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ALIGNMENT CHART: Michigan Social-Emotional Learning Competencies and Indicators Alignment with Second Step SEL
Early Learning–Grade 8
BROUGHT TO YOU BY
®
© 2020 Committee for Children | SecondStep.org
1 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
The Importance of Social-Emotional LearningSocial-emotional learning (SEL) is recognized as a key ingredient for school and life success. A 2011 meta-analysis1 found that students participating in SEL programs showed significant gains in social-emotional skills, attitudes, and behaviors, as well as academic achievement. Specific gains include:
• 11 percentile-point gain in overall academic achievement
• 23 percent improvement in social-emotional skills
• 9 percent improvement in attitudes about self, others, and school
• 9 percent improvement in school and classroom behavior
• 9 percent decrease in conduct problems, such as disruptive classroom behavior and aggression
Educators across the nation acknowledge the benefits of SEL in schools and agree that teaching students social-emotional skills is a necessary and valuable component of their education.
About the Second Step Program Evidence-based Second Step is the premier SEL program in the United States, reaching more than 16.5 million school children every year. The universal, classroom-based program promotes development of students’ social-emotional competence and self-regulation skills. Students with these skills are better able to maintain healthy relationships with peers and adults and have more coping strategies to manage stressful situations. They’re also more likely to benefit from academic instruction.
Second Step Key Concepts• Skills for learning
• Empathy
• Emotion management
• Problem-solving
Core Learning Strategies
• Brain Builders
• Story and discussion
• Activity and skill practice
• Reinforcing skills
Teaching the social-emotional and self-regulation skills in the Second Step program need not be confined to the lessons. Students can practice their Second Step skills while learning about literature, math, science, health, and more. In fact, while applying their Second Step skills to academics, students can also boost their academic achievement.
This alignment chart illustrates how Second Step and Michigan social-emotional learning competencies and indicators complement and support each other across key social-emotional concepts.
®
Early Learning
®
Michigan Social-Emotional Learning Competencies and Indicators 3
Alignment with Second Step SEL for Early Learning
Michigan Social-Emotional Learning Competencies and Indicators
1A-1
Sho
w an
em
ergi
ng s
ense
of s
elf
1A-2
Con
tinue
to d
evel
op
pers
onal
pre
fere
nces
1A-3
Iden
tify
a va
riety
of f
eelin
gs a
nd
moo
ds in
them
selv
es
1B-1
Iden
tify
thei
r ow
n st
reng
ths
1B-2
Dem
onst
rate
pos
itive
feel
ings
abo
ut
thei
r ow
n ge
nder
, rac
e, e
thni
city
, dis
abili
ty,
natio
nal o
rigin
, and
lang
uage
, as
wel
l as
com
mun
ity a
nd/o
r fam
ily c
ultu
ral p
ract
ices
1B-3
Dem
onst
rate
gro
win
g co
nfide
nce
in e
xpre
ssin
g th
eir f
eelin
gs, n
eeds
, an
d op
inio
ns
1C-1
Lea
rn fr
om a
nd th
roug
h re
latio
nshi
ps a
nd in
tera
ctio
ns
1C-2
Dem
onst
rate
an
incr
easi
ng
sens
e of
bel
ongi
ng a
nd a
war
enes
s of
thei
r rol
es a
s m
embe
rs o
f fam
ilies
, cl
assr
oom
s, a
nd c
omm
uniti
es
1D-1
Beg
in to
org
aniz
e pr
ojec
ts o
r pl
ay; m
ake
and
carr
y ou
t pla
ns
1D-2
Exh
ibit
a gr
owin
g ca
paci
ty to
sel
f-re
gula
te, d
emon
stra
te s
elf-
effic
acy,
and
know
acc
epta
ble
boun
darie
s
1D-3
Sho
w an
incr
easi
ng a
bilit
y to
fo
llow
sim
ple,
cle
ar, a
nd c
onsi
sten
t di
rect
ions
and
rule
s
1D-4
Beg
in to
take
act
ion
to fi
x th
eir
mis
take
s, s
olve
pro
blem
s w
ith m
ater
ials
, an
d re
solv
e co
nflic
ts w
ith o
ther
s
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4 4 4
Listen with Attention 4 4 4 4 4 4
Use Self-Talk 4 4 4
Be Assertive 4 4 4 4 4 4 4
Remember Directions 4 4 4 4 4
Stay on Task 4 4 4 4
Ignore Distractions 4 4 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4
Begin to Take Others’ Perspectives 4 4
Listen to Others 4 4 4
Have Empathy 4 4 4
Express Compassion 4 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4 4 4
Recognize Strong Feelings 4 4 4 4 4
Calm Strong Feelings Down 4 4 4 4
Use the Calming-Down Steps 4 4 4
Communication and Language Skills 4 4 4 4 4
Pro
blem
- S
olvi
ng
Calm Down Before Solving Problems 4 4 4 4
Describe the Problem 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4 4
Frie
ndsh
ip S
kills
Play Fair 4 4 4 4 4 4
Invite Others to Play 4 4 4 4 4
Ask to Join in Play 4 4 4 4 4 4
Choose to Have Fun over Getting Their Way 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4
Working Memory 4
Inhibitory Control 4
PAGE 1 OF 5
®
Michigan Social-Emotional Learning Competencies and Indicators 4
Alignment with Second Step SEL for Early Learning
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
2A-1
Gro
w in
thei
r cap
acity
to a
void
ha
rmin
g th
emse
lves
, oth
ers,
or t
hing
s ar
ound
them
whe
n ex
pres
sing
feel
ings
, ne
eds,
and
opi
nion
s
2A-2
Man
age
reas
onab
le fr
ustr
atio
n
2A-3
Add
ress
str
ess
in a
reas
onab
le
and
age-
appr
opria
te w
ay
2B-1
Sho
win
g in
crea
sing
resp
ect
for t
he ri
ghts
of o
ther
s
2B-2
Und
erst
andi
ng th
e pr
osoc
ial v
alue
of
hon
esty
and
trut
hful
ness
to th
e ex
tent
th
eir p
erce
ptio
n of
real
ity p
erm
its it
2C-1
App
roac
h ta
sks
and
activ
ities
w
ith in
crea
sed
flexi
bilit
y, im
agin
atio
n,
inve
ntiv
enes
s, a
nd c
onfid
ence
2C-2
Dem
onst
rate
incr
easi
ng a
bilit
y to
set
goa
ls a
nd to
dev
elop
and
follo
w th
roug
h on
pla
ns
2C-3
Dem
onst
rate
a re
ason
able
sel
f-pe
rcep
tion
of c
onfid
ence
; can
mak
e ch
oice
s an
d ex
plai
n di
scov
erie
s
2C-4
Gro
w in
thei
r abi
lity
to fo
llow
sim
ple,
cl
ear,
and
cons
iste
nt d
irect
ions
and
rule
s
3A-1
Sho
w in
crea
sing
resp
ect f
or
the
right
s of
oth
ers
3A-2
Dem
onst
rate
the
abili
ty to
car
e;
can
resp
ond
with
sen
sitiv
ity o
r sin
cerit
y, la
ter e
mpa
thy
3A-3
Iden
tify
a va
riety
of f
eelin
gs
and
moo
ds in
oth
ers
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4
Listen with Attention 4 4 4
Use Self-Talk 4 4 4 4
Be Assertive 4 4 4 4 4 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4 4 4
Begin to Take Others’ Perspectives 4 4 4
Listen to Others 4 4 4
Have Empathy 4 4 4 4
Express Compassion 4 4 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4
Recognize Strong Feelings 4 4 4
Calm Strong Feelings Down 4 4 4
Use the Calming-Down Steps 4 4 4
Communication and Language Skills 4 4 4 4
Pro
blem
-S
olvi
ng
Calm Down Before Solving Problems 4 4 4
Describe the Problem 4 4 4
Think of Multiple Solutions to a Problem 4 4 4
Frie
ndsh
ip S
kills
Play Fair 4 4 4 4
Invite Others to Play 4 4 4 4
Ask to Join in Play 4 4 4 4
Choose to Have Fun over Getting Their Way 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4 4
Working Memory 4 4
Inhibitory Control 4 4 4 4
PAGE 2 OF 5
®
Michigan Social-Emotional Learning Competencies and Indicators 5
Alignment with Second Step SEL for Early Learning
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3A-4
Incr
ease
thei
r cap
acity
to ta
ke
anot
her’s
per
spec
tive
3B-1
Par
ticip
ate
succ
essf
ully
as
a g
roup
mem
ber
3B-2
Dem
onst
rate
an
incr
easi
ng
sens
e of
bel
ongi
ng a
nd a
war
enes
s of
thei
r rol
e as
a m
embe
r of a
fam
ily,
clas
sroo
m, a
nd c
omm
unity
3B-3
Incr
ease
und
erst
andi
ng o
f the
re
latio
nshi
p be
twee
n pe
ople
and
thei
r en
viro
nmen
t and
beg
in to
reco
gniz
e th
e im
port
ance
of t
akin
g ca
re o
f the
re
sour
ces
in th
e en
viro
nmen
t
3B-4
Sho
w in
crea
sing
resp
ect f
or
the
right
s of
oth
ers
3B-5
Gro
w in
thei
r abi
lity
to fo
llow
sim
ple,
cl
ear,
and
cons
iste
nt d
irect
ions
and
rule
s
3C-1
Rec
ogni
ze re
spec
tful
ly th
e si
mila
ritie
s an
d di
ffere
nces
in p
eopl
e
3C-2
Sho
w an
incr
easi
ng c
apac
