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SCOPE AND SEQUENCE

Social-Emotional Learning
for Kindergarten–Grade 5
Kindergarten

Lesson Concepts Objectives—Students will be able to

UNIT 1: SKILLS FOR LEARNING

1 • Following Listening Rules helps everyone learn. • Name and demonstrate the rules for listening
Learning in a group
• Our brains get smarter every time we use them.
to Listen

2 • Focusing attention involves using eyes, ears, • Name and demonstrate the Listening Rules
Focusing and brain. • Demonstrate attention skills in the context of a game
Attention • You can focus your attention just by thinking about it,
and the more you do it, the better you get at it.
• Using self-talk helps you focus attention.

3 • Listening and following directions are important skills • Demonstrate listening and following directions
Following for learning. within the context of a game
Directions • Repeating directions helps you remember them.
• Following directions involves your eyes, ears, and brain.

4 • Self-talk means talking to yourself out loud in a quiet • Demonstrate self-talk for remembering directions
Self-Talk voice or inside your head. in the context of a drawing game
for Staying • Self-talk helps you focus and maintain attention.
on Task

5 • Being assertive involves using an assertive posture • Demonstrate being assertive in response to scenarios
Being (face the person, head up and shoulders back) and
Assertive tone of voice (calm, firm voice; respectful words).
• Assertive communication is the best way to ask
for help.
0923

©2014 Committee for Children | SecondStep.org 1

 Kindergarten
®

Lesson Concepts Objectives—Students will be able to

UNIT 2: EMPATHY

6 • If you can name your own feelings, it will help you
Feelings figure out how other people feel.
• All feelings are natural. Some feelings are comfortable,
and some are uncomfortable.
• Physical clues can help you identify others’ feelings.
• Name happy and sad when presented with physical clues
• Identify that happy is a comfortable feeling and sad is
an uncomfortable feeling
• Identify a variety of feelings displayed in response
to scenarios

7 • Situational clues can help identify others’ feelings. • Name interested and afraid/scared when presented
More with physical and situational clues
Feelings • Identify that interested is a comfortable feeling and
scared an uncomfortable one
• Identify a variety of feelings displayed in response
to scenarios

8 • It’s natural to feel angry, but feeling angry • Name angry when presented with physical and
Identifying is uncomfortable. situational clues
Anger • It’s not okay to be mean or hurt others. • Identify that anger is an uncomfortable feeling
• Empathy means feeling and understanding what • Identify a variety of feelings displayed in response
someone else feels. to scenarios

9 • People can have different feelings about the • Compare physical and emotional similarities and
Same or same situation. differences between two students depicted in a story
Different? • It’s okay for people to have different feelings about • Identify same and different feelings in response
the same thing. to scenarios

10 • An accident is when you do something you didn’t mean • Identify what to say when they do something by accident
Accidents to do.
• Demonstrate saying, “I’m sorry. It was an accident.
• When you cause an accident, it’s important to say so, Are you okay?” in response to scenarios
so others won’t think you did it on purpose.

11 • Compassion means caring about how someone else feels. • Identify that listening is one way to show you care
Caring and • When you feel empathy for someone, compassion is a • Identify that helping is another way to show you care
Helping good way to show it. • Demonstrate caring and helping behaviors in response
• You can show you care by saying or doing something kind. to scenarios

UNIT 3: EMOTION MANAGEMENT

12 • You can use physical clues in your body to identify • Identify physical clues for feeling worried
We Feel your feelings. • Identify a grown-up to talk to when they feel worried
Feelings in • All your feelings are natural.
Our Bodies
• It’s important to talk to a grown-up when you
feel worried.

©2014 Committee for Children | SecondStep.org 2

 Kindergarten
®

Lesson Concepts Objectives—Students will be able to

13 • Feelings vary in strength. • Identify “Stop” and “Name your feeling” as ways
Managing to begin to calm down
• Feelings that are strong need to be managed.
Frustration • Demonstrate saying “Stop” and naming feelings in
• Saying “Stop” and naming your feelings are ways
response to scenarios
to begin to calm down.

14 • Belly breathing calms down strong feelings. • Demonstrate belly breathing

Calming • Belly breathing pushes the belly out when you breathe in. • Identify and demonstrate the Calming-Down Steps
Down Strong
Feelings

15 • The Calming-Down Steps can help you manage feeling • Identify the Calming-Down Steps
Handling excited or impatient while waiting.
• Apply the Calming-Down Steps while waiting in
Waiting • Finding quiet things to do that won’t distract others also a game situation
helps you wait.

16 • Feeling angry is natural. Hurtful, mean behaviors • Name physical signs of anger
Managing are not okay. • Apply the Calming-Down Steps in a game situation
Anger • Your body lets you know when you’re angry.
• Learning to relax calms you down.

