What does social emotional learning cover in these grades?

Students learn to name what they are feeling, calm down when upset, see things from someone else's point of view, work with classmates, and think before they act. The goal is steady habits students can use at recess, at home, and in group work.

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

When students are upset, give them a name for the feeling and a simple way to settle down, like a few slow breaths or a short walk. Wait until they are calm before talking about what happened. Doing this in small moments builds the habit.

What does a strong start to the year look like in the classroom?

Spend the first weeks building shared routines, a feelings vocabulary, and a clear way for students to ask for help or a break. Most other skills, including conflict resolution and group work, sit on top of these basics.

Is it okay that my child still has meltdowns at this age?

Yes. Students this age are still learning to handle frustration and disappointment, and meltdowns happen when they get tired, hungry, or overwhelmed. What matters is that they slowly get better at noticing the feeling earlier and recovering faster.

How do I help students resolve conflicts without solving it for them?

Give students a simple script: each person says what happened, how they felt, and what they want to be different. Coach from the side and let them try the fix. Stepping in only when needed builds the skill they will use next time.

How can I help my child make friends and get along with others?

Practice small things at home: listening without interrupting, asking a follow-up question, taking turns, and saying sorry when it matters. Talk about real moments from the school day and what worked or did not.

Which skills usually need the most reteaching across the year?

Impulse control, calming down after frustration, and listening during disagreements tend to need the most practice. Plan to revisit these after long breaks and during high-stress weeks like testing or big transitions.

How do I know if students are ready for middle school socially?

By the end of these years, students should be able to name their feelings, calm themselves down most of the time, work in a group without an adult hovering, and ask for help when stuck. Some wobble is normal, especially in new situations.

What does a student learn in ?

These are the years students stop just reacting to feelings and start noticing them. Students learn to name what they feel, calm down before they act, and see a situation from a classmate's side. They practice working in groups, asking for help, and talking through a disagreement instead of shutting down. By spring, students can pause when they're upset, think about who else is affected, and pick a next step they feel good about.

Naming feelings
Self-control
Empathy
Friendship skills
Working in groups
Making good choices

Source: Rhode Island Rhode Island Core 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
Knowing yourself
Students learn to name what they are feeling and notice what they are good at. They start to see how a bad morning or a proud moment can change how the rest of the day goes.
2
Handling big feelings
Students practice calming down when they are upset, waiting their turn, and getting started on work without putting it off. They set small goals and keep track of what they need to do.
3
Seeing other points of view
Students learn to listen to classmates whose lives look different from their own and to imagine how someone else might feel. They also learn who to go to for help at school, at home, and around town.
4
Working with others
Students practice speaking up clearly, sharing the work in a group, and sorting out disagreements without it turning into a fight. They learn to ask for help and to offer it when a friend is stuck.
5
Making good choices
Students think before they act by weighing what might happen and who else it could affect. They learn that a kind choice in the lunchroom or on the bus matters as much as a right answer in class.

Mastery Learning Standards

The required skills a student should display by the end of Grade 4.

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

RI-SEL.1.3-5

Grades 3-5

Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they're good at and where they need to grow.
The abilities to manage emotions, thoughts

RI-SEL.2.3-5

Grades 3-5

Students practice noticing when emotions or impulses are getting in the way, then choosing how to respond. That includes managing stress, staying organized, and working toward a goal even when it gets hard.
The abilities to understand the perspectives of and empathise with others…

RI-SEL.3.3-5

Grades 3-5

Students practice seeing situations from someone else's point of view, including people whose lives look different from their own. They also learn to identify the people and places they can turn to for help at school, home, and in their community.
The abilities to establish and maintain healthy and supportive relationships…

RI-SEL.4.3-5

Grades 3-5

Students practice getting along with different kinds of people by listening, working together, sorting out disagreements, and asking for help when they need it.
The abilities to make caring and constructive choices about personal behavior…

RI-SEL.5.3-5

Grades 3-5

Students practice making choices that are fair and kind, thinking through what might happen before they act. That includes weighing how a decision affects them and the people around them.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades 3-5	Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they're good at and where they need to grow.	RI-SEL.1.3-5
The abilities to manage emotions, thoughts Grades 3-5	Students practice noticing when emotions or impulses are getting in the way, then choosing how to respond. That includes managing stress, staying organized, and working toward a goal even when it gets hard.	RI-SEL.2.3-5
The abilities to understand the perspectives of and empathise with others… Grades 3-5	Students practice seeing situations from someone else's point of view, including people whose lives look different from their own. They also learn to identify the people and places they can turn to for help at school, home, and in their community.	RI-SEL.3.3-5
The abilities to establish and maintain healthy and supportive relationships… Grades 3-5	Students practice getting along with different kinds of people by listening, working together, sorting out disagreements, and asking for help when they need it.	RI-SEL.4.3-5
The abilities to make caring and constructive choices about personal behavior… Grades 3-5	Students practice making choices that are fair and kind, thinking through what might happen before they act. That includes weighing how a decision affects them and the people around them.	RI-SEL.5.3-5