ity to
ta
ke in
to a
ccou
nt a
noth
er’s
pers
pect
ive
3C-3
Sho
w in
crea
sing
resp
ect f
or
the
right
s of
oth
ers
3C-4
Rec
ogni
ze a
nd re
spec
t sim
ilarit
ies
and
diffe
renc
es in
peo
ple
(gen
der e
xpre
ssio
n,
fam
ily, r
ace,
cul
ture
, lang
uage
)
3D-1
Mak
e co
nnec
tions
with
situ
atio
ns
or e
vent
s, p
eopl
e, o
r sto
ries
3D-2
Con
trib
ute
indi
vidu
al s
tren
gths
, im
agin
atio
n, o
r int
eres
ts to
a g
roup
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4 4
Listen with Attention 4 4 4 4
Use Self-Talk 4 4
Be Assertive 4 4 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4
Begin to Take Others’ Perspectives 4 4 4 4 4
Listen to Others 4 4 4
Have Empathy 4 4 4 4 4 4 4 4 4
Express Compassion 4 4 4 4 4 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4
Recognize Strong Feelings 4
Calm Strong Feelings Down 4
Use the Calming-Down Steps 4
Communication and Language Skills 4
Pro
blem
- S
olvi
ng
Calm Down Before Solving Problems 4
Describe the Problem 4
Think of Multiple Solutions to a Problem 4
Frie
ndsh
ip S
kills
Play Fair 4 4 4 4
Invite Others to Play 4 4 4 4
Ask to Join in Play 4 4 4 4
Choose to Have Fun over Getting Their Way 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4 4
Working Memory 4 4
Inhibitory Control 4 4
PAGE 3 OF 5
®
Michigan Social-Emotional Learning Competencies and Indicators 6
Alignment with Second Step SEL for Early Learning
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3D-3
Ext
end
offe
rs o
f hel
p to
pee
rs
or a
dults
, to
help
them
feel
that
they
be
long
to th
e gr
oup
3D-4
Can
ada
pt to
diff
eren
t env
ironm
ents
4A-1
Suc
cess
fully
dev
elop
and
ke
ep fr
iend
ship
s
4A-2
Use
pos
itive
com
mun
icat
ion
and
beha
vior
s
4A-3
Sho
w pr
ogre
ss in
dev
elop
ing
and
keep
ing
frie
ndsh
ips
4A-4
Res
olve
con
flict
s re
spec
tful
ly
with
the
help
of s
uppo
rtiv
e ad
ults
4B-1
Sho
w an
incr
easi
ng a
bilit
y to
in
itiat
e an
d su
stai
n ag
e-ap
prop
riate
pla
y an
d in
tera
ctio
ns w
ith p
eers
and
adu
lts
4B-2
Suc
cess
fully
dev
elop
and
ke
ep fr
iend
ship
s
4B-3
Use
pos
itive
com
mun
icat
ion
and
beha
vior
s
4C-1
Sho
w an
incr
easi
ng c
apac
ity
to ta
ke a
noth
er’s
pers
pect
ive
4C-2
Beg
in to
dev
elop
and
pra
ctic
e th
e us
e of
pro
blem
-sol
ving
and
con
flict
- re
solu
tion
skill
s
5A-1
Pos
itive
and
acc
eptin
g at
titud
es
tow
ard
peop
le o
f a v
arie
ty o
f bac
kgro
unds
an
d ch
arac
teris
tics,
e.g
., rac
e, e
thni
city
, na
tiona
l orig
in, p
hysi
cal c
hara
cter
istic
s,
disa
bilit
y, ec
onom
ic s
tatu
s, la
ngua
ge
spok
en o
r sig
ned
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4 4 4 4 4 4
Listen with Attention 4 4 4 4 4 4 4 4
Use Self-Talk 4 4 4 4 4 4 4
Be Assertive 4 4 4 4 4 4 4 4 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4 4 4 4 4
Begin to Take Others’ Perspectives 4 4 4 4 4 4 4 4
Listen to Others 4 4 4 4 4 4 4 4
Have Empathy 4 4 4 4 4 4 4 4 4
Express Compassion 4 4 4 4 4 4 4 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4 4 4 4
Recognize Strong Feelings 4 4 4 4 4 4
Calm Strong Feelings Down 4 4 4 4 4 4
Use the Calming-Down Steps 4 4 4 4 4 4
Communication and Language Skills 4 4 4 4 4 4 4
Pro
blem
- S
olvi
ng
Calm Down Before Solving Problems 4 4 4 4 4 4 4 4
Describe the Problem 4 4 4 4 4 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4 4 4
Frie
ndsh
ip S
kills
Play Fair 4 4 4 4 4 4 4 4 4
Invite Others to Play 4 4 4 4 4 4 4 4 4
Ask to Join in Play 4 4 4 4 4 4 4 4 4
Choose to Have Fun over Getting Their Way 4 4 4 4 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4 4 4
Working Memory 4 4 4
Inhibitory Control 4 4 4 4 4
PAGE 4 OF 5
®
Michigan Social-Emotional Learning Competencies and Indicators 7
Alignment with Second Step SEL for Early Learning
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
5A-2
An
incr
easi
ng a
bilit
y to
take
ano
ther
’s po
int o
f vie
w an
d to
em
path
ize
with
oth
ers
5B-1
Beg
in to
hyp
othe
size
or
mak
e in
fere
nces
5B-2
Att
empt
a v
arie
ty o
f way
s an
d de
mon
stra
te e
njoy
men
t of s
olvi
ng p
robl
ems
5B-3
Use
mat
eria
ls p
urpo
sefu
lly, s
afel
y, an
d re
spec
tful
ly m
ore
and
mor
e of
the
time
5B-4
Man
age
tran
sitio
ns a
nd
follo
w ro
utin
es m
ost o
f the
tim
e
5C-1
Con
trib
ute
indi
vidu
al s
tren
gths
, im
agin
atio
n, o
r int
eres
ts to
a g
roup
5C-2
Dem
onst
rate
an
incr
easi
ng
sens
e of
bel
ongi
ng a
nd a
war
enes
s of
thei
r rol
e as
a m
embe
r of a
fam
ily,
clas
sroo
m, a
nd c
omm
unity
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4 4
Listen with Attention 4 4 4 4
Use Self-Talk 4 4 4
Be Assertive 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4
Build a Vocabulary of Feelings Words 4 4
Begin to Take Others’ Perspectives 4 4 4
Listen to Others 4 4
Have Empathy 4 4 4
Express Compassion 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings
Recognize Strong Feelings
Calm Strong Feelings Down
Use the Calming-Down Steps
Communication and Language Skills
Pro
blem
- S
olvi
ng
Calm Down Before Solving Problems 4
Describe the Problem 4
Think of Multiple Solutions to a Problem 4
Frie
ndsh
ip S
kills
Play Fair 4 4
Invite Others to Play 4 4
Ask to Join in Play 4 4
Choose to Have Fun over Getting Their Way 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4 4
Working Memory 4 4
Inhibitory Control 4 4
PAGE 5 OF 5
®
Kindergarten–Grade 2
®
Alignment with Second Step SEL for Kindergarten–Grade 2
Michigan Social-Emotional Learning Competencies and Indicators 9
Michigan Social-Emotional Learning Competencies and Indicators
1A-1
Rec
ogni
ze a
nd la
bel t
heir
emot
ions
and
feel
ings
1A-2
Des
crib
e th
eir e
mot
ions
and
the
situ
atio
ns th
at c
ause
them
(trig
gers
)
1B-1
Iden
tify
thei
r lik
es a
nd d
islik
es
1B-2
Des
crib
e th
ings
they
do
wel
l or
the
know
ledg
e th
at th
ey h
ave
1B-3
Des
crib
e an
act
ivity
or t
ask
in w
hich
th
ey m
ay n
eed
help
in o
rder
to im
prov
e
1C-1
Iden
tify
at le
ast o
ne a
dult
they
trus
t
1C-2
Iden
tify
situ
atio
ns in
whi
ch th
ey
need
to s
eek
help
from
an
adul
t (bi
g pr
oble
m v
ersu
s sm
all p
robl
em)
1C-3
Rec
ogni
ze h
ow a
nd w
here
to
get h
elp
in a
n em
erge
ncy
situ
atio
n
1D-1
Und
erst
and
thei
r res
pons
ibili
ty to
mee
t sc
hool
wid
e sa
fety
exp
ecta
tions
kno
win
g it
prom
otes
a s
afe
and
prod
uctiv
e en
viro
nmen
t
1D-2
Rec
ogni
ze th
at th
ere
are
posi
tive
and
nega
tive
cons
eque
nces
for t
heir
choi
ces
and
actio
ns
2A-1
Util
izes
tech
niqu
es th
at a
llow
them
to c
alm
them
selv
es
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4
Listen with Attention 4
Use Self-Talk 4 4
Be Assertive 4
Remember Directions 4
Stay on Task 4
Ignore Distractions 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4
Build a Vocabulary of Feelings Words 4 4 4
Begin to Take Others’ Perspectives
Listen to Others
Have Empathy
Express Compassion
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4
Recognize Strong Feelings 4 4 4
Calm Strong Feelings Down 4
Use the Ways to Calm Down 4
Communication and Language Skills 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4
Describe the Problem 4
Think of Multiple Solutions to a Problem 4
Explore Consequences of Solutions to Problems 4 4
Pick the Best Solution to a Problem 4 4
Friendship Skills
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
PAGE 1 OF 5
®
Alignment with Second Step SEL for Kindergarten–Grade 2
Michigan Social-Emotional Learning Competencies and Indicators 10
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
2A-2
Pra
ctic
e us
ing
wor
ds to
sha
re
thei
r fee
lings
abo
ut a
n in
tera
ctio
n or
si
tuat
ion
rath
er th
an p
hysi
cally
or
aggr
essi
vely
exp
ress
ing
feel
ings
2A-3
Pra
ctic
e m
ovin
g to
a “c
alm
dow
n”
spac
e in
the
room
afte
r a tr
igge
ring
even
t
2B-1
Des
crib
e a
situ
atio
n w
hen
they
cou
ld
have
lied
but
they
told
the
trut
h
2B-2
Sha
res
reas
ons
why
they
follo
w cl
assr
oom
or s
choo
l rul
es (t
heir
own
safe
ty,
the
safe
ty o
f oth
ers,
redu
cing
cha
nce
of
dam
agin
g pr
oper
ty, e
tc.)