17 • When you don’t get what you want, you can feel • Identify the feeling of disappointment
Managing disappointed. • Demonstrate calming-down skills when they
Disappoint- • Strong disappointment can lead to feeling sad or angry. feel disappointed
ment

18 • When you get hurt, it’s important to calm down before • Demonstrate calming down in response to scenarios
Handling you do anything else. • Demonstrate telling the other person they feel hurt
Being • You need to ask for more information and not assume and asking what happened
Knocked
that the action was on purpose.
Down • Demonstrate apologizing and saying it was an accident

UNIT 4: PROBLEM SOLVING

19 • You need to calm down before you solve a problem. • Use words to describe problems presented in scenarios
Solving • The first step in solving problems is to use words to • Generate multiple solutions to problems presented
Problems describe the problem. in scenarios
• The second step in solving problems is to think of lots
of solutions.

20 • When you see other kids being left out of play, it’s • Demonstrate inviting someone to play in response
Inviting important to notice and have empathy for them. to scenarios
to Play • Inviting others to play is a caring thing to do.
• Playing with others is a way to get to know them.

©2014 Committee for Children | SecondStep.org 3

 Kindergarten
®

Lesson Concepts Objectives—Students will be able to

21 • Sharing, trading, and taking turns are fair ways to play. • Identify a problem in response to a scenario
Fair Ways • Sharing means playing together with a toy. • Generate solutions in response to a scenario
to Play
• Name sharing, trading, and taking turns as fair solutions
when two students want to play with the same thing

22 • When children play in fair ways, everyone has fun. • Demonstrate the Problem-Solving Steps with a problem
Having Fun in the lesson
• Other children sometimes have different wants or
with Our preferences.
Friends
• Choosing to have fun with others rather than get your
own way helps you be friends.

23 • It’s important to calm down first before solving problems. • Identify a problem in response to scenarios
Handling • If someone is being mean to you on purpose, using words • Generate solutions in response to scenarios
Having and being assertive are good ways to deal with it.
Things Taken • Demonstrate assertive communication in response
Away • It’s not okay to grab things away from others. to scenarios

24 • It’s not okay to call people names that hurt their feelings. • Demonstrate assertiveness and ignoring as effective
Handling strategies for handling name-calling that hurts feelings
• If someone calls you a name, you can ignore the person
Name- or respond assertively. • Identify an adult to tell if they cannot stop the
Calling
name-calling
• If the person doesn’t stop calling you names, you should
tell a grown-up.

25 • You’ve all learned a lot of new skills. • Recall and demonstrate the Listening Rules
Reviewing • You can notice how much you’ve learned. • Demonstrate how to calm down
Second Step
Skills • Recall the Fair Ways to Play

©2014 Committee for Children | SecondStep.org 4

 Scope and Sequence
®

Grade 1

Lesson Concepts Objectives—Students will be able to

UNIT 1: SKILLS FOR LEARNING

1 • Following Listening Rules helps everyone learn. • Name and demonstrate the Listening Rules
Learning • Your brain gets smarter every time it works hard. • Apply attention, memory, and inhibitory control skills
to Listen in a brain-building game

2 • Focusing attention involves using your eyes, ears, • Name and demonstrate the Listening Rules
Focusing and brain. • Demonstrate attention skills in the context of a game
Attention • The more you practice focusing your attention, the • State typical classroom verbal cues that request
better you get at it. student attention
• Using self-talk helps focus attention.

3 • Listening and following directions are important skills • Demonstrate listening and following directions within
Following for learning. the context of a game
Directions • Repeating directions helps you remember them.
• Following directions involves using your eyes, ears,
and brain.

4 • Self-talk means talking to yourself out loud in a quiet • Demonstrate self-talk strategies for
Self-Talk voice or inside your head. remembering directions
for Learning • Self-talk helps you focus and maintain attention.

5 • Being assertive involves using an assertive posture
Being (face the person, head up and shoulders back) and tone
Assertive of voice (calm, firm voice; respectful words).
• Assertive communication is the best way to ask for help.
• Distinguish an assertive request from a passive or
aggressive one
• Identify assertive posture and tone of voice
• Demonstrate assertive communication skills in
response to scenarios

UNIT 2: EMPATHY

6 • Identifying your own feelings helps you know how • Name feelings when presented with physical clues
Identifying others feel.
Feelings • Everyone experiences strong feelings sometimes.
• Some feelings are comfortable, and some
are uncomfortable.
• Physical clues can help identify others’ feelings.

7 • Situational clues can help you identify others’ feelings. • Name feelings when presented with physical clues
Looking for • Understanding how others feel improves relationships. • Name feelings when presented with environmental
More Clues and situational clues

©2014 Committee for Children | SecondStep.org 5

 Grade 1
®

Lesson Concepts Objectives—Students will be able to

8 • People can have different feelings about the same • Compare physical and emotional similarities and
Similarities situation. differences between two children
and • It’s okay for people to have different feelings about the • Demonstrate that people can have different feelings
Differences
same thing. about the same situation

9 • People may have different feelings about the same • Demonstrate welcoming and inviting behaviors
Feelings situation at different times.
Change • Feelings may change over time.
• Being inviting and welcoming can change people’s
feelings.

10 • An accident is when you do something you didn’t mean • Know what the word accident means
Accidents to do. • Know what to say when they do something by accident
• It’s important to accept responsibility for an accident • Predict how others might feel as a result of their own
to prevent others from assuming it was intentional. or others’ actions

11 • Compassion is empathy in action. • Recall that listening, saying kind words, and helping are
Showing three ways to show caring
• People feel better when others show them care
Care and and concern. • Demonstrate caring and helping in response to scenarios
Concern

UNIT 3: EMOTION MANAGEMENT

12 • You identify your own feelings by physical clues • Identify physical clues in their bodies that help them
Identifying in your body. identify their feelings
Our Own • All feelings are natural. • Identify grown-ups to talk to about feelings
Feelings

13 • Feelings vary in strength. • Recognize situations and physical body cues that signal
Strong strong feelings
• Strong feelings need to be managed.
Feelings • Demonstrate two Calming-Down Steps to manage
• Saying “Stop” and naming your feeling are ways to
strong feelings
begin to calm down.

14 • Belly breathing calms down strong feelings. • Explain physical and situational clues to feeling angry
Calming • Belly breathing pushes the belly out when you breathe in. • Demonstrate the proper belly-breathing technique
Down Anger
• Being mean or hurting others when you’re angry is • Use a three-step process to calm down: Say “stop,”
not okay. name your feeling, and do belly breathing

15 • Positive self-talk is an effective strategy for calming • Recognize situations that require the use of
Self-Talk for down strong emotions. calming-down strategies
Calming • Use positive self-talk to calm down
Down

©2014 Committee for Children | SecondStep.org 6

 Grade 1
®

Lesson Concepts Objectives—Students will be able to

16 • Counting is one of the effective Ways to Calm Down. • Recognize situations that require the use of
Managing calming-down skills
• The Ways to Calm Down can help students
Worry manage worry. • Demonstrate the Ways to Calm Down—belly breathing,
counting, and using positive self-talk
• Talking to a grown-up helps when you’re worried.
• Identify grown-ups to talk to when feeling worried

UNIT 4: PROBLEM SOLVING

17 • You need to calm down before you solve a problem. • Use words to describe problems presented in scenarios
Solving • The first step in solving a problem is to use words to • Generate multiple solutions to problems presented in
Problems, describe the problem. scenarios
Part 1
• The second step in solving a problem is to think of lots
of solutions.

18 • Part of problem solving is thinking about consequences. • Predict consequences using an if-then model
Solving • The final step of problem solving is to pick the • Select a reasonable solution to a problem
Problems, best solution.
Part 2
• Solving problems is a way to get along better with others.

19 • Sharing, trading, and taking turns are fair ways to play. • Define and differentiate sharing, trading, and taking turns
Fair Ways • Sharing means playing together with a toy. • Identify and state the problem in a given situation
to Play
• Generate possible solutions to a problem situation
• Demonstrate the Fair Ways to Play

20 • It’s important to notice and have empathy for children • Apply the Problem-Solving Steps
Inviting to who are left out of play. • Demonstrate how to invite someone to play in response
Join In • Inviting others to play is the right thing to do. to scenarios
• Playing with others is a way to get to know them better.

21 • It’s not okay to call people names that hurt their feelings. • Demonstrate assertive responses to name-calling
Handling • If someone calls you a name, you can ignore the person • Identify adults to tell if name-calling doesn’t stop
Name-Calling or speak assertively.
• If the person doesn’t stop calling you names, you should
tell a grown-up.

22 • You’ve all learned a lot of new skills. • Recall skills on all the posters
Reviewing • You can notice how much you’ve learned. • Demonstrate the Listening Rules
Second Step
Skills • Demonstrate the Calming-Down Steps
• Name one concept or skill they learned in their
Second Step lessons

©2014 Committee for Children | SecondStep.org 7

 Scope and Sequence
®

Grade 2

Lesson Concepts Objectives—Students will be able to

UNIT 1: SKILLS FOR LEARNING

1 • Thinking about how others want to be treated and • Identify respectful behavior in themselves and others
Being treating them that way helps you be respectful. • Determine respectful responses to scenarios
Respectful
• Being respectful helps you be a better learner.

2 • Focusing your attention and listening help you be • Identify examples of focusing attention
Focusing a better learner. • Identify examples of listening
Attention and • Focusing your attention and listening are ways to
Listening • Apply focusing-attention and listening skills in the
show respect. context of a game and in response to scenarios

3 • Self-talk means talking to yourself in a quiet voice • Identify classroom distractions

Using or in your head. • Demonstrate using self-talk in response to scenarios
Self-Talk • Self-talk helps you focus, stay on task, and
handle distractions.

4 • Being assertive means asking for what you want • Demonstrate assertive communication skills in response
Being or need in a calm and firm voice. to scenarios
Assertive • Being assertive is a respectful way to get what you • Determine which adult to ask assertively for help in
want or need. response to scenarios

UNIT 2: EMPATHY

5 • Clues in faces, bodies, and situations help you notice • Name a variety of feelings
Identifying and understand how people are feeling. • Distinguish between comfortable and
Feelings • Everyone feels a wide variety of emotions. uncomfortable feelings
• Some feelings are comfortable, and others • Use physical, verbal, and situational clues to determine
are uncomfortable. what others are feeling

6 • People can have different feelings about the • Use physical, verbal, and situational clues to determine
Learning same situation. what others are feeling
More About • People’s feelings can change. • Label their own feelings as the same as or different
Feelings
from others’ feelings
• Empathy is feeling or understanding what someone
else is feeling.

7 • Practicing helps you build your confidence. • Identify physical and situational clues that indicate the
Feeling feeling of confidence
• Feeling confident helps you do your best and makes
Confident you proud. • Detect when their own and others’ feelings change
• Noticing how others feel and understanding that their
feelings can change helps you have empathy.

©2014 Committee for Children | SecondStep.org 8

 Grade 2
®

Lesson Concepts Objectives—Students will be able to

8 • Having empathy helps you notice when others have • Determine what others are feeling using physical, verbal,
Respecting different preferences from yours. and situational clues
Different • Respecting others’ preferences helps you get along • Label their own preferences as the same as or different
Preferences
better with them. from others’ preferences

9 • Noticing and understanding what someone is feeling
Showing helps you have empathy.
Compassion • When you have empathy for someone, you can show
your care and concern by saying something kind or doing
something to help.
• Showing care and concern is called showing compassion.
• Determine what others are feeling using physical, verbal,
and situational clues
• Identify ways to show compassion for others in response
to scenarios

10 • Accidents happen. • Predict others’ feelings in response to scenarios

Predicting • If something happens to you by accident, think about • Offer possible reasons for others’ actions and feelings
Feelings how it could have been an accident and find out in response to scenarios
more information.
• If you do something by accident, think about how the
other person feels, apologize, and offer to help.

UNIT 3: EMOTION MANAGEMENT

11 • When you feel strong feelings, it’s hard to think clearly. • Identify physical clues that can help them name their
Introducing own feelings
• Focusing attention on your body gives you clues about
Emotion how you’re feeling.
Management
• Thinking about your feelings helps the thinking part of
your brain get back in control.

12 • Using a stop signal and naming your feeling are the first • Identify the first two Calming-Down Steps
Managing two Calming-Down Steps. • Demonstrate first two Calming-Down Steps in
Embrrass- response to scenarios
ment

13 • Everyone makes mistakes, but if you’re feeling strong • Demonstrate correct belly-breathing technique
Handling feelings, it’s important to calm down. • Use belly breathing to calm down in response
Making • Making mistakes helps you learn, because mistakes show to scenarios
Mistakes
you what you need to practice more.
• You can use belly breathing to calm down.

14 • Negative self-talk can make strong feelings even stronger. • Generate positive self-talk they can use to calm
Managing down in response to scenarios
• When you feel really worried and anxious about
Anxious something, calming down helps. • Use positive self-talk to calm down in response
Feelings
to scenarios
• Using positive self-talk can help you calm down.

©2014 Committee for Children | SecondStep.org 9

 Grade 2
®

Lesson Concepts Objectives—Students will be able to

15 • Everyone feels angry sometimes, but hurting other • Use counting to calm down in response to scenarios
Managing people’s feelings or bodies is not okay. • Use assertive communication skills to get what they
Anger • It’s important to calm down angry feelings so you don’t want or need in response to scenarios
do something hurtful.
• Being assertive is a respectful way to get what you want
or need.

16 • Calming down helps you stay focused and on task • Identify situations that require the use of the
Finishing at school. Calming-Down Steps
Tasks • Using positive self-talk helps you stay focused and • Demonstrate using the Calming-Down Steps in
on task so you can be a better learner. response to scenarios
• Use positive self-talk to stay focused and on task
in response to scenarios

UNIT 4: PROBLEM SOLVING

17 • Calming down helps you think so you can solve problems. • Recall the first Problem-Solving Step
Solving • Following steps can help you solve problems. • Identify and say a problem in response to scenarios
Problems,
Part 1 • Saying the problem without blame is respectful.

