Student Services / Social Awareness Pre K-6

SOCIAL AWARENESS PRE-K-6th GRADES
Social Awareness Competencies	Pre-K - 2^ndGrades Indicators of Social Awareness	3^rd- 6^thGrades Indicators of Social Awareness
1. Demonstrate awareness and consideration of other people’s emotions, perspectives, and social cues.	● Describes feelings in others. ● Uses observational and listening skills to understand how others are feeling using examples of verbal, physical and situational cues regarding the feelings of others.	● Explains how unkind words and actions hurt others. ● Describes bullying behaviors and how they affect others. ● Distinguishes among others’ feelings based on their verbal and non-verbal cues and messages and responds appropriately. ● Explains the difference between how one and others feel in each situation.
2. Demonstrate an awareness and respect for human dignity, including culture and differences.	● Describes ways that people are similar and different. ● Includes others in his/her activities, without regard to similarities or differences. ● Describes similarities and differences between their own culture and other cultures.	● Describes the differences and similarities in social groups, cultural groups, and individuals. ● Describes the unique contributions of different groups of people. ● Generates a variety of strategies for building relationships with others who are different. ● Explains two differing points of view on an issue.
3. Exhibit civic responsibility in multiple settings.	● Identify people one could turn to for help in various school situations. ● Identifies how to help others. ● Identifies people one could turn to for help in various community situations.	● Identifies reasons and situations for helping others. ● Describes what they learned about themselves by helping others. ● Identifies roles they must contribute to their school, home, and community. ● Explains how their decisions and behaviors affect the well-being of their school, home, and community.

SEL Academic Integrated Strategies for Social Awareness

Pre-K 2nd Grades

3rd - 6th Grades

● Morning meetings can be used to involve students in sharing and recognizing others who have different experiences, which develops empathy and appreciation for differences and similarities.

● Routinely talk with students about how others (e.g., parents, classmates, and literary characters) feel in different situations.

● Assign classroom jobs, and have students discuss how these jobs are helpful to the class.

● Have students identify from a feelings chart how it makes them feel to help others.

● When there is a difference of opinion among students, allow them to reflect on how they are feeling (drawing or writing a simple sentence) and then share with a partner or in a small group, to be heard, but also to listen to how others feel differently, and why, in the same situation.

● At holiday time create classroom celebrations that allow students to share and explain traditions from their own family holidays. Give everyone an opportunity to participate. Involve family members, asking them to share their traditions with students.

● Brainstorm a list of behaviors students feel would be hurtful to others, why they are hurtful, and what they could do differently.

● Use cooperative learning and project-based learning to build partners and teams i.e.: Think-pair-share or Turn & Talk, Numbered Heads Together, Round Robin, Round Table, Talking chips, Small group roles: task leader, materials monitor, time keeper, reader, etc.).

● Seat students in heterogeneous teams (not random, not student- selected, not homogenous).

● Have individual students take a turn to greet students at the door in the morning.

● Have teams create a team name or team cheer.

● Routinely ask questions in different situations that make the point that we are all both similar and different.

● Model respectful behavior. Model concern for the well-being of others. Model service to others.

● Model acceptance of others who have different attitudes and values.

● Model and routinely promote a school norm of treating others the way you would want to be treated.

● Ask routine questions throughout the day to draw attention to how students’ behavior is affecting those around them.

● Develop and revise classroom rules and norms with students to work together to promote understanding and respect. Routinely discuss why we have classroom or school rules.

● Build classroom structures that encourage positive relationships i.e. 4 Corners, Inside-Outside Circle, Give One Get One, Stand Up, Hand Up, Pair Up, Mix Freeze Groups, Class cheers and chants, Echoes (ex: Teacher: “Macaroni and Cheese!” Students: “Everybody Freeze!”).

● Morning meetings can be used to involve students in sharing and recognizing others who have different experiences, which develops empathy and appreciation for differences and similarities.

● Brainstorm a list of behaviors students feel would be hurtful to others, why they are hurtful, and what they could do differently.

● Routinely talk with students about how others (e.g., parents, classmates, and literary characters) feel in different situations. Provide students with opportunities to share in small groups how they feel in different situations.

● Assign classroom jobs, and have students discuss how these jobs are helpful to the class.

● Ask routine questions throughout the day to draw attention to how students’ behavior is affecting those around them.

● Develop and revise classroom rules and norms with students to work together to promote understanding and respect.

● Routinely discuss why we have classroom or school rules.

● At holiday time, create classroom celebrations that allow students to share and explain traditions from their own family holidays. Give everyone an opportunity to participate. Involve family members, asking them to share their traditions with students.

● Seat students in heterogeneous teams (not random, not student- selected, not homogenous).

● Have individual students take a turn to greet students at the door in the morning.

● Have teams create a team name or team cheer.

● Hold class meetings to involve students in sharing and recognizing the culture and diversity of other students.

● Routinely ask questions in different situations that make the point that we are all both similar and different.

● Model respectful behavior. Model concern for the well-being of others. Model service to others.

● Model and routinely promote a school norm of treating others the way you would want to be treated.

● Create group projects—such as “future problem-solvers” or “math circles”—and help students develop appropriate strategies for providing feedback to each other if someone is not pulling his/her weight on the team.

● Model acceptance of others who have different attitudes and values.

● Develop a collaborative classroom project for which each student has a specific responsibility, stressing the need for cooperation and helping students develop appropriate strategies for providing feedback to each other if someone is not pulling their weight on the team.

Healthy Lifestyles SEL Teaching Activities for Social Awareness
● Give feedback to students in authentic ways when they are respectful toward others. Encourage students to identify how they feel when they were respectful or supportive of another person, or when others are respectful or supportive of them.	● Give feedback to students in authentic ways when they are respectful toward others. Encourage students to identify how they feel when they were respectful or supportive of another person, or when others are respectful or supportive of them.
Humanities SEL Teaching Activities for Social Awareness
● Morning meetings can be used to involve students in sharing and recognizing others who have different experiences, which develops empathy and appreciation for differences and similarities. ● Routinely talk with students about how others (e.g., parents, classmates, and literary characters) feel in different situations. ● Assign classroom jobs, and have students discuss how these jobs are helpful to the class. ● Have students identify from a feelings chart how it makes them feel to help others. ● When there is a difference of opinion among students, allow them to reflect on how they are feeling (drawing or writing a simple sentence) and then share with a partner or in a small group, to be heard, but also to listen to how others feel differently, and why, in the same situation. ● At holiday time, create classroom celebrations that allow students to share and explain traditions from their own family holidays. Give everyone an opportunity to participate. Involve family members, asking them to share their traditions with students. ● Brainstorm a list of behaviors students feel would be hurtful to others, why they are hurtful, and what they could do differently. ● Have teams create a team name or team cheer. ● Routinely ask questions in different situations that make the point that we are all both similar and different. ● Model respectful behavior. Model concern for the well-being of others. Model service to others. ● Model acceptance of others who have different attitudes and values. ● Model and routinely promote a school norm of treating others the way you would want to be treated. ● Ask routine questions throughout the day to draw attention to how students’ behavior is affecting those around them. ● Develop and revise classroom rules and norms with students to work together to promote understanding and respect. Routinely discuss why we have classroom or school rules. ● Build classroom structures that encourage positive relationships.	● Ask students to draw a picture (or ask them to respond with short answers on a worksheet) to show how they try to be helpful in their families or with their peers. ● Model respect and enthusiasm for learning about diversity. Show enthusiasm for stories by authors from many different cultures and for learning about different cultures. ● Engage students in a game of “Feelings Charades” to identify different emotions and how they are expressed. ● Use dramatic play with students that includes costumes to act out roles and behaviors of community helpers. ● Allow students to dress up as characters in stories and act out how those individuals were feeling and how it affected their behavior. ● Highlight a community helper each month and invite them to visit your classroom or school (e.g., firefighter in October during Fire Awareness Week). ● Give feedback to students in authentic ways when they are respectful toward others. Encourage students to identify how they feel when they were respectful or supportive of another person, or when others are respectful or supportive of them. ● Lead a discussion about taking the different perspectives of characters in stories, identifying their feelings and thoughts. ● Talk about how characters in stories showed respect for others. ● Discuss literary characters who served and made sacrifices for others. ● Routinely discuss how we know the way characters in stories feel. ● Identify and celebrate characters in books and stories who contributed to their communities. List their contributions and ways that they contributed to the common good.

SEL Direct Instruction Resources for Social Awareness

Curriculum Resources

Pre-K

1st

2nd

3rd

4th

5th

6th

Harmony SEL

Unit 1:

Being My Best Self

1.3: Reasons for Feelings

1.3: Feeling and Doing

Unit 2:

Valuing Each Other

2.1 Diversity is Awesome

2.2 Including Everyone

2.3 Some Do/ Some Don't

2.4 Sharing Feelings With Empathy

2.1 Differences Make Life Interesting

2.2 Including Everyone Feels Good

2.3 Things Can be For Everyone

2.4 Empathy Helps Us Feel Better

2.1 Differences Add Value

2.2 Everyone Belongs

2.3 Don't Judge a Book By It's Cover

2.4 In Someone Else's Shoes

2.1 What Makes Us Awesome? Diversity!

2.2 Being Inclusive

2.3 Break the Sterotype Box

2.4 Empathy Role Plays

2.1 Appreciating Others

2.2 What Makes a Friend?

2.3 Pop That Stereotype

2.4 Empathy in Action

2.1 Appreciating Others' Contributions

2.2 What Do You Look For in a Friend?

2.3 Breaking Stereotypes

2.4 Learning From Empathy

2.1 Awesome Together

2.2 Characteristics of Friend Groups

2.3 Sterotype Detectives

2.4 Walking in Someone Else's Shoes

2.1 Diversity and Appreciating the Strengths of Others

2.2 Including Friends With Many Characteristics

2.3 Thinking Outside the Box

2.4 Caring For Others' Feelings

Unit 3:

Communicating With Each Other

Unit 4:

Learning From Each Other

4.1: Identifying Problems

4.2: Identifying and Communicating About Problems

4.1: Recognizing Problems

4.2: Communicate to Solve Problems

4.1: What's the Problem?

4.2: Communicating to Problem Solve

4.1: Problems and Perspectives

4.2: Communicate About Problems

4.1: Animals of Conflict

4.2: Identifying and Communication About Problems

4.1: Watch and Learn

4.2: Stop, Think, and Cool Off

4.1: What's That Animal?

4.2:Name That Conflict Style

4.1: What's Your Animal of Conflict?

4.2: What's That Conflict Style

Utah Core Health Standards

Strand 1:

Health Foundations and Protective Factors of Healthy Self

Standard K.HF.1

Standard K.HF.2

Standard K.HF.3

Links

Standard 1.HF.1

Standard 1.HF.2

Standard 1.HF.3

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