Illinois Learning
Standards (Social Emotional)
Illinois Learning Standards (Social Emotional) SEL
Goal 2
Use social awareness and interpersonal skills to establish and maintain
healthy relationships
A. Recognize
the feelings and perspectives of others
B. Recognize individual and
group similarities and differences
C. Use communication and social skills
to interact with others successfully
D. Demonstrate an ability to prevent,
manage, and resolve interpersonal conflicts in constructive ways
SEL Goal 3 Demonstrate decision making skills and responsible behaviors in personal, school, and
community contexts
A.
Consider ethical, safety, and societal factors in making decisions
B.
Apply decision making skills to deal responsibly with daily academic and social situations
C. Contribute to the well-being of one's school and community
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STAGE
A (Grades 1 & 2)
2A - Recognize the feelings and perspectives of others.
- Recognize that others may interpret the same situation differently from you.
- Recognize that others may feel differently from you about the same situation.
- Describe how others are feeling based on their facial expressions and gestures.
- Explain how interrupting others may make them feel.
- Explain
how sharing with and supporting others may make them feel.
- Recognize how changing
your behaviors can impact how others feel and respond.
2B - Recognize individual and group similarities and differences.
- Identify examples of classroom behavior that are sensitive to the needs of others (e.g., taking turns,
listening to one another, supporting each other's ideas).
- Recognize that
all people are similar in the needs they share.
- Participate in the development
of classroom rules.
- Describe rules that help students treat each other fairly.
- Demonstrate how students help each other (e.g., sharing, not interrupting).
- Demonstrate honesty and fairness while playing or working with others.
STAGE B (Grades 1, 2, & 3)
2D - Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- 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).
- 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).
- Describe
a time when you had a disagreement with someone, what happened, and how you might have handled
the situation differently.
- Distinguish between constructive and destructive
ways of resolving conflict.
- Use puppets to act out and resolve conflict situations.
- Practice self-calming techniques for anger management as a way to de-escalate
conflict situations.
STAGE C (Grades 2, 3, and 4)
2D - Demonstrate an ability to prevent, manage,
and resolve interpersonal conflicts in constructive ways.
- Identify bullying behavior and how it affects people.
- Explain
what happens when a conflict is not resolved.
- Describe ways to stop rumors.
- Analyze how an inability to manage one's anger might cause a conflict to
get worse.
- Interpret whether the actions of literary characters were accidental
or intentional.
- Examine how one's favorite literary character handles conflict.
STAGE D (Grades 3, 4, 5)
2A
- Recognize the feelings and perspectives of others.
Label others' feelings
based on verbal and non-verbal cues in different situations.
- List strategies
to support students who are left out or bullied.
- Describe
how one feels when left out of an activity or group.
- Describe how one feels
when bullied.
- Predict possible responses to a
range of emotions.
- Use "I-statements" to let others know that you
have heard them.
STAGE E (
4, 5, 6)
2B - Recognize
individual and group similarities and differences.
- Describe the basic rights
of all individuals regardless of their social or cultural affiliations.
- Describe
examples of how the media portray various social and cultural groups.
- Analyze
how responsible students help their classmates.
- Demonstrate strategies for
building relationships with others who are different from oneself.
- Design
a project that shows how your class or school is enriched by different cultures.
STAGE F (5th, 6th, 7th)
- Identify unwelcome
teasing or bullying behaviors.
- Identify
ways to overcome misunderstanding among various social and cultural groups.
- Identify
ways to advocate for others.
- Describe situations where minority groups have
been respected at school or in the community.
- Discuss stereotyping and its
negative impact on others.
- Demonstrate respect for members of various ethnic
and religious groups.
- Identify unwelcome teasing
or bullying behaviors.
- Identify ways to overcome misunderstanding
among various social and cultural groups.
- Identify ways to advocate for others.
- Describe situations where minority groups have been respected at school or
in the community.
- Discuss stereotyping and its negative impact on others.
- Demonstrate respect for members of various ethnic and religious groups.
