Social Emotional Competencies: Early Gr. 3-5

SELF-AWARENESS: PERSONAL QUALITIES AND/OR TRAITS

SELF-MANAGEMENT

SOCIAL AWARENESS

RELATIONSHIP SKILLS

DECISION MAKING

Distinguishes range of emotions

Uses age-appropriate language to talk about one's feelings

Describes physical responses to emotions

Recognizes and discusses how emotions are linked to behavior

Describes socially acceptable ways to express emotions

Identifies feelings associated with having different hearing abilities

Identifies descriptors often assigned to individuals with hearing loss, e.g. Deaf, DeafBlind, hard of hearing, limited hearing, unilateral loss, etc.

Demonstrates positive attitude toward self as a unique person with differing hearing abilities

Practices positive self-talk

Discusses unique aspects of growing up as a child who is deaf or hard of hearing (growing up in a deaf, hard of hearing, or hearing family/peer group)

Identifies needs of deaf or hard of hearing child within a family, the school, and/or the community (e.g. communication, rules, respect, behavior, participation)

Describes personal qualities/skills possessed and interests one wants to develop

Explains how family members, peers, school personnel and community members can be used to support school success and responsible behavior

Uses self-monitoring to regulate emotions

Demonstrates ways to increase positive emotions

Uses positive self-talk for motivation

Makes choices about how and when to express emotions

Demonstrates skills for handling pressure situations (e.g. calm down, walk away, seek help, brain breaks, delay response)

Demonstrates an ability to express own perspective

Identifies personal strengths and challenges

Demonstrates use of coping strategies

Describes things that one can and cannot control

Explains the differences between fixed and growth mindsets

With prompting, identifies and practices strategies to reduce conflict

Identifies verbal, physical, and situational cues that indicate how others may feel

Describes the expressed feelings and perspectives of others

Demonstrates respect for differences

Continues to expand vocabulary and responses appropriate for social situations (meanings)

Understands the rules of conversation

Explains what effective communication looks like and sounds like

Demonstrates appropriate communication repair strategies

Adapts attention getting behaviors to setting or to person (e.g. at recess versus during instruction, a friend vs. an adult)

Explains what effective communication looks like and sounds like

Signals to others when it is their turn to speak by asking questions, pausing, and looking or giving other cues

Ends conversations appropriately

Develops understanding that there are formal and informal social expectations (e.g. using a first name sign rather than Mrs. Smith [informal] while using full name when identifying in writing [formal])

Develops awareness that social cues may be different among various groups (e.g. family, Deaf Community, peers)

Describes approaches for making and keeping friends

Gives and receives compliments in a genuine manner

Demonstrates good sportsmanship

Demonstrates behaviors and language associated with cooperation

Identifies peer pressure/acceptance

Recognizes the personal boundaries of self and others (e.g. friends, family members, teachers)

Demonstrates awareness of unique cultural aspect of individuals who are deaf or hard of hearing as opposed to individuals who are hearing

Describes the steps of a decision making model

Practices decision making with assistance and independently, depending on the situation

Effectively participates in group decision making processes

Implements "stop, think, and do" strategies in problem solving