2B-3
Des
crib
e th
e di
ffere
nces
bet
wee
n an
d co
nseq
uenc
es o
r ben
efits
of l
ying
an
d tr
uth-
telli
ng
2C-1
Iden
tify
a sh
ort-
term
goa
l (w
ish,
dre
am)
2C-2
Det
erm
ine
whe
ther
the
goal
is u
nder
th
eir c
ontr
ol o
r som
eone
els
e’s
cont
rol
2C-3
Iden
tify
and
take
ste
ps n
eede
d to
acc
ompl
ish
a sh
ort-
term
goa
l
2C-4
Iden
tify
peop
le w
ho c
an s
uppo
rt
them
in re
achi
ng th
eir s
hort
-ter
m g
oal
3A-1
Use
list
enin
g an
d at
tent
ion
skill
s to
iden
tify
the
feel
ings
and
per
spec
tives
of
oth
ers
(face
, bod
y, vo
ice)
3A-2
Rec
ogni
ze th
at w
ords
and
ac
tions
can
hur
t oth
ers
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention 4 4
Use Self-Talk 4 4
Be Assertive 4 4
Remember Directions 4
Stay on Task 4
Ignore Distractions 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4
Build a Vocabulary of Feelings Words 4 4 4
Begin to Take Others’ Perspectives 4 4
Listen to Others 4 4
Have Empathy 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4
Recognize Strong Feelings 4
Calm Strong Feelings Down 4
Use the Ways to Calm Down 4 4
Communication and Language Skills 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4
Describe the Problem 4
Think of Multiple Solutions to a Problem 4 4 4
Explore Consequences of Solutions to Problems 4
Pick the Best Solution to a Problem 4
Friendship Skills 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
PAGE 2 OF 5
®
Alignment with Second Step SEL for Kindergarten–Grade 2
Michigan Social-Emotional Learning Competencies and Indicators 11
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3B-1
Rec
ogni
ze a
nd n
ame
how
they
can
he
lp o
ther
s w
ithin
thei
r sch
ool, h
ome,
an
d co
mm
unity
3B-2
Iden
tify
how
they
hel
p ot
hers
and
ho
w th
ey fe
el a
bout
hel
ping
, e.g
. fee
d th
e do
g, s
hare
, cle
an u
p w
hen
aske
d
3C-1
Des
crib
e w
ays
that
peo
ple
are
sim
ilar a
nd d
iffer
ent
3C-2
Nam
e po
sitiv
e qu
aliti
es in
peo
ple
that
cro
ss a
ll cu
lture
s an
d gr
oups
3D-1
Und
erst
and
the
impo
rtan
ce o
f and
de
mon
stra
te re
spec
t for
per
sona
l spa
ce
3D-2
App
ropr
iate
ly e
ngag
e in
pla
y w
ith
othe
rs: i
ntro
duce
sel
f, as
k pe
rmis
sion
, jo
in in
, and
invi
te o
ther
s to
join
in
3D-3
Wai
t the
ir tu
rn, o
bser
ve th
e si
tuat
ion,
an
d kn
ow w
hen
it’s
appr
opria
te to
resp
ond
4A-1
Pay
att
entio
n to
oth
ers
whe
n th
ey
are
spea
king
4A-2
Dem
onst
rate
the
use
of v
erba
l et
ique
tte
(use
ple
ase,
than
k yo
u, e
xcus
e m
e, e
tc.)
4A-3
Tak
e tu
rns
and
shar
e w
ith o
ther
s
4A-4
Effe
ctiv
ely
and
appr
opria
tely
co
mm
unic
ate
need
s, w
ants
, and
idea
s in
a re
spec
tful
man
ner
4B-1
Iden
tify
the
mul
tiple
type
s of
re
latio
nshi
ps th
ey h
ave
with
oth
ers
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4 4 4 4 4
Listen with Attention 4 4 4 4 4
Use Self-Talk 4 4
Be Assertive 4 4 4 4 4 4
Remember Directions 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4 4
Begin to Take Others’ Perspectives 4 4 4 4 4 4 4 4
Listen to Others 4 4 4 4 4 4
Have Empathy 4 4 4 4 4 4 4 4 4
Express Compassion 4 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4
Recognize Strong Feelings 4 4 4
Calm Strong Feelings Down 4 4 4
Use the Ways to Calm Down 4 4 4
Communication and Language Skills 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4
Describe the Problem 4 4 4
Think of Multiple Solutions to a Problem 4 4
Explore Consequences of Solutions to Problems 4 4
Pick the Best Solution to a Problem 4 4
Friendship Skills 4 4 4 4 4 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention 4 4
Working Memory 4 4
Inhibitory Control 4 4 4
PAGE 3 OF 5
®
Alignment with Second Step SEL for Kindergarten–Grade 2
Michigan Social-Emotional Learning Competencies and Indicators 12
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
4B-2
Lis
t tra
its o
f a g
ood
frie
nd
4B-3
Dem
onst
rate
abi
lity
to m
ake
new
frie
nds
4B-4
Iden
tify
and
prac
tice
beha
vior
s,
such
as
activ
e lis
teni
ng a
nd s
harin
g, to
m
aint
ain
posi
tive
rela
tions
hips
4C-1
Iden
tify
inte
rper
sona
l pro
blem
s th
ey
need
adu
lt he
lp to
reso
lve
and
appr
opria
tely
as
k fo
r hel
p
4C-2
Rec
ogni
ze th
ere
are
man
y w
ays
to
solv
e co
nflic
ts a
nd p
ract
ice
solv
ing
prob
lem
s us
ing
a m
enu
of c
hoic
es, in
clud
ing
the
use
of
“I” m
essa
ges
4C-3
Iden
tify
and
stat
e fe
elin
gs
and
prob
lem
in c
onfli
ct
5A-1
Rec
ogni
ze th
at o
ne h
as c
hoic
es
in h
ow to
resp
ond
5A-2
Iden
tify
way
s to
pro
mot
e sa
fety
fo
r one
self
and
othe
rs
5A-3
Iden
tify
way
s to
resp
ond
to
unfa
mili
ar a
dults
in d
iffer
ent s
ettin
gs
5A-4
Sta
nd u
p fo
r a fr
iend
or p
eer a
nd
let o
ther
s kn
ow w
hen
a pe
rson
is b
eing
tr
eate
d un
fairl
y
5B-1
Rec
ogni
ze th
at th
ey h
ave
choi
ces
in h
ow to
resp
ond
to s
ituat
ions
5B-2
Impl
emen
t sto
p, th
ink,
and
act
st
rate
gies
in s
olvi
ng p
robl
ems
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention 4 4
Use Self-Talk
Be Assertive 4 4 4 4 4
Remember Directions
Stay on Task
Ignore Distractions
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4
Build a Vocabulary of Feelings Words 4 4 4
Begin to Take Others’ Perspectives 4 4
Listen to Others 4 4 4
Have Empathy 4 4
Express Compassion 4 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4
Recognize Strong Feelings 4 4 4
Calm Strong Feelings Down 4 4 4
Use the Ways to Calm Down 4 4 4
Communication and Language Skills 4 4 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4
Describe the Problem 4 4 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4
Explore Consequences of Solutions to Problems 4 4 4 4 4 4 4
Pick the Best Solution to a Problem 4 4 4 4 4 4 4
Friendship Skills 4 4 4 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
PAGE 4 OF 5
®
Alignment with Second Step SEL for Kindergarten–Grade 2
Michigan Social-Emotional Learning Competencies and Indicators 13
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
5B-3
Dem
onst
rate
soc
ial a
nd c
lass
room
be
havi
or (a
sk p
erm
issi
on, li
sten
to s
peak
er,
ask
for h
elp,
offe
r to
help
, par
ticip
ate)
5B-4
Dem
onst
rate
con
stru
ctiv
e ac
adem
ic b
ehav
iors
and
sel
f-re
gula
tion
(list
en, p
ay a
tten
tion,
follo
w di
rect
ions
, ig
nore
dis
trac
tions
)
5C-1
Rec
ogni
ze th
e va
rious
role
s of
the
pers
onne
l tha
t gov
ern
the
scho
ol (a
ll st
aff)
5C-2
Par
ticip
ate
in in
divi
dual
role
s an
d re
spon
sibi
litie
s in
the
clas
sroo
m
and
in s
choo
l
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention 4 4
Use Self-Talk 4 4
Be Assertive 4 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings
Build a Vocabulary of Feelings Words
Begin to Take Others’ Perspectives
Listen to Others
Have Empathy
Express Compassion
Em
otio
n M
anag
emen
t Understand Strong Feelings
Recognize Strong Feelings
Calm Strong Feelings Down
Use the Ways to Calm Down
Communication and Language Skills
Pro
blem
-Sol
ving
Calm Down Before Solving Problems
Describe the Problem
Think of Multiple Solutions to a Problem
Explore Consequences of Solutions to Problems
Pick the Best Solution to a Problem
Friendship Skills
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
PAGE 5 OF 5
®
Grade 3
®
Michigan Social-Emotional Learning Competencies and Indicators 15
Michigan Social-Emotional Learning Competencies and Indicators
1A-1
Rec
ogni
ze in
tens
ity le
vels
of
thei
r em
otio
ns
1A-2
Rec
ogni
ze h
ow e
mot
ion
can
chan
ge
1A-3
Rec
ogni
ze h
ow th
ough
ts a
re li
nked
w
ith e
mot
ions
and
em
otio
ns a
re li
nked
to
beh
avio
r
1A-4
Des
crib
e w
ays
emot
ions
impa
ct
thei
r beh
avio
r(s)
1A-5
Dra
w an
“ang
er th
erm
omet
er”
and
disc
uss
why
they
mig
ht m
ove
alon
g th
e th
erm
omet
er
1B-1
Des
crib
e th
eir p
erso
nal i
dent
ities
, e.