18 • Following steps can help you solve problems. • Recall the first two Problem-Solving Steps
Solving • Solutions to problems must be safe and respectful. • Generate several solutions for a given problem
Problems, in response to scenarios
Part 2
• Determine if solutions are safe and respectful

19 • Following steps can help you solve problems. • Recall the Problem-Solving Steps
Taking • When you hurt someone’s feelings, it’s important to • Apply the Problem-Solving Steps to scenarios about
Responsi- take responsibility. conflicts with friends
bility
• Taking responsibility means admitting what you did, • Demonstrate accepting responsibility for their actions
apologizing, and offering to make amends. by admitting, apologizing, and offering to make amends
in response to scenarios

20 • Following steps can help you solve problems. • Recall the Problem-Solving Steps
Responding • Being left out is a problem. • Apply the Problem-Solving Steps to scenarios that
to Playground involve playground problems, such as students being
Exclusion • Inviting someone who is being left out to play is the
left out intentionally
respectful, compassionate thing to do.

21 • Calming down helps you think so you can solve problems. • Recall the Problem-Solving Steps
Playing • Following steps can help you solve problems. • Apply the Problem-Solving Steps to scenarios that involve
Fairly on the playground conflicts that arise during games
Playground • When you can’t agree on rules for a game, it’s a problem.
• Finding a respectful way to agree on rules helps you get
along better with others.

©2014 Committee for Children | SecondStep.org 10

 Grade 2
®

Lesson Concepts Objectives—Students will be able to

22 • Using Second Step skills can help you be a better learner • Recall Second Step skills learned
Reviewing and get along with others. • Identify Second Step skills in a story
Second Step
Skills • Relate personal examples of skill use

©2014 Committee for Children | SecondStep.org 11

 Scope and Sequence
®

Grade 3

Lesson Concepts Objectives—Students will be able to

UNIT 1: SKILLS FOR LEARNING

1 • Focusing your attention and listening help you be • Apply focusing-attention and listening skills in
Being a better learner. response to scenarios.
Respectful
• Focusing your attention and listening show respect.
Learners

2 • Self-talk means talking to yourself in a quiet voice • Identify classroom distractions

Using Self- or in your head. • Demonstrate the use of self-talk in response
Talk • Self-talk can help you focus, stay on task, and to scenarios
handle distractions.

3 • Being assertive means asking for what you want • Demonstrate assertive communication skills in
Being or need in a calm and firm voice. response to scenarios
Assertive • Being assertive is a respectful way to get what
you want or need.

4 • Making a plan can help you be a better learner. • Evaluate three-step plans for different scenarios
Planning using the Good Plan Checklist criteria.
• A plan is good if the order makes sense, it’s simple,
to Learn and you can do it. • Create a simple, three-step plan that meets the
Good Plan Checklist criteria.

UNIT 2: EMPATHY

5 • Looking for clues on a person’s face or body • Name a variety of feelings.

Identifying and in the situation helps you notice and
• Determine others’ feelings using physical, verbal,
Others’ understand how that person is feeling.
and situational clues.
Feelings
• People can have different feelings about the
• Label their own feelings as the same as or different
same situation.
from others’ feelings.
• All feelings are natural.

6 • People can have different feelings about the same • Identify others’ feelings using physical, verbal, and
Understand- situation, and their feelings can change. situational clues
ing • Empathy is feeling or understanding what someone else • Determine whether others’ feelings have changed,
Perspectives
is feeling. in response to scenarios
• Thinking about others’ perspectives helps you have
empathy for them.

7 • You can have conflicting feelings about a situation.
Conflicting
• Having empathy helps you notice when others’ feelings
Feelings are the same as or different from yours.
• Identify two conflicting feelings a person could have
in response to scenarios
• Explain possible reasons for someone’s conflicting
feelings in response to scenarios

©2014 Committee for Children | SecondStep.org 12

 Grade 3
®

Lesson Concepts Objectives—Students will be able to

8 • Having empathy helps you understand and accept • Name similarities and differences between people
Accepting how others are the same as or different from you. • Predict how others will feel when teased for
Differences • Accepting and appreciating others’ differences being different
is respectful.

9 • Focusing attention on and listening to others can help • Demonstrate focusing-attention and listening skills
Showing you have empathy and show compassion. in response to scenarios
Compassion • You can say kind words or do helpful things to show • Identify ways to show compassion for others in
your compassion. response to scenarios
• Express appreciation for another person’s concern in
response to scenarios

10 • Focusing attention and listening to others help you • Demonstrate focusing-attention and listening skills in
Making make conversation. the context of a game
Friends • Making conversation helps you make friends and get • Initiate, continue, and end a conversation in a friendly
along better with others. way in the context of a game

UNIT 3: EMOTION MANAGEMENT

11 • When you feel strong feelings, it’s hard to think clearly. • Identify physical clues that can help them label their
Introducing own feelings
• Focusing attention on your body gives you clues about
Emotion how you’re feeling.
Management
• Thinking about your feelings helps the thinking part of
your brain get back in control.

