calm days so it is ready when a real upset hits.
How do I sequence this across the year?
Start the fall with naming feelings, classroom expectations, and what a calm body looks like. Move into listening, taking turns, and noticing how others feel in the winter. Spend the spring on solving small conflicts, setting short goals, and helping the class and family.
Which skills usually need the most reteaching?
Self-regulation in the moment and conflict repair almost always need a second and third pass. Students can describe belly breathing in a circle and still forget it when a marker gets snatched. Plan to practice the same routines in many small moments.
Is it okay that my child is shy or slow to warm up?
Yes. The goal is not to make every student outgoing. Students should be able to say what they need, ask a trusted adult for help, and join a group when invited. Quiet students can do all of that.
How should bullying be handled at this age?
Students learn to notice mean or unsafe behavior and tell a trusted adult. Keep the message short and clear: get to a safe spot, tell an adult, and the adult helps sort it out. Practice the words so they are ready when it matters.
How do I know students are ready for the next grade?
By the end of these years, students can name common feelings, use a calming strategy with a reminder, listen to a peer's side of a story, follow shared class rules, and ask an adult for help with a conflict. They can also set a small goal like finishing a book or being kind at recess.