g., g
ende
r ide
ntity
, rac
e, e
thni
city
, na
tiona
l orig
in, d
isab
ilitie
s, e
tc.
1B-2
Des
crib
e th
e pe
rson
al tr
aits
they
po
sses
s th
at m
ake
them
suc
cess
ful m
embe
rs
of th
eir c
lass
room
and
sch
ool c
omm
unity
1B-3
Des
crib
e th
eir g
row
th a
reas
, prio
ritiz
e th
e pe
rson
al tr
aits
and
inte
rest
s th
at th
ey
wan
t to
deve
lop,
and
exp
lore
opp
ortu
nitie
s to
dev
elop
them
1C-1
Rec
ogni
ze q
ualit
ies
of p
ositi
ve
role
mod
els
in th
eir l
ives
1C-2
Iden
tify
posi
tive
adul
ts in
va
rious
face
ts o
f the
ir liv
es
1C-3
Iden
tify
peer
, hom
e, a
nd s
choo
l su
ppor
ts a
nd/o
r res
ourc
es th
ey c
an
acce
ss to
hel
p so
lve
prob
lem
s
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention
Use Self-Talk
Be Assertive
Remember Directions
Stay on Task
Ignore Distractions
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4
Begin to Take Others’ Perspectives 4 4
Listen to Others
Have Empathy 4
Express Compassion
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4 4 4
Recognize Strong Feelings 4 4 4 4
Calm Strong Feelings Down 4 4 4 4
Use the Ways to Calm Down 4 4 4 4
Communication and Language Skills 4 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4 4
Describe the Problem 4
Think of Multiple Solutions to a Problem 4
Explore Consequences of Solutions to Problems 4
Pick the Best Solution to a Problem 4
Friendship Skills 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
Alignment with Second Step SEL for Grade 3PAGE 1 OF 6
®
Michigan Social-Emotional Learning Competencies and Indicators 16
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
1C-4
Writ
e a
lett
er to
a ro
le m
odel
te
lling
why
they
con
side
r the
m to
be
thei
r rol
e m
odel
1D-1
Defi
ne w
hat i
t mea
ns to
be
resp
onsi
ble
and
iden
tify
thin
gs
for w
hich
they
are
resp
onsi
ble
1D-2
Exp
lain
the
bene
fits
of
bein
g re
spon
sibl
e
1D-3
Dem
onst
rate
abi
lity
to s
ay n
o to
neg
ativ
e pe
er p
ress
ure
2A-1
Use
sel
f-m
onito
ring
stra
tegi
es
such
as
self-
talk
to re
gula
te e
mot
ions
2A-2
Res
pond
effe
ctiv
ely
to p
ress
ure
situ
atio
ns, e
.g., w
alk
away
, see
k he
lp
or m
edia
tion
2A-3
Com
mun
icat
e th
eir p
ersp
ectiv
e on
trig
gerin
g be
havi
ors
or s
ituat
ions
us
ing
“I” m
essa
ges
2A-4
Exp
ress
em
otio
ns in
a
resp
ectf
ul m
anne
r
2B-1
Tel
l the
trut
h in
a d
ifficu
lt si
tuat
ion
whi
le h
onor
ing
pers
onal
bou
ndar
ies
2B-2
Fol
low
thro
ugh
on th
eir c
omm
itmen
ts
2C-1
Dis
tingu
ish
betw
een
long
-ter
m
and
shor
t-te
rm g
oals
2C-2
Des
crib
e w
hy le
arni
ng is
impo
rtan
t to
ach
ievi
ng p
erso
nal g
oals
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4
Listen with Attention 4
Use Self-Talk 4 4 4
Be Assertive 4 4 4 4 4
Remember Directions 4 4
Stay on Task 4 4 4 4
Ignore Distractions 4 4 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4 4
Build a Vocabulary of Feelings Words 4 4 4 4
Begin to Take Others’ Perspectives 4 4
Listen to Others
Have Empathy
Express Compassion
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4 4 4
Recognize Strong Feelings 4 4 4 4 4
Calm Strong Feelings Down 4 4 4 4
Use the Ways to Calm Down 4 4 4 4
Communication and Language Skills 4 4 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4
Describe the Problem 4 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4
Explore Consequences of Solutions to Problems 4 4 4 4
Pick the Best Solution to a Problem 4 4 4 4
Friendship Skills 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control 4 4 4
Alignment with Second Step SEL for Grade 3PAGE 2 OF 6
®
Michigan Social-Emotional Learning Competencies and Indicators 17
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
2C-3
Eva
luat
e th
e ac
tion
step
s ta
ken
to
acco
mpl
ish
a go
al a
nd id
entif
y w
hat,
if an
ythi
ng, t
hey
coul
d ha
ve d
one
diffe
rent
ly
to fa
cilit
ate
that
acc
ompl
ishm
ent
2C-4
Iden
tify
reso
urce
s th
at h
elp
them
ach
ieve
thei
r goa
ls, i.