Social Emotional Learning

The abilities to understand one's own emotions, thoughts

RI-SEL.1.3-5

Grades 3-5

Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they're good at and where they need to grow.
The abilities to manage emotions, thoughts

RI-SEL.2.3-5

Grades 3-5

Students practice noticing when emotions or impulses are getting in the way, then choosing how to respond. That includes managing stress, staying organized, and working toward a goal even when it gets hard.
The abilities to understand the perspectives of and empathise with others…

RI-SEL.3.3-5

Grades 3-5

Students practice seeing situations from someone else's point of view, including people whose lives look different from their own. They also learn to identify the people and places they can turn to for help at school, home, and in their community.
The abilities to establish and maintain healthy and supportive relationships…

RI-SEL.4.3-5

Grades 3-5

Students practice getting along with different kinds of people by listening, working together, sorting out disagreements, and asking for help when they need it.
The abilities to make caring and constructive choices about personal behavior…

RI-SEL.5.3-5

Grades 3-5

Students practice making choices that are fair and kind, thinking through what might happen before they act. That includes weighing how a decision affects them and the people around them.

Standard	Definition	Code
The abilities to understand one's own emotions, thoughts Grades 3-5	Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they're good at and where they need to grow.	RI-SEL.1.3-5
The abilities to manage emotions, thoughts Grades 3-5	Students practice noticing when emotions or impulses are getting in the way, then choosing how to respond. That includes managing stress, staying organized, and working toward a goal even when it gets hard.	RI-SEL.2.3-5
The abilities to understand the perspectives of and empathise with others… Grades 3-5	Students practice seeing situations from someone else's point of view, including people whose lives look different from their own. They also learn to identify the people and places they can turn to for help at school, home, and in their community.	RI-SEL.3.3-5
The abilities to establish and maintain healthy and supportive relationships… Grades 3-5	Students practice getting along with different kinds of people by listening, working together, sorting out disagreements, and asking for help when they need it.	RI-SEL.4.3-5
The abilities to make caring and constructive choices about personal behavior… Grades 3-5	Students practice making choices that are fair and kind, thinking through what might happen before they act. That includes weighing how a decision affects them and the people around them.	RI-SEL.5.3-5

Common Questions

What does social emotional learning cover in these grades?
Students learn to name what they are feeling, calm down when upset, see things from someone else's point of view, work with classmates, and think before they act. The goal is steady habits students can use at recess, at home, and in group work.
How can I help my child manage big feelings at home?
When students are upset, give them a name for the feeling and a simple way to settle down, like a few slow breaths or a short walk. Wait until they are calm before talking about what happened. Doing this in small moments builds the habit.
What does a strong start to the year look like in the classroom?
Spend the first weeks building shared routines, a feelings vocabulary, and a clear way for students to ask for help or a break. Most other skills, including conflict resolution and group work, sit on top of these basics.
Is it okay that my child still has meltdowns at this age?
Yes. Students this age are still learning to handle frustration and disappointment, and meltdowns happen when they get tired, hungry, or overwhelmed. What matters is that they slowly get better at noticing the feeling earlier and recovering faster.
How do I help students resolve conflicts without solving it for them?
Give students a simple script: each person says what happened, how they felt, and what they want to be different. Coach from the side and let them try the fix. Stepping in only when needed builds the skill they will use next time.
How can I help my child make friends and get along with others?
Practice small things at home: listening without interrupting, asking a follow-up question, taking turns, and saying sorry when it matters. Talk about real moments from the school day and what worked or did not.
Which skills usually need the most reteaching across the year?
Impulse control, calming down after frustration, and listening during disagreements tend to need the most practice. Plan to revisit these after long breaks and during high-stress weeks like testing or big transitions.
How do I know if students are ready for middle school socially?
By the end of these years, students should be able to name their feelings, calm themselves down most of the time, work in a group without an adult hovering, and ask for help when stuck. Some wobble is normal, especially in new situations.