12 • Using a stop signal and naming your feeling are the • Identify the first two Calming-Down Steps
Managing first two Calming-Down Steps. • Demonstrate using the first two Calming-Down Steps
Test Anxiety in response to scenarios

13 • You can use belly breathing to calm down. • Demonstrate correct belly-breathing technique
Handling • Calming down helps you handle accusations calmly • Use belly breathing to calm down in response
Accusations and thoughtfully. to scenarios
• It’s important to take responsibility when you’ve • Demonstrate steps for handling accusations in response
made a mistake. to scenarios

14 • Negative self-talk can make strong feelings even stronger. • Generate positive self-talk they can use to calm down
Managing in response to scenarios
• You can calm down by using positive self-talk.
Disappoint- • Make a simple three-step plan to achieve a goal in
ment • Setting a new goal and making a plan to achieve it are
response to scenarios
positive ways to handle disappointment.

©2014 Committee for Children | SecondStep.org 13

 Grade 3
®

Lesson Concepts Objectives—Students will be able to

15 • Everyone feels angry sometimes, but hurting other • Use counting to calm down in response to scenarios
Managing people’s feelings or bodies is not okay. • Use assertive communication skills to get what they
Anger • It’s important to calm down angry feelings so you don’t want or need in response to scenarios
do something hurtful.
• Being assertive is a respectful way to get what you want
or need.

16 • Calming down when your feelings have been hurt can • Identify situations that require using strategies for
Managing help you avoid jumping to conclusions. calming down
Hurt • Thinking of other explanations and getting more • Demonstrate using strategies for calming down
Feelings
information can help you avoid jumping to conclusions. • Generate alternative explanations in response to
scenarios

UNIT 4: PROBLEM SOLVING

17 • Calming down helps you think so you can solve problems. • Recall the first Problem-Solving Step
Solving • Following steps can help you solve problems. • Identify and state a problem in response to scenarios
Problems,
Part 1 • Saying the problem without blame is respectful. • Identify blaming language in response to scenarios

18 • Following steps can help you solve problems. • Recall the Problem-Solving Steps
Solving • Solutions to problems must be safe and respectful. • Propose several solutions for a given problem in
Problems, response to scenarios
Part 2 • Solutions can have positive or negative consequences.
• Determine if solutions are safe and respectful
• Explore positive and negative consequences of solutions

19 • Calming down helps you think so you can solve • Apply the Calming-Down Steps to an emotional
Solving problems. situation in response to a scenario
Classroom • Following steps can help you solve problems. • Recall the Problem-Solving Steps
Problems
• Getting along with others helps you be a better learner • Use the Problem-Solving Steps to solve an interpersonal
at school. problem between classmates, in response to a scenario

20 • Following steps can help you solve problems. • Apply the Problem-Solving Steps to the problem of
Solving being excluded by peers, in response to scenarios
• Being assertive is a safe and respectful solution to
Peer- problems like being excluded. • Demonstrate assertive communication skills in response
Exclusion
to scenarios
Problems • Excluding others is not nice or respectful.

21 • Calming down helps you think so you can solve problems. • Apply the Problem-Solving Steps to the problem of being
Dealing with negatively pressured by peers, in response to scenarios
• Following steps can help you solve problems.
Negative • Demonstrate assertive communication in response
Peer • Being assertive can help you resist negative
to scenarios
Pressure peer pressure.

22 • Using Second Step skills can help you be a better learner • Recall Second Step skills learned
Reviewing and get along with others. • Identify Second Step skills in a story
Second Step
Skills • Relate personal examples of skill use

©2014 Committee for Children | SecondStep.org 14

 Scope and Sequence
®

Grade 4

Lesson Concepts Objectives—Students will be able to

UNIT 1: EMPATHY AND SKILLS FOR LEARNING

1 • The Second Step program helps you succeed at school. • Define respect
Empathy • Define empathy
• Having respect and empathy helps you get along
and Respect
with others.

2 • Listening with attention helps you learn, work with others, • Demonstrate listening-with-attention skills
Listening and make friends.
with
Attention

3 • Being assertive means asking for what you want or need • Identify passive, aggressive, and assertive responses
Being in a calm, firm, respectful voice. • Demonstrate assertive responses with their partners
Assertive • Being assertive helps you be successful in a variety of
social and academic situations.

4 • People can have similar or different feelings about the • Identify clues that help them recognize other
Respecting same situation. people’s feelings
Similarities • Being able to notice and then understand others’ • Identify similarities and differences between how
and
feelings is an important part of empathy. two people feel
Differences

5 • It’s possible to have more than one feeling at the • Identify multiple feelings in a given scenario
Understand- same time.
• Give possible reasons for multiple feelings
ing Complex • Being able to understand that others might have
Feelings
complex feelings is an important part of empathy.

6 • People can have different perspectives about other • Identify differing perspectives in given scenarios
Understand- people, places, and situations. • Generate prosocial responses to scenarios in which
ing Different • Perspective taking is a central component of empathy. different perspectives could cause a conflict
Perspectives

7 • Having successful conversations with peers helps you • Identify components of a successful conversation
Conversation make and build friendships.
• Demonstrate giving and receiving a compliment
and • Giving a sincere, thoughtful compliment is a good way
Compliments
to start a conversation or keep one going.

8 • Being assertive can help you join and invite others to • Identify skills for joining a group
Joining In join a group. • Demonstrate skills for joining a group

©2014 Committee for Children | SecondStep.org 15

 Grade 4
®

Lesson Concepts Objectives—Students will be able to

9 • Compassion means saying kind words or doing • Demonstrate expressing concern or showing
Showing something helpful to show you care about how another compassion for someone
Compassion person feels.
• Having empathy helps you show compassion.

UNIT 2: EMOTION MANAGEMENT

10 • When you feel strong feelings, it’s hard to think clearly. • Describe what triggers their own strong emotions
Introducing • Unmanaged, strong emotions can lead to negative • Describe what happens in their brains and bodies when
Emotion behavior and consequences. they experience strong emotions
Management

11 • Staying in control of your emotions and actions helps you • Demonstrate the ability to interrupt escalating emotions
Managing get along better with others and be successful at school. • Determine a personal “signal”
Strong
Feelings • Identify and name strong feelings as they occur

12 • Calming down emotions that are getting out of • Identify situations in which they might need to calm down
Calming control helps you think clearly so you can avoid • Demonstrate the technique for deep, centered breathing
Down Anger negative consequences.
• Identify and demonstrate other Ways to Calm Down
(counting, using positive self-talk)

13 • Effectively managing your anxiety makes it easier to • Identify situations that cause anxiety
Managing focus and succeed in social and academic situations. • Apply what they’ve learned about calming down
Anxiety to anxiety-provoking scenarios, including
academic challenges

14 • Calming down strong emotions helps you think clearly • Identify emotion-management strategies
Avoiding about a situation so you can avoid jumping to conclusions. • Demonstrate assertiveness skills
Jumping to
Conclusions • Identify and demonstrate positive self-talk statements

15 • Calming down helps you handle put-downs and avoid • Identify strategies for handling put-downs
Handling making conflicts escalate. • Demonstrate what they’ve learned about strategies for
Put-Downs calming down
• Demonstrate assertive responses to put-downs

UNIT 3: PROBLEM SOLVING

16 • Following steps can help you solve problems. • Recall the S: Say the problem step of the
Solving Problem-Solving Steps
• Saying the problem without blame is respectful.
Problems, • State a problem without blaming anyone
Part 1 • Solving problems helps you be successful at school.

©2014 Committee for Children | SecondStep.org 16

 Grade 4
®

Lesson Concepts Objectives—Students will be able to

17 • Solving problems helps you be successful at school. • Generate safe and respectful solutions to a problem
Solving • Identify consequences of potential solutions
Problems,
Part 2 • Select an appropriate solution to a problem

18 • Some solutions to problems are complicated and • Explain the purpose of making a plan
Making a need a plan. • Create a three-step plan to carry out a solution
Plan • Plans help you break down a big task into smaller, to a problem
more manageable parts.

19 • You’re better able to resolve playground conflicts • Identify common playground conflicts
Solving when you’re able to calm down and use the • Demonstrate using the Problem-Solving Steps to handle
Playground Problem-Solving Steps. playground conflicts
Problems

20 • Taking responsibility for your actions is the respectful • Demonstrate the ability to use the Problem-Solving Steps
Taking thing to do. to handle scenarios in which someone has been wronged
Responsi- • Demonstrate acknowledging mistakes
bility for
Your Actions • Demonstrate making an apology and offering to
make amends

21 • It’s okay to say no to others, and it’s okay for them to say • Demonstrate using assertiveness skills to resist
Dealing with no to you. peer pressure
Peer • Negative emotions like guilt and remorse can be reasons • Demonstrate using the Problem-Solving Steps to
Pressure
not to go along with peer pressure. figure out ways to resist peer pressure

22 • The skills and concepts learned in the Second Step • Identify Second Step skills and concepts being used
Reviewing program can help you succeed in school. in scenarios students might encounter at school
Second Step • Include Second Step skills in a written script about
Skills
solving a problem

©2014 Committee for Children | SecondStep.org 17

 Scope and Sequence
®

Grade 5

Lesson Concepts Objectives—Students will be able to

UNIT 1: EMPATHY AND SKILLS FOR LEARNING

1 • The Second Step program helps you succeed at school. • Define respect
Empathy • Define empathy
• Having respect and empathy helps you get along
and Respect
with others.

2 • Listening with attention helps you learn, work with others, • Demonstrate listening-with-attention skills
Listening and make friends.
with
Attention

3 • Being assertive means asking for what you want or need • Identify passive, aggressive, and assertive responses
Being in a calm, firm, respectful voice. • Demonstrate assertive responses with their partners
Assertive • Being assertive helps you be successful in a variety of
social and academic situations.

4 • Being able to predict how what you do or say might make • Predict how others might feel as a result of their
Predicting other people feel is respectful and will help you get along or another’s actions
Feelings better with others. • State the cause and effects of a given action

5 • Others may have different perspectives. • Demonstrate the ability to take someone
Taking else’s perspective
• Being able to recognize someone else’s perspective helps
Others’ you get along with others.
Perspectives

6 • Accepting differences and finding similarities can • Identify similarities and differences between two people
Accepting create mutual respect and friendship. • Define prejudice
Differences

7 • Disagreeing respectfully involves using • Distinguish between respectful and disrespectful ways
Disagreeing assertiveness skills. to disagree
Respectfully • Disagreeing respectfully helps you strengthen your • Communicate their own perspectives
relationships, avoid misunderstandings, and prevent
• Demonstrate skills for disagreeing respectfully
aggressive conflicts.

8 • Compassion is saying kind words or doing something • Demonstrate knowledge of how to respond with
Responding to show you care about how another person feels. compassion
with • Showing compassion for others is the respectful,
Compassion
kind thing to do.
• Having empathy helps you show compassion.

©2014 Committee for Children | SecondStep.org 18

 Grade 5
®

Lesson Concepts Objectives—Students will be able to

UNIT 2: EMOTION MANAGEMENT

9 • When you have strong, unmanaged emotions, it can lead • Describe what happens in their brains and bodies
Introducing to negative behavior and consequences. when they experience strong emotions
Emotion • Identify a personal signal
Management
• Identify and name strong feelings

10 • Calming down emotions that are getting out of • Identify situations in which they might need to calm down
Calming control helps you think clearly so you can avoid • Learn the technique for deep, centered breathing
Down negative consequences.
• Identify and demonstrate other Calming Down Strategies
(using positive self-talk, counting, taking a break)

11 • Managing your anxiety effectively makes it easier to focus • Identify social situations that can cause anxiety
Managing and succeed in social and academic situations. • Apply what they’ve learned about calming down in
Anxiety scenarios causing social anxiety

12 • Frustration can get in the way of learning. • Identify physical signs of frustration
Managing • Managing frustration reduces the chance of doing • Demonstrate reducing frustration by using the
Frustration something you may regret later. Calming-Down Steps

13 • Getting revenge can make problems worse. • Identify consequences of revenge

Resisting • Generate alternatives for seeking revenge
Revenge
• Demonstrate using the Calming-Down Steps

14 • Calming down helps you handle put-downs and avoid • Identify strategies for handling put-downs
Handling escalating conflicts. • Demonstrate what they’ve learned about the
Put-Downs Calming-Down Steps
• Demonstrate assertive responses to put-downs

15 • Calming down strong emotions helps you think clearly • Identify emotion-management strategies
Avoiding about a situation and make better decisions. • Demonstrate assertiveness skills
Assumptions
• Identify and use positive self-talk statements to
avoid making assumptions

UNIT 3: PROBLEM SOLVING

16 • Solving problems helps you be successful at school. • Recall the S: Say the problem step of the
Solving Problem-Solving Steps
Problems, • State a problem without blaming anyone
Part 1

©2014 Committee for Children | SecondStep.org 19

 Grade 5
®

Lesson Concepts Objectives—Students will be able to

17 • Solving problems helps you be successful at school. • Generate safe and respectful solutions to a problem
Solving • Identify consequences of potential solutions
Problems,
Part 2 • Select an appropriate solution to a problem

18 • Some solutions to problems are complicated and • Explain the purpose of making a plan
Making a need a plan. • Create a three-step plan to carry out a solution
Plan • Plans help you break down a big task into smaller, to a problem
more manageable parts.

19 • Seeking help from a trusted adult is sometimes the best • State the Problem-Solving Steps
Seeking Help solution. • Demonstrate using assertiveness skills when seeking
help

20 • Malicious gossip is hurtful and not respectful to others. • Identify why some gossip is harmful
Dealing • Generate ideas for refusing or avoiding harmful gossip
with Gossip
• Demonstrate using the Problem-Solving Steps to deal
with gossip

21 • It’s okay to say no to others, and it’s okay for them • Demonstrate using assertiveness skills to resist
Dealing with to say no to you. peer pressure
Peer • Negative emotions like guilt and remorse can be reasons • Demonstrate using the Problem-Solving Steps to
Pressure
not to go along with peer pressure. figure out ways to resist peer pressure

22 • The skills and concepts learned in the Second Step • Identify Second Step skills and concepts being used
Reviewing program can help you succeed in school. in scenarios students might encounter at school
Second Step • Include Second Step skills in a written script about
Skills
solving a problem

©2014 Committee for Children | SecondStep.org | Second Step is a registered trademark of Committee for Children 20