e., h
ome,
sc
hool
, and
com
mun
ity s
uppo
rt
3A-1
Pre
dict
how
thei
r ow
n be
havi
or
affe
cts
the
emot
ions
of o
ther
s
3A-2
Defi
ne a
nd u
nder
stan
d pe
rspe
ctiv
e an
d po
int o
f vie
w
3A-3
Use
list
enin
g sk
ills
to id
entif
y th
e fe
elin
gs a
nd p
ersp
ectiv
es o
f oth
ers
3A-4
Rec
ogni
ze h
ow w
ords
and
act
ions
ca
n hu
rt o
ther
s in
diff
eren
t way
s
3B-1
Sha
re re
ason
s fo
r hel
ping
oth
ers
3B-2
Iden
tify
role
s th
ey h
ave
that
co
ntrib
ute
to th
eir s
choo
l, hom
e,
and
neig
hbor
ing
com
mun
ity
3B-3
Wor
k to
geth
er w
ith p
eers
to
addr
ess
a ne
ed
3C-1
Iden
tify
cont
ribut
ions
of v
ario
us
soci
al a
nd c
ultu
ral g
roup
s
3C-2
Rec
ogni
ze th
at p
eopl
e fro
m
diffe
rent
cul
tura
l and
soc
ial g
roup
s sh
are
man
y th
ings
in c
omm
on a
nd
iden
tify
sim
ilarit
ies
and
diffe
renc
es
3C-3
Defi
ne s
tere
otyp
ing,
di
scrim
inat
ion,
and
pre
judi
ce
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4
Listen with Attention 4
Use Self-Talk
Be Assertive
Remember Directions
Stay on Task
Ignore Distractions
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4 4
Build a Vocabulary of Feelings Words 4 4
Begin to Take Others’ Perspectives 4 4 4 4 4 4
Listen to Others 4 4
Have Empathy 4 4 4 4 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4
Recognize Strong Feelings 4 4
Calm Strong Feelings Down
Use the Ways to Calm Down
Communication and Language Skills 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4
Describe the Problem 4 4
Think of Multiple Solutions to a Problem 4
Explore Consequences of Solutions to Problems 4
Pick the Best Solution to a Problem 4
Friendship Skills 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
Alignment with Second Step SEL for Grade 3PAGE 3 OF 6
®
Michigan Social-Emotional Learning Competencies and Indicators 18
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3D-1
Des
crib
e to
ne a
nd h
ow it
is
used
to c
omm
unic
ate
with
oth
ers
3D-2
Des
crib
e th
e im
pact
of b
ody
lang
uage
an
d fa
cial
exp
ress
ions
in c
omm
unic
atio
n
3D-3
Dev
elop
aw
aren
ess
that
soc
ial c
ues
may
be
diffe
rent
am
ong
vario
us g
roup
s
4A-1
Giv
e an
d re
ceiv
e co
mpl
imen
ts
in a
gen
uine
man
ner
4A-2
Use
att
entiv
e lis
teni
ng s
kills
to
fost
er b
ette
r com
mun
icat
ion
4A-3
Dem
onst
rate
goo
d sp
orts
man
ship
4A-4
Dem
onst
rate
coo
pera
tive
beha
vior
s in
a
grou
p, e
.g. li
sten
, enc
oura
ge, a
ckno
wle
dge
opin
ions
, com
prom
ise,
reac
h co
nsen
sus
4B-1
Rec
ogni
ze th
e di
ffere
nce
betw
een
help
ful a
nd h
arm
ful b
ehav
iors
in re
latio
nshi
ps
4B-2
Iden
tify
a pr
oble
m in
a re
latio
nshi
p an
d se
ek a
ppro
pria
te a
ssis
tanc
e
4B-3
Und
erst
and
the
posi
tive
and
nega
tive
impa
ct o
f pee
r pre
ssur
e on
sel
f and
oth
ers
4C-1
Sho
w an
und
erst
andi
ng o
f con
flict
as
a n
atur
al p
art o
f life
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention 4 4
Use Self-Talk 4
Be Assertive 4 4 4
Remember Directions 4
Stay on Task 4
Ignore Distractions 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4 4
Build a Vocabulary of Feelings Words 4
Begin to Take Others’ Perspectives 4 4 4 4
Listen to Others 4 4 4
Have Empathy 4 4 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4 4 4 4
Recognize Strong Feelings 4 4 4 4
Calm Strong Feelings Down 4 4
Use the Ways to Calm Down 4 4
Communication and Language Skills 4 4 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4
Describe the Problem 4 4 4
Think of Multiple Solutions to a Problem 4 4 4
Explore Consequences of Solutions to Problems 4 4 4
Pick the Best Solution to a Problem 4 4 4
Friendship Skills 4 4 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
Alignment with Second Step SEL for Grade 3PAGE 4 OF 6
®
Michigan Social-Emotional Learning Competencies and Indicators 19
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
4C-2
Des
crib
e ca
uses
and
effe
cts
of
confl
icts
, incl
udin
g ho
w th
eir b
ehav
ior
impa
cts
othe
rs’ e
mot
ions
4C-3
Dis
tingu
ish
betw
een
dest
ruct
ive
and
cons
truc
tive
way
s of
dea
ling
with
con
flict
4C-4
Act
ivat
e th
e st
eps
of a
pea
cefu
l con
flict
-re
solu
tion
proc
ess
(list
en, e
xpre
ss fe
elin
gs,
disc
uss
solu
tions
, mak
e am
ends
, etc
.)
5A-1
Iden
tify
soci
al n
orm
s th
at
affe
ct d
ecis
ion-
mak
ing
5A-2
Defi
ne c
yber
bully
ing
and
resp
onse
str
ateg
ies
5A-3
Iden
tify
whe
n so
meo
ne is
ta
rget
ed a
nd h
ow to
resp
ond
to a
si
tuat
ion
to s
uppo
rt th
e in
divi
dual
5A-4
Rec
ogni
ze a
nd d
escr
ibe
how
the
med
ia c
an in
fluen
ce o
ne’s
beha
vior
5A-5
Sta
nd u
p fo
r sel
f or a
pee
r w
ho is
bei
ng d
isre
spec
ted
5B-1
Des
crib
e th
e st
eps
of a
de
cisi
on-m
akin
g m
odel
5B-2
Gen
erat
e al
tern
ativ
e so
lutio
ns to
pr
oble
ms
and
pred
ict p
ossi
ble
outc
omes
5B-3
Effe
ctiv
ely
part
icip
ate
in g
roup
de
cisi
on-m
akin
g pr
oces
ses
5B-4
Dem
onst
rate
aca
dem
ic b
ehav
iors
and
se
lf-re
gula
tion
skill
s su
ch a
s or
gani
zatio
n,
com
plet
ing
assi
gnm
ents
, and
pla
nnin
g
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4
Listen with Attention 4
Use Self-Talk 4
Be Assertive 4 4
Remember Directions 4
Stay on Task 4
Ignore Distractions 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings 4
Build a Vocabulary of Feelings Words 4
Begin to Take Others’ Perspectives 4 4
Listen to Others 4
Have Empathy 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t Understand Strong Feelings 4
Recognize Strong Feelings 4
Calm Strong Feelings Down 4
Use the Ways to Calm Down 4
Communication and Language Skills 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4 4
Describe the Problem 4 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4 4 4 4 4
Explore Consequences of Solutions to Problems 4 4 4 4 4 4 4
Pick the Best Solution to a Problem 4 4 4 4 4 4
Friendship Skills 4 4 4 4
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
Alignment with Second Step SEL for Grade 3PAGE 5 OF 6
®
Michigan Social-Emotional Learning Competencies and Indicators 20
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
5C-1
Iden
tify
and
orga
nize
mat
eria
ls
need
ed to
be
prep
ared
for c
lass
5C-2
Und
erst
and
pers
onal
rela
tions
hips
w
ith p
erso
nnel
that
gov
ern
the
scho
ol
5C-3
Dis
cuss
and
mod
el
appr
opria
te c
lass
room
beh
avio
r in
divi
dual
ly a
nd c
olle
ctiv
ely
Key Concepts
Ski
lls fo
r Le
arni
ng
Focus Attention 4 4
Listen with Attention 4
Use Self-Talk 4 4
Be Assertive 4
Remember Directions 4 4
Stay on Task 4 4
Ignore Distractions 4 4
Em
path
y
Identify and Understand Their Own, Others’ Feelings
Build a Vocabulary of Feelings Words
Begin to Take Others’ Perspectives
Listen to Others
Have Empathy
Express Compassion
Em
otio
n M
anag
emen
t Understand Strong Feelings
Recognize Strong Feelings
Calm Strong Feelings Down
Use the Ways to Calm Down
Communication and Language Skills
Pro
blem
-Sol
ving
Calm Down Before Solving Problems
Describe the Problem
Think of Multiple Solutions to a Problem
Explore Consequences of Solutions to Problems
Pick the Best Solution to a Problem
Friendship Skills
Exe
cuti
ve-
Func
tion
Ski
lls Flexible Attention
Working Memory
Inhibitory Control
Alignment with Second Step SEL for Grade 3PAGE 6 OF 6
®
Grades 4–5
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 22
Michigan Social-Emotional Learning Competencies and Indicators
1A-1
Rec
ogni
ze in
tens
ity le
vels
of
thei
r em
otio
ns
1A-2
Rec
ogni
ze h
ow e
mot
ion
can
chan
ge
1A-3
Rec
ogni
ze h
ow th
ough
ts a
re li
nked
w
ith e
mot
ions
and
em
otio
ns a
re li
nked
to
beh
avio
r
1A-4
Des
crib
e w
ays
emot
ions
impa
ct
thei
r beh
avio
r(s)
1A-5
Dra
w an
“ang
er th
erm
omet
er”
and
disc
uss
why
they
mig
ht m
ove
alon
g th
e th
erm
omet
er
1B-1
Des
crib
e th
eir p
erso
nal i
dent
ities
, e.
g., g
ende
r ide
ntity
, rac
e, e
thni
city
, na
tiona
l orig
in, d
isab
ilitie
s, e
tc.
1B-2
Des
crib
e th
e pe
rson
al tr
aits
they
po
sses
s th
at m
ake
them
suc
cess
ful m
embe
rs
of th
eir c
lass
room
and
sch
ool c
omm
unity
1B-3
Des
crib
e th
eir g
row
th a
reas
, prio
ritiz
e th
e pe
rson
al tr
aits
and
inte
rest
s th
at th
ey
wan
t to
deve
lop,
and
exp
lore
opp
ortu
nitie
s to
dev
elop
them
1C-1
Rec
ogni
ze q
ualit
ies
of p
ositi
ve
role
mod
els
in th
eir l
ives
1C-2
Iden
tify
posi
tive
adul
ts in
va
rious
face
ts o
f the
ir liv
es
1C-3
Iden
tify
peer
, hom
e, a
nd s
choo
l su
ppor
ts a
nd/o
r res
ourc
es th
ey c
an
acce
ss to
hel
p so
lve
prob
lem
s
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings 4 4 4
Take Others’ Perspectives
Listen with Attention
Assertiveness Skills
Friendship Skills 4
Empathy Skills
Express Compassion
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body 4 4 4
Focus Attention 4 4
Calm Strong Feelings Down Using Steps 4 4
Use Calming-Down Strategies 4
Manage Strong Feelings 4 4
Practice Assertive Communication Skills
Use Positive Self-Talk
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4
State a Problem Using Non-Blaming Language
Think of Multiple Solutions to a Problem
Explore Consequences of Solutions to Problems
Pick the Best Solution to a Problem
Make a Plan
Apply Problem-Solving Steps to Age-Typical Problems
PAGE 1 OF 6
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 23
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
1C-4
Writ
e a
lett
er to
a ro
le m
odel
te
lling
why
they
con
side
r the
m to
be
thei
r rol
e m
odel
1D-1
Defi
ne w
hat i
t mea
ns to
be
resp
onsi
ble
and
iden
tify
thin
gs
for w
hich
they
are
resp
onsi
ble
1D-2
Exp
lain
the
bene
fits
of
bein
g re
spon
sibl
e
1D-3
Dem
onst
rate
abi
lity
to s
ay n
o to
neg
ativ
e pe
er p
ress
ure
2A-1
Use
sel
f-m
onito
ring
stra
tegi
es
such
as
self-
talk
to re
gula
te e
mot
ions
2A-2
Res
pond
effe
ctiv
ely
to p
ress
ure
situ
atio
ns, e
.g., w
alk
away
, see
k he
lp
or m
edia
tion
2A-3
Com
mun
icat
e th
eir p
ersp
ectiv
e on
trig
gerin
g be
havi
ors
or s
ituat
ions
us
ing
“I” m
essa
ges
2A-4
Exp
ress
em
otio
ns in
a
resp
ectf
ul m
anne
r
2B-1
Tel
l the
trut
h in
a d
ifficu
lt si
tuat
ion,
w
hile
hon
orin
g pe
rson
al b
ound
arie
s
2B-2
Fol
low
thro
ugh
on th
eir c
omm
itmen
ts
2C-1
Dis
tingu
ish
betw
een
long
-ter
m
and
shor
t-te
rm g
oals
2C-2
Des
crib
e w
hy le
arni
ng is
impo
rtan
t to
ach
ievi
ng p
erso
nal g
oals
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings 4 4 4 4
Take Others’ Perspectives
Listen with Attention
Assertiveness Skills 4 4 4 4 4
Friendship Skills 4 4
Empathy Skills 4 4
Express Compassion
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body 4 4
Focus Attention 4 4
Calm Strong Feelings Down Using Steps 4 4
Use Calming-Down Strategies 4 4
Manage Strong Feelings 4 4
Practice Assertive Communication Skills 4 4 4 4 4
Use Positive Self-Talk 4 4
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4
State a Problem Using Non-Blaming Language 4
Think of Multiple Solutions to a Problem 4
Explore Consequences of Solutions to Problems 4
Pick the Best Solution to a Problem 4
Make a Plan
Apply Problem-Solving Steps to Age-Typical Problems 4
PAGE 2 OF 6
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 24
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
2C-3
Eva
luat
e th
e ac
tion
step
s ta
ken
to
acco
mpl
ish
a go
al a
nd id
entif
y w
hat,
if an
ythi
ng, t
hey
coul
d ha
ve d
one
diffe
rent
ly
to fa
cilit
ate
that
acc
ompl
ishm
ent
2C-4
Iden
tify
reso
urce
s th
at h
elp
them
ach
ieve
thei
r goa
ls, i.
e., h
ome,
sc
hool
, and
com
mun
ity s
uppo
rt
3A-1
Pre
dict
how
thei
r ow
n be
havi
or
affe
cts
the
emot
ions
of o
ther
s
3A-2
Defi
ne a
nd u
nder
stan
d pe
rspe
ctiv
e an
d po
int o
f vie
w
3A-3
Use
list
enin
g sk
ills
to id
entif
y th
e fe
elin
gs a
nd p
ersp
ectiv
es o
f oth
ers
3A-4
Rec
ogni
ze h
ow w
ords
and
act
ions
ca
n hu
rt o
ther
s in
diff
eren
t way
s
3B-1
Sha
re re
ason
s fo
r hel
ping
oth
ers
3B-2
Iden
tify
role
s th
ey h
ave
that
co
ntrib
ute
to th
eir s
choo
l, hom
e,
and
neig
hbor
ing
com
mun
ity
3B-3
Wor
k to
geth
er w
ith p
eers
to
addr
ess
a ne
ed
3C-1
Iden
tify
cont
ribut
ions
of v
ario
us
soci
al a
nd c
ultu
ral g
roup
s
3C-2
Rec
ogni
ze th
at p
eopl
e fro
m
diffe
rent
cul
tura
l and
soc
ial g
roup
s sh
are
man
y th
ings
in c
omm
on a
nd
iden
tify
sim
ilarit
ies
and
diffe
renc
es
3C-3
Defi
ne s
tere
otyp
ing,
di
scrim
inat
ion,
and
pre
judi
ce
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings 4 4 4 4
Take Others’ Perspectives 4 4 4 4
Listen with Attention 4
Assertiveness Skills
Friendship Skills 4 4 4 4 4 4
Empathy Skills 4 4 4 4 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body 4
Focus Attention
Calm Strong Feelings Down Using Steps
Use Calming-Down Strategies
Manage Strong Feelings 4
Practice Assertive Communication Skills
Use Positive Self-Talk
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4
State a Problem Using Non-Blaming Language 4 4
Think of Multiple Solutions to a Problem 4 4
Explore Consequences of Solutions to Problems 4 4
Pick the Best Solution to a Problem 4
Make a Plan 4
Apply Problem-Solving Steps to Age-Typical Problems 4 4
PAGE 3 OF 6
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 25
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3D-1
Des
crib
e to
ne a
nd h
ow it
is
used
to c
omm
unic
ate
with
oth
ers
3D-2
Des
crib
e th
e im
pact
of b
ody
lang
uage
an
d fa
cial
exp
ress
ions
in c
omm
unic
atio
n
3D-3
Dev
elop
aw
aren
ess
that
soc
ial c
ues
may
be
diffe
rent
am
ong
vario
us g
roup
s
4A-1
Giv
e an
d re
ceiv
e co
mpl
imen
ts
in a
gen
uine
man
ner
4A-2
Use
att
entiv
e lis
teni
ng s
kills
to
fost
er b
ette
r com
mun
icat
ion
4A-3
Dem
onst
rate
goo
d sp
orts
man
ship
4A-4
Dem
onst
rate
coo
pera
tive
beha
vior
s in
a
grou
p, e
.g. li
sten
, enc
oura
ge, a
ckno
wle
dge
opin
ions
, com
prom
ise,
reac
h co
nsen
sus
4B-1
Rec
ogni
ze th
e di
ffere
nce
betw
een
help
ful a
nd h
arm
ful b
ehav
iors
in re
latio
nshi
ps
4B-2
Iden
tify
a pr
oble
m in
a re
latio
nshi
p an
d se
ek a
ppro
pria
te a
ssis
tanc
e
4B-3
Und
erst
and
the
posi
tive
and
nega
tive
impa
ct o
f pee
r pre
ssur
e on
sel
f and
oth
ers
4C-1
Sho
w an
und
erst
andi
ng o
f con
flict
as
a n
atur
al p
art o
f life
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings
Take Others’ Perspectives 4 4
Listen with Attention 4
Assertiveness Skills 4 4 4
Friendship Skills 4 4 4 4 4 4 4 4
Empathy Skills 4 4 4 4 4
Express Compassion
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body
Focus Attention 4
Calm Strong Feelings Down Using Steps
Use Calming-Down Strategies
Manage Strong Feelings
Practice Assertive Communication Skills 4 4 4
Use Positive Self-Talk
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4
State a Problem Using Non-Blaming Language 4 4
Think of Multiple Solutions to a Problem 4 4
Explore Consequences of Solutions to Problems 4 4
Pick the Best Solution to a Problem 4 4
Make a Plan 4
Apply Problem-Solving Steps to Age-Typical Problems 4 4
PAGE 4 OF 6
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 26
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
4C-2
Des
crib
e ca
uses
and
effe
cts
of
confl
icts
, incl
udin
g ho
w th
eir b
ehav
ior
impa
cts
othe
rs’ e
mot
ions
4C-3
Dis
tingu
ish
betw
een
dest
ruct
ive
and
cons
truc
tive
way
s of
dea
ling
with
con
flict
4C-4
Act
ivat
e th
e st
eps
of a
pea
cefu
l con
flict
-re
solu
tion
proc
ess
(list
en, e
xpre
ss fe
elin
gs,
disc
uss
solu
tions
, mak
e am
ends
, etc
.)
5A-1
Iden
tify
soci
al n
orm
s th
at
affe
ct d
ecis
ion
mak
ing
5A-2
Defi
ne c
yber
bully
ing
and
resp
onse
str
ateg
ies
5A-3
Iden
tify
whe
n so
meo
ne is
ta
rget
ed a
nd h
ow to
resp
ond
to a
si
tuat
ion
to s
uppo
rt th
e in
divi
dual
5A-4
Rec
ogni
ze a
nd d
escr
ibe
how
the
med
ia c
an in
fluen
ce o
ne’s
beha
vior
5A-5
Sta
nd u
p fo
r sel
f or a
pee
r w
ho is
bei
ng d
isre
spec
ted
5B-1
Des
crib
e th
e st
eps
of a
de
cisi
on-m
akin
g m
odel
5B-2
Gen
erat
e al
tern
ativ
e so
lutio
ns to
pr
oble
ms
and
pred
ict p
ossi
ble
outc
omes
5B-3
Effe
ctiv
ely
part
icip
ate
in g
roup
de
cisi
on-m
akin
g pr
oces
ses
5B-4
Dem
onst
rate
aca
dem
ic b
ehav
iors
and
se
lf-re
gula
tion
skill
s su
ch a
s or
gani
zatio
n,
com
plet
ing
assi
gnm
ents
, and
pla
nnin
g
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings 4
Take Others’ Perspectives 4
Listen with Attention 4
Assertiveness Skills 4 4
Friendship Skills 4 4
Empathy Skills 4 4
Express Compassion 4
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body 4
Focus Attention
Calm Strong Feelings Down Using Steps
Use Calming-Down Strategies
Manage Strong Feelings 4
Practice Assertive Communication Skills 4 4
Use Positive Self-Talk
Pro
blem
-Sol
ving
Calm Down Before Solving Problems 4 4 4 4
State a Problem Using Non-Blaming Language 4 4 4 4
Think of Multiple Solutions to a Problem 4 4 4 4 4 4
Explore Consequences of Solutions to Problems 4 4 4 4 4 4
Pick the Best Solution to a Problem 4 4 4 4 4 4
Make a Plan 4 4 4 4
Apply Problem-Solving Steps to Age-Typical Problems 4 4 4 4
PAGE 5 OF 6
®
Alignment with Second Step SEL for Grades 4–5
Michigan Social-Emotional Learning Competencies and Indicators 27
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
5C-1
Iden
tify
and
orga
nize
mat
eria
ls
need
ed to
be
prep
ared
for c
lass
5C-2
Und
erst
and
pers
onal
rela
tions
hips
w
ith p
erso
nnel
that
gov
ern
the
scho
ol
5C-3
Dis
cuss
and
mod
el
appr
opria
te c
lass
room
beh
avio
r in
divi
dual
ly a
nd c
olle
ctiv
ely
Key Concepts
Em
path
y an
d S
kills
for
Lear
ning
Identify and Understand Their Own, Others’ Feelings
Take Others’ Perspectives
Listen with Attention
Assertiveness Skills
Friendship Skills
Empathy Skills
Express Compassion
Em
otio
n M
anag
emen
t
Recognize How Strong Feelings Affect Brain and Body
Focus Attention
Calm Strong Feelings Down Using Steps
Use Calming-Down Strategies
Manage Strong Feelings
Practice Assertive Communication Skills
Use Positive Self-Talk
Pro
blem
-Sol
ving
Calm Down Before Solving Problems
State a Problem Using Non-Blaming Language
Think of Multiple Solutions to a Problem
Explore Consequences of Solutions to Problems
Pick the Best Solution to a Problem
Make a Plan
Apply Problem-Solving Steps to Age-Typical Problems
PAGE 6 OF 6
®
Grades 6–8
®
Alignment with Second Step SEL for Grades 6–8
Michigan Social-Emotional Learning Competencies and Indicators 29
Michigan Social-Emotional Learning Competencies and Indicators
1A-1
Rec
ogni
ze u
ncom
fort
able
em
otio
ns a
s in
dica
tors
of s
ituat
ions
in n
eed
of a
tten
tion
1A-2
Iden
tify
emot
iona
l sta
tes
that
co
ntrib
ute
to o
r det
ract
from
thei
r abi
lity
to p
robl
em-s
olve
1A-3
Exp
lain
the
poss
ible
out
com
es
asso
ciat
ed w
ith th
e di
ffere
nt fo
rms
of
com
mun
icat
ing
thei
r em
otio
ns
1B-1
Ana
lyze
how
thei
r per
sona
l tra
its
and
tem
pera
men
ts in
fluen
ce c
hoic
es,
succ
esse
s, a
nd a
reas
of g
row
th
1B-2
App
ly s
elf-
refle
ctio
n te
chni
ques
to
reco
gniz
e th
eir p
oten
tial, s
tren
gths
, an
d gr
owth
are
as
1B-3
Adm
inis
ter s
choo
l-to-
wor
k pe
rson
ality
trai
t tes
ts
1C-1
Iden
tify
posi
tive
peer
or a
dult
supp
ort t
hey
can
acce
ss
1C-2
Eva
luat
e th
e be
nefit
s of
add
ition
al
exte
rnal
sup
port
s w
hen
they
par
ticip
ate
in e
xtra
curr
icul
ar a
ctiv
ities
1C-3
Rec
ogni
ze o
utsi
de in
fluen
ces
on
the
deve
lopm
ent o
f the
ir pe
rson
al tr
aits
an
d di
scer
n w
heth
er th
ose
influ
ence
s ar
e su
ppor
tive
or n
on-s
uppo
rtiv
e
1D-1
Iden
tify
the
area
s of
sch
ool a
nd
life
that
are
with
in th
eir c
ontr
ol
1D-2
Ana
lyze
the
shor
t- a
nd lo
ng-t
erm
ou
tcom
es o
f ris
ky a
nd h
arm
ful b
ehav
iors
on
thei
r hea
lth a
nd w
ell-b
eing
1D-3
Iden
tify
beha
vior
s th
ey c
an c
hoos
e to
sup
port
thei
r hea
lth a
nd w
ell-b
eing
Key Concepts
Sec
ond
Ste
p: K
ey C
once
pts
Growth Mindset: Your Brain Can Grow and Change 4 4 4 4
Setting and Achieving Goals 4 4 4 4 4
Planning Ahead for Difficult Situations 4 4 4 4 4 4 4 4
Identifying Personal Values 4 4 4 4 4
Using Personal Values to Make Good Decisions 4 4 4 4 4 4
Making Friends and Strengthening Friendships 4 4 4
Recognizing Negative Relationships 4 4 4 4
The Role of Emotions 4 4 4 4 4
Handling Unhelpful Thoughts and Strong Emotions 4 4 4 4 4 4
Calming-Down Strategies 4 4 4
Recognizing Different Perspectives 4
Recognizing and Avoiding Serious Conflicts 4 4 4 4 4 4 4
Resolving Serious Conflicts 4 4 4 4 4 4 4
Repairing Relationships 4 4 4 4 4
Helping Prevent Bullying and Harassment 4 4 4 4 4
PAGE 1 OF 5
®
Alignment with Second Step SEL for Grades 6–8
Michigan Social-Emotional Learning Competencies and Indicators 30
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
1D-4
Exp
lain
the
conn
ectio
n be
twee
n ch
oice
and
resp
onsi
bilit
y fo
r the
con
sequ
ence
s in
volv
ed if
they
en
gage
in ri
sky
and
harm
ful b
ehav
iors
1D-5
Rec
ogni
ze, e
stab
lish,
and
adh
ere
to th
eir o
wn
pers
onal
bou
ndar
ies
2A-1
App
ly s
trat
egie
s th
at h
elp
them
m
anag
e st
ress
ful s
ituat
ions
and
per
seve
re
tow
ard
succ
essf
ul p
erfo
rman
ce
2A-2
Refl
ect o
n po
ssib
le c
onse
quen
ces,
bo
th p
ositi
ve a
nd n
egat
ive,
bef
ore
expr
essi
ng a
n em
otio
n or
eng
agin
g in
a
part
icul
ar b
ehav
ior
2A-3
Eva
luat
e th
e ro
le a
ttitu
de p
lays
in
succ
ess
i.e., p
essi
mis
m v
ersu
s op
timis
m
2B-1
Und
erst
and
the
bene
fits
of
hone
sty
whe
n bu
ildin
g an
d su
stai
ning
he
alth
y re
latio
nshi
ps
2B-2
Und
erst
and
the
bene
fits
of h
avin
g pe
rson
al in
tegr
ity fo
r life
suc
cess
2C-1
Ana
lyze
fact
ors
that
lead
to g
oal
achi
evem
ent (
for e
xam
ple,
man
agin
g tim
e, a
dequ
ate
reso
urce
s, c
onfid
ence
)
2C-2
Des
crib
e th
e ef
fect
per
sona
l ha
bits
(bot
h po
sitiv
e an
d ne
gativ
e) h
ave
on s
choo
l and
per
sona
l goa
ls, a
nd d
iscu
ss
idea
s ab
out h
ow to
shi
ft ne
gativ
e ha
bits
to
mor
e su
ppor
tive
habi
ts
2C-3
Des
crib
e an
d ev
alua
te a
ctio
n st
eps
for a
chie
ving
sho
rt-t
erm
and
long
- te
rm g
oals
, util
izin
g in
stitu
tiona
l, com
mun
ity,
and
exte
rnal
sup
port
s
3A-1
Ana
lyze
way
s th
eir b
ehav
ior
may
affe
ct th
e fe
elin
gs o
f oth
ers
and
adju
st a
ccor
ding
ly
3A-2
Pro
vide
sup
port
and
enc
oura
gem
ent
to o
ther
s in
nee
d
Key Concepts
Sec
ond
Ste
p: K
ey C
once
pts
Growth Mindset: Your Brain Can Grow and Change 4 4 4 4 4
Setting and Achieving Goals 4 4 4 4 4 4
Planning Ahead for Difficult Situations 4 4 4 4 4 4 4
Identifying Personal Values 4 4 4 4 4 4
Using Personal Values to Make Good Decisions 4 4 4 4 4 4 4
