UNIT 1: SKIILLS FOR LEARNING
To be successful in school, students must be able to regulate their emotions, thoughts, and behaviors. This ability to self-regulate allows for more productive participation in learning activities and successful relations with peers and adults. Self-regulation skills support both academic achievement and the development of social-emotional competencies in elementary students.
The elementary CLISE program promotes the development of self-regulation skills and improved participation in learning through its focus on skills for learning. Focusing attention, listening, using self-talk, and being assertive are skills students must be able to integrate and apply in order to be successful in diverse learning environments. Since the skills for learning are foundational to social-emotional competencies necessary for having empathy, managing emotions, and solving problems, they are also woven into the program's other units.
The goal of this unit is for students to build foundational skills necessary for successful participation in learning. To achieve this goal, students in first grade learn to:
1. Focus attention by:
- Using the concrete metaphor of the attent-o-scope to shut out distraction
- Using self-talk to cue and sustain attention
2. Listen effectively by:
- Learning the Listening Rules: eyes watching, ears listening, voice quiet, body still
- Applying the Listening Rules
3. Use self-talk by:
- Understanding that self-talk means speaking to yourself in a quiet voice or in your head
- Applying positive self-talk to help focus attention, remember directions, ignore distractions, and stay on task
4. Be assertive by:
- Using an assertive posture and tone of voice
- Applying assertiveness skills to ask for help
🔎 See more: Unit 1 - Grade 1
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Overview
This lesson introduces Listening Rules that can help everyone learn. The first Brain Builder game that supports the development of attention, working memory, and inhibitory control is taught. The “Think" part of the interactive learning strategy Think, Turn, Tell is introduced.
Lesson objectives
- Name and demonstrate the Listening Rules
- Apply attention, memory, and inhibitory control skills in a brain building game
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Overview
This lesson develops students' ability to use their eyes, ears, brain, and self-talk to focus their attention. This lesson also teaches students to use an attent-o-scope, a metaphor to help students focus attention.
Lesson objectives
- Name and demonstrate the Listening Rules
- Demonstrate attention skills in the context of a game
- State typical classroom verbal cues that request student attention
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Overview
This lesson focuses on how to listen carefully, and remember and follow directions. Students learn that listening involves their eyes, ears, and brain.
Lesson objectives
- Demonstrate listening and following directions within the context of a game.
| 4. Self-Talk for Learning
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Overview
This lesson builds on previous lessons and explicitly teaches the use of self-talk as a strategy for staying on task, following directions, and ignoring distractions.
Lesson objectives
- Demonstrate self-talk strategies for remembering directions
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Overview
This lesson introduces the skill of asking for what you need or want in an assertive manner. The"Turn"and "Tell”parts of the interactive learning strategy Think,Turn,Tell are introduced.
Lesson objectives
- 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
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UNIT 2: BULLYING PREVENTION
| The social-emotional learning (SEL) skills taught in CLISE combined with the Bullying Prevention Unit core components provide a comprehensive bullying prevention program. Although SEL skills provide an important foundation, research shows that effective bullying prevention also requires developing and encouraging specific behaviors and skills and encouraging positive student norms.
The goals of the Bullying Prevention Unit are to develop students' skills for recognizing, reporting, and refusing bullying and to foster a climate of safety and respect for all.
To achieve this goal, students in first grade learn to:
1. Be safe and respectful by:
- Understanding that following class rules helps everyone feel safe and respected
- Identifying safe and respectful actions and words that help them follow the rules
2. Recognize bullying by:
- Understanding that bullying is mean or hurtful behavior that keeps happening and the person it's happening to hasn't been able to make it stop
3. Report bullying by:
- Identifying caring adults to talk to about bullying or mean behaviors
- Using assertiveness skills to report bullying
4. Refuse bullying by:
- Understanding that one can refuse to let bullying happen to oneself or to others
- Using assertiveness skills to refuse bullying
- Using assertiveness skills to refuse bullying that happens to others
- Reporting or helping report bullying when it happens
- Supporting those being bullied by being kind and including them
🔎 See more: Unit 2 - Grade 1
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Overview
Students learn to recognize that bullying is when someone keeps being mean to someone else on purpose and the person being bullied hasn't been able to make it stop.
Lesson objectives
- Identify bullying
- Recognize bullying in response to scenarios
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Overview
Students learn how to use assertiveness skills to report bullying. Students also identify caring adults they can report bullying to.
Lesson objectives
- Identify caring adults to talk to about bullying or mean behaviors
- Differentiate between tattling and reporting
- Demonstrate how to report bullying
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Overview
Students learn how to use assertiveness skills to report bullying. Students also identify caring adults they can report bullying to.
Lesson objectives
- Recognize bullying
- Apply assertiveness skills to refuse bullying in response to scenarios
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Overview
Students learn how to use assertiveness skills to refuse bullying after they've reported the bullying to a caring adult.
Lesson objectives
- Define “bystander”
- Demonstrate ways that bystanders can help stop bullying in response to scenarios
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The social-emotional learning (SEL) skills taught in CLISE provide an important foundation for this unit, but research shows that developing and encouraging specific behaviors and skills will reduce students' vulnerability in dangerous or abusive situations.
The Child Protection Unit lessons teach students to recognize unsafe situations, respond appropriately to them, and report the situations to an adult. Students will learn to apply these skills to dangerous or abusive situations. In learning to recognize unsafe situations, students are taught rules about general safety, such as not playing with guns or fire, wearing a helmet when riding on wheels, and so on.
The goal of the Child Protection Unit is to develop students' ability to recognize, report, and refuse unsafe touches and situations and sexually abusive touch. To achieve this goal, students learn to:
1. Identify and follow rules:
- Never-Never Rules: Common safety rules for guns, fire, water, riding on wheels, dogs, sharp tools, traffic, and vehicles
- Always Ask First Rule: Always ask a parent or the person in charge first
- Touching Rule:A person should never touch your private body parts except to keep you healthy
- Never Keep Secrets Rule: Never keep secrets about touching
2. Respond to unsafe situations by using the Ways to Stay Safe:
- Recognize: Is it safe? What's the rule?
- Report: Use assertiveness skills to tell an adult.
- Refuse: Use assertiveness skills to say words that mean no.
3. Apply the Ways to Stay Safe to situations involving sexually abusive touching
🔎 See more: Unit 3 - Grade 1
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Overview
Students learn that using the Ways to Stay Safe and following Never-Never Rules will help them stay safe.
Lesson objectives
- Identify common safety rules (Never-Never Rules) for guns, fire, riding on wheels, crossing streets, riding in a car, water, sharp tools, and dogs
- Recognize safe and unsafe situations
- Demonstrate applying the Ways to Stay Safe in response to scenarios
- Apply assertiveness skills in response to scenarios where they need to refuse to break a Never-Never Rule
| 11. The Always Ask First Rule
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Overview
Students learn that asking a parent or the person in charge first before doing something, going somewhere, or accepting something from someone helps them stay safe. Students also practice assertively stating which adult they need to ask first.
Lesson objectives
- Demonstrate following the Always Ask First Rule in response to scenarios
- Identify the person they should ask first in response to scenarios
- Demonstrate assertively saying who they should ask first in response to scenarios
| 12. Safe and Unsafe Touches
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Overview
Students learn the difference between safe, unsafe, and unwanted touches. Students also learn how to use assertiveness skills to refuse unsafe and unwanted touch.
Lesson objectives
- Identify safe and unsafe touches
- Refuse unsafe touches assertively in response to scenarios
- Refuse unwanted touches assertively in response to scenarios
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Overview
Students learn the Touching Rule-a person should never touch your private body parts except to keep you healthy-and how to assertively refuse and report when someone breaks it. Students also learn it's never their fault when someone breaks the Touching Rule.
Lesson objectives
- Identify private body parts
- Identify the Touching Rule
- Apply the Ways to Stay Safe in response to scenarios where someone has broken the Touching Rule
| 14. Practicing Staying Safey
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Overview
Students practice using the Ways to Stay Safe when someone has broken the Touching Rule. They learn it's never okay to keep secrets about touching and to keep reporting to adults until someone helps them.
Lesson objectives
- Identify the Touching Rule
- Identify the Never Keep Secrets Rule
- Apply assertiveness skills to report in response to scenarios where someone has broken the Touching Rule and the Never Keep Secrets Rule
- Apply the Ways to Stay Safe in response to scenarios where someone has broken the Touching Rule and the Never Keep Secrets Rule
| 15. Reviewing Safety Skills
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Overview
Students watch the video David Speaks Up, which tells the story of a boy who uses the skills and concepts he learned in the Child Protection Unit to stay safe. Then students practice the skills again themselves.
Lesson objectives
- Identify the Ways to Stay Safe, Never-Never Rules, Always Ask First Rule, Touching Rule, and Never Keep Secrets Rule
- Recognize when a person has broken the Touching Rule
- Apply the Ways to Stay Safe to scenarios
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Empathy is a key ingredient in the development of prosocial behaviors and interpersonal problem-solving skills. It is necessary for social-emotional competence and contributes to academic success. Being able to identify, understand,and respond in a caring way to how someone is feeling provides the foundation for helpful and socially responsible behaviors, friendships, cooperation,coping,and conflict resolution, all of which help students succeed in school.
The goal of this unit is to develop students' ability to have empathy and show compassion for others.
To achieve this goal, students in first grade learn to:
1. Identify and understand their own and others' feelings by:
- Building a vocabulary of feeling words
- Using physical and situational clues to identify their own and others' feelings
- Classifying feelings as comfortable or uncomfortable
2. Begin to take others' perspectives by:
- Understanding that different people may have similar or different feelings
- Understanding that feelings can change over time
- Understanding that others people's actions may be accidental and not intentional
3. Show compassion for others by:
- Understanding that compassion is empathy in action
- Listening to others to show they care
- Saying or doing something kind for someone else to show they care
🔎 See more: Unit 4 - Grade 1
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Overview
In this lesson, students learn to identify the physical clues to feelings such as happy, sad, disgusted, and surprised. (This lesson has two cards, 6A and 6B.)
Lesson objectives
- Name feelings when presented with physical clues
| 17. Looking for More Clues
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Overview
This lesson introduces the concept that along with visual clues, situational clues can help identify others' feelings. The lesson addresses the feelings curious and frustrated. (This lesson has two cards, 7A and 7B.)
Lesson objectives
- Name feelings when presented with physical clues
- Name feelings when presented with environmental and situational clues
| 18. Similarities and Differences
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Overview
This lesson focuses on similarities and differences between people's feelings. Students learn and understand that it is natural for people to have different feelings about the same situation.
Lesson objectives
- Compare physical and emotional similarities and differences between two children
- Demonstrate that people can have different feelings about the same situation
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Overview
This lesson focuses on the understanding that people can have different feelings about the same situation at different times, and that feelings can change over time.
Lesson objectives
- Demonstrate welcoming and inviting behaviors
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Overview
This lesson builds students' understanding that some actions are accidental,rather than intentional. Students then learn what to say and do when they do something by accident.
Lesson objectives
- Know what the word accident means
- Know what to say when they do something by accident
- Predict how others might feel as a result of their own or others’ actions
| 21. Showing Care and Concern
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Overview
This lesson addresses how to show care and concern(compassion) by listening, saying kind words, and helping when you have empathy for someone. The lesson addresses the feeling embarrassed.
Lesson objectives
- Recall that listening, saying kind words, and helping are three ways to show caring
- Demonstrate caring and helping in response to scenarios
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UNIT 5: EMOTION MANAGEMENT
Teaching students to recognize strong feelings and use Calming-Down Steps to stay in control are effective ways to increase coping and reduce aggression and other problem behaviors. In this unit, students are taught proactive strategies to help prevent strong feelings from turning into negative behaviors. When intense feelings are allowed to escalate, strong physiological reactions hamper students' ability to reason and to solve interpersonal and other problems without aggression. The ability to keep strong emotions from escalating and driving behavior allows students the chance to employ many of the other skills taught in the program, such as effective communication, assertiveness, negotiation and compromise, and problem solving.
The goal of this unit is to develop students' ability to identify and manage their own strong feelings.
To achieve this goal,students in first grade learn to:
1. Understand strong feelings by:
- Building on their vocabulary of feelings words
- Learning that it is natural to experience a range of feelings
- Understanding that although everyone feels angry sometimes, it is never okay to act in mean or hurtful ways toward others
- Understanding that it is important to calm down when feelings are strong
2. Recognize their own strong feelings by:
- Understanding that feelings vary in strength and that when feelings are very strong, it is important to calm down
3. Calm down strong feelings using the Calming-Down Steps:
⚬Breathe
⚬Count
⚬Use positive self-talk
Click on this link to watch a video demonstrating how to do belly breathing
🔎 See more: Unit 5 - Grade 1
22. Identifying Our Own Feelings
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Overview
In this lesson, students learn to identify their own feelings by noticing the physical clues in their bodies.The lesson also stresses that everyone has strong feelings sometimes. The lesson addresses the feeling disappointment.
Lesson objectives
- Identify physical clues in their bodies that help them identify their feelings
- Identify grown-ups to talk to about feelings
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Overview
This lesson introduces the concept that feelings vary in strength. Students learn that strong feelings need to be managed. The lesson introduces the first two Calming-Down Steps - Say "Stop," and Name your feeling-as ways to begin to calm down. The lesson addresses the feeling frustration.
Lesson objectives
- Recognize situations and physical body cues that signal strong feelings
- Demonstrate two Calming-Down Steps to manage strong feelings
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Overview
This lesson teaches students to calm down strong feelings by doing belly breathing (diaphragmatic breathing). The lesson focuses on the feeling angry.
Lesson objectives
- Explain physical and situational clues to feeling angry
- Demonstrate the proper belly breathing technique
- Use a three-step process to calm down: Say “stop,” name your feeling, and do belly breathing
| 25. Self-Talk for Calming Down
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Overview
This lesson teaches students how to practice and use positive self-talk as a tool for calming down. The lesson addresses the feeling jealousy.
Lesson objectives
- Recognize situations that require calming-down strategies
- Use positive self-talk to calm down
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Overview
This lesson introduces the idea of counting to calm down. In the lesson, students apply their Calming-Down Steps to manage worried feelings.
Lesson objectives
- Recognize situations that require the use of calming-down skills
- Demonstrate the Ways to Calm Down—belly breathing, counting, and using positive self-talk
- Identify grown-ups to talk to when feeling worried
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Students' social problem-solving skills can be improved by direct instruction. Teaching problem-solving skills reduces impulsive behavior, improves social competence and friendships, and prevents violence. The skills taught in the CLISE program are designed to build students' ability to handle interpersonal conflicts effectively. Students capable of calming down and solving their own problems are more successful in school and in their interpersonal relationships.
There are two main goals for this unit. The first is to develop students' ability to solve problems in safe and respectful ways. The second is to develop students' skills for making and keeping friends.
To achieve these goals, students in first grade learn to:
1. Calm down before trying to solve problems, using the Calming-Down Steps:
⚬Breathe
⚬Count
⚬Use positive self-talk
2. Apply the Problem-Solving Steps:
- S: Say the problem without blame. Students learn to use words to describe a problem rather than acting in mean or aggressive ways.
- T: Think of solutions. Students learn to think of multiple solutions to a problem, rather than acting on the first idea that comes to mind.
- E: Explore consequences. Students learn to think about what could happen if a certain solution is chosen.
- P: Pick the best solution. Students choose solutions that best meet prosocial goals.
3. Make and keep friends by:
- Learning the three Fair Ways to Play: sharing, trading, and taking turns
- Learning how to invite others to play
- Learning that playing together with others helps you get to know them
- Understanding the importance of choosing to have fun with a friend (a social goal) over getting one's own way (an individual goal)
🔎 See more: Unit 6 - Grade 1
27. Solving Problems, Part 1
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Overview
This lesson introduces the problem-solving process. Students learn and practice the first two steps, S:Say the problem, and T:Think of solutions.
Lesson objectives
- Use words to describe problems presented in scenarios
- Generate multiple solutions to problems presented in scenarios
| 28. Solving Problems, Part 2
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Overview
This lesson continues teaching the problem-solving process. They learn and practice the second two steps, E:Explore consequences, and P:Pick the best solution.
Lesson objectives
- Predict consequences using an if-then model
- Select a reasonable solution to a problem
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Overview
This lesson addresses the play skills of sharing, trading, and taking turns. These skills are necessary to promote fair and fun peer interactions.
Lesson objectives
- Define and differentiate sharing, trading, and taking turns
- Identify and state the problem in a given situation
- Generate possible solutions to a problem situation
- Demonstrate the Fair Ways to Play
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Overview
This lesson addresses how to be inclusive and invite others to play. It encourages students to have empathy for students who have no one to play with.
Lesson objectives
- Apply the Problem-Solving Steps
- Demonstrate how to invite someone to play in response to scenarios
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Overview
This lesson addresses name-calling. Effectively dealing with name-calling involves ignoring the remark and/or telling the person to stop in an assertive way. It can also include telling an adult.
Lesson objectives
- Demonstrate assertive responses to name-calling
- Identify adults to tell if name-calling doesn’t stop
| 32. Reviewing CLISE skills
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Overview
In this lesson, students review and practice applying all CLISE skills and concepts learned this year.
Lesson objectives
- