Illinois Learning Standards
Stage B - Social Emotional Learning (SEL)
Goals, Standards and Descriptors
Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.
Identify and manage one's emotions and behavior.
- Describe how various situations make you feel.
- Describe your physical responses to strong emotions.
- Recognize that feelings change throughout the day.
- Demonstrate patience in a variety of situations.
- Demonstrate a range of emotions through facial expressions
and body language.
- Practice self talk to calm yourself.
Recognize personal qualities and external supports.
- Identify the personal traits of characters in stories.
- Describe an achievement that makes you feel proud.
- Identify a community resource you enjoy using (e.g.,
play field, park, swimming pool, etc.).
- Identify various helpers in the school community.
- Analyze how you might have done better in a situation.
- Draw a picture of one of your favorite things to do with
others (e.g., play a sport, ride your bike, go to the beach).
Demonstrate skills related to achieving personal and academic goals.
- Identify a situation you want to change.
- Identify the progress that you have made toward achieving
- Explain the relationship between success in school and
becoming what you want to be.
- Describe how you might improve your classroom behavior
(e.g., raise your hand more often, complete assignments,
- Make a plan for how to improve your performance in a
- Make a plan for how to achieve a personal goal.
- Use self-talk to reward yourself for accomplishments.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Identify verbal, physical, and situational cues in stories.
- Recognize the value of sharing diverse perspectives.
- Explain why characters in stories feel as they do.
- Analyze how students being left out might feel.
- Describe how different people interpret the same situation.
- Demonstrate an ability to listen to others (e.g., making
eye contact, nodding, asking clarifying questions).
Recognize individual and group similarities and differences.
- Recognize the existence of various groups based on social
and cultural variables (e.g., age, race, ethnicity, shared
interests, religion, and disability).
- Describe what one has learned about the ways cultural
groups differ from one another (e.g., holidays, foods, music,
- Recognize that people who share a cultural tradition
differ from one another in other ways.
- Recognize how diversity enriches a community.
- Compare and contrast various family structures.
- Reflect on your experiences with people of different
Use communication and social skills to interact effectively with others.
- Discuss ways of initiating contact with someone you don't
- Discuss how to be a good friend.
- Greet others by name.
- Make and respond appropriately to introductions.
- Summarize a plan for making friends.
- Use appropriate non-verbal communication with others
(e.g., movements, gestures, posture, facial expressions).
- Participate in establishing and enforcing ground rules
for class and group/team efforts.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Describe situations at school in which classmates might
disagree and experience conflict (e.g. refusing to share
supplies, not apologizing for hurt feelings, making false
accusations, excluding someone from an activity).
- Describe situations in the home where children and parents
might disagree and experience conflict (e.g., resisting
the enforcement of rules or completing of household chores).
- Describe a time when you had a disagreement with someone,
what happened, and how you might have handled the situation
- Distinguish between constructive and destructive ways
of resolving conflict.
- Use puppets to act out and resolve conflict situations.
- Practice self-calming techniques for anger management
as a way to de-escalate conflict situations.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Identify personal behaviors that are dangerous. (e.g.,
riding a bike without a helmet, riding with someone who
has been drinking, accepting a ride from someone you don't
- Explain why it is important to treat others as you would
want to be treated.
- Analyze how rules your family uses help its members get
- Contribute to school safety by supporting classroom,
lunchroom and playground rules.
- Participate in creating and enforcing classroom rules.
- Demonstrate sharing and taking turns.
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Describe the use of self-talk to calm down.
- Brainstorm alternative solutions to inter-personal problems
in the classroom.
- Analyze how your tone of voice influences how others
respond to you.
- Analyze the consequences of alternative choices.
- Make healthy choices regarding snacks.
- Demonstrate reflective listening.
- Demonstrate wise decisions regarding safety hazards (e.g.,
wearing seat belts in cars, wearing a bicycle helmet; avoiding
sharp objects, too much sun exposure, and playing with fire).
Contribute to the well-being of one's school and community.
- Identify a way you can help improve your local community.
- Describe what you have done to make a positive difference
in your class or school and how this made you feel.
- Brainstorm ways to help your teacher address a shared
- Volunteer to help out at home in a way that goes beyond
what you are expected to do.
- Participate in developing a class policy on teasing.
- Plan and implement a project to improve your local community.
Return to Social Emotional Learning (SEL) Performance Descriptors