Making Friends and Strengthening Friendships 4 4 4 4 4
Recognizing Negative Relationships 4 4 4
The Role of Emotions 4 4
Handling Unhelpful Thoughts and Strong Emotions 4 4 4 4
Calming-Down Strategies 4 4
Recognizing Different Perspectives 4
Recognizing and Avoiding Serious Conflicts 4 4 4
Resolving Serious Conflicts 4 4 4
Repairing Relationships 4 4 4
Helping Prevent Bullying and Harassment 4 4
PAGE 2 OF 5
®
Alignment with Second Step SEL for Grades 6–8
Michigan Social-Emotional Learning Competencies and Indicators 31
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
3A-3
Acc
ept a
nd s
how
resp
ect
for o
ther
peo
ple’
s op
inio
ns
3B-1
Exp
lain
how
thei
r dec
isio
ns a
nd
beha
vior
s af
fect
the
wel
l-bei
ng o
f the
ir sc
hool
and
com
mun
ity
3B-2
Exp
lore
a c
omm
unity
or g
loba
l ne
ed a
nd g
ener
ate
poss
ible
sol
utio
ns
3B-3
Eng
age
in s
ocia
l crit
ique
and
mak
e de
cisi
ons
that
will
lead
to s
ocia
l cha
nge
3C-1
Ana
lyze
how
peo
ple
of d
iffer
ent
grou
ps c
an h
elp
one
anot
her a
nd e
njoy
ea
ch o
ther
’s co
mpa
ny
3C-2
Exp
lain
how
indi
vidu
al, s
ocia
l, an
d cu
ltura
l diff
eren
ces
may
incr
ease
vu
lner
abili
ty to
ste
reot
ypin
g an
d id
entif
y w
ays
to a
ddre
ss th
is
3D-1
Obs
erve
soc
ial s
ituat
ions
and
re
spec
tful
ly re
spon
d in
a c
ultu
rally
se
nsiti
ve w
ay, e
.g. s
choo
l dan
ce,
peer
pre
ssur
e si
tuat
ions
, cliq
ues,
pu
blic
spe
akin
g
3D-2
Rec
ogni
ze a
nd m
aint
ain
pers
onal
bo
unda
ries
of o
ther
s (fr
iend
s, fa
mily
m
embe
rs, a
nd te
ache
rs)
3D-3
Dem
onst
rate
how
thei
r per
sona
l bo
unda
ries
affe
ct in
tera
ctio
ns w
ith o
ther
s
4A-1
Pra
ctic
e re
flect
ive
liste
ning
4A-2
Dem
onst
rate
an
abili
ty to
take
the
nece
ssar
y ro
le, e
.g., l
eade
r or t
eam
pla
yer,
to a
chie
ve g
roup
goa
ls
Key Concepts
Sec
ond
Ste
p: K
ey C
once
pts
Growth Mindset: Your Brain Can Grow and Change
Setting and Achieving Goals
Planning Ahead for Difficult Situations 4 4
Identifying Personal Values 4 4 4 4
Using Personal Values to Make Good Decisions 4 4 4 4
Making Friends and Strengthening Friendships 4 4 4 4
Recognizing Negative Relationships 4
The Role of Emotions
Handling Unhelpful Thoughts and Strong Emotions 4
Calming-Down Strategies
Recognizing Different Perspectives 4 4 4 4
Recognizing and Avoiding Serious Conflicts 4 4 4 4
Resolving Serious Conflicts 4 4
Repairing Relationships 4 4
Helping Prevent Bullying and Harassment 4 4
PAGE 3 OF 5
®
Alignment with Second Step SEL for Grades 6–8
Michigan Social-Emotional Learning Competencies and Indicators 32
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
4A-3
Use
und
erst
andi
ng o
f how
and
why
ot
hers
resp
ond
in a
giv
en s
ituat
ion
(ass
ertiv
e,
pass
ive,
or a
ggre
ssiv
e) in
ord
er to
resp
ond
resp
ectf
ully
and
effe
ctiv
ely
to o
ther
s
4B-1
Dis
tingu
ish
betw
een
help
ful a
nd
harm
ful p
eer p
ress
ure
4B-2
Dem
onst
rate
str
ateg
ies
for
resi
stin
g ha
rmfu
l pee
r pre
ssur
e
4B-3
Invo
lve
them
selv
es in
pos
itive
ac
tiviti
es w
ith th
eir p
eer g
roup
4B-4
Dev
elop
frie
ndsh
ips
base
d on
per
sona
l val
ues
4B-5
Iden
tify
the
impa
ct o
f soc
ial
med
ia in
dev
elop
ing
and
sust
aini
ng
posi
tive
rela
tions
hips
4B-6
Und
erst
and
the
diffe
renc
e be
twee
n sa
fe a
nd ri
sky
beha
vior
s in
a re
latio
nshi
p
4C-1
Iden
tify
the
role
s of
indi
vidu
als
in
confl
ict a
nd u
nder
stan
d th
eir r
espo
nsib
ility
in
reac
hing
reso
lutio
n
4C-2
App
ly c
onfli
ct-r
esol
utio
n sk
ills
to
de-e
scal
ate,
def
use,
and
reso
lve
diffe
renc
es
4C-3
Gen
erat
e id
eas
abou
t how
all
part
ies
in c
onfli
ct m
ight
get
thei
r nee
ds m
et
4C-4
Acc
ess
posi
tive
supp
orts
whe
n ne
eded
in a
con
flict
situ
atio
n or
cris
is
Key Concepts
Sec
ond
Ste
p: K
ey C
once
pts
Growth Mindset: Your Brain Can Grow and Change
Setting and Achieving Goals
Planning Ahead for Difficult Situations 4 4 4 4
Identifying Personal Values 4 4 4 4 4
Using Personal Values to Make Good Decisions 4 4 4 4 4
Making Friends and Strengthening Friendships 4 4 4 4
Recognizing Negative Relationships 4 4
The Role of Emotions
Handling Unhelpful Thoughts and Strong Emotions
Calming-Down Strategies
Recognizing Different Perspectives 4 4 4 4
Recognizing and Avoiding Serious Conflicts 4 4 4 4 4
Resolving Serious Conflicts 4 4 4 4
Repairing Relationships 4 4 4 4 4 4
Helping Prevent Bullying and Harassment 4 4
PAGE 4 OF 5
®
Alignment with Second Step SEL for Grades 6–8
Michigan Social-Emotional Learning Competencies and Indicators 33
Michigan Social-Emotional Learning Competencies and Indicators (cont.)
5A-1
Eva
luat
e ho
w ho
nest
y, re
spec
t, fa
irnes
s, a
nd c
ompa
ssio
n en
able
one
to
take
the
need
s of
oth
ers
into
acc
ount
w
hen
mak
ing
deci
sion
s
5A-2
App
ly b
ysta
nder
str
ateg
ies,
e.g
., in
terv
ene,
adv
ocat
e, o
r get
adu
lt su
ppor
t ba
sed
on c
onte
xt d
urin
g a
situ
atio
n of
pee
r ag
gres
sion
, intim
idat
ion,
or h
aras
smen
t
5A-3
Ana
lyze
the
reas
ons
for
scho
ol a
nd s
ocie
tal r
ules
, and
ho
w th
ey im
pact
dec
isio
ns
5B-1
Iden
tify
and
appl
y th
e st
eps
of
syst
emat
ic d
ecis
ion-
mak
ing
5B-2
Dev
elop
dec
isio
n-m
akin
g st
rate
gies
fo
r avo
idin
g ris
ky b
ehav
ior
5B-3
Exp
lore
how
ext
erna
l infl
uenc
es, e
.g.
med
ia, p
eer,
or c
ultu
ral n
orm
s, a
ffect
thei
r de
cisi
on-m
akin
g
5C-1
Com
pare
and
con
tras
t beh
avio
rs th
at
do o
r do
not s
uppo
rt c
lass
room
man
agem
ent
and
posi
tive
scho
ol c
ultu
re to
pro
vide
re
com
men
datio
ns to
adm
inis
trat
ion
5C-2
Dem
onst
rate
beh
avio
rs th
at
supp
ort c
lass
room
man
agem
ent a
nd
posi
tive
scho
ol c
ultu
re
5C-3
Adv
ocat
e fo
r one
self
in a
resp
ectf
ul
and
delib
erat
e m
anne
r if b
elie
ved
to b
e tr
eate
d un
fairl
y
Key Concepts
Sec
ond
Ste
p: K
ey C
once
pts
Growth Mindset: Your Brain Can Grow and Change
Setting and Achieving Goals
Planning Ahead for Difficult Situations 4 4 4 4 4
Identifying Personal Values 4 4 4 4
Using Personal Values to Make Good Decisions 4 4 4 4
Making Friends and Strengthening Friendships
Recognizing Negative Relationships 4
The Role of Emotions
Handling Unhelpful Thoughts and Strong Emotions 4
Calming-Down Strategies 4
Recognizing Different Perspectives 4
Recognizing and Avoiding Serious Conflicts 4 4
Resolving Serious Conflicts 4 4
Repairing Relationships 4
Helping Prevent Bullying and Harassment 4
PAGE 5 OF 5
Second Step, a program rooted in social-emotional learning (SEL), helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.
By developing the research-based Second Step SEL curriculum for Early Learning through Grade 8 in combination with our Bullying Prevention and Child Protection Units, we’ve formed an integrated, comprehensive program that makes a difference. It’s a difference you can feel the moment you open the doors to a Second Step school—a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.
Learn more at SecondStep.org or call us at 800-634-4449, ext. 1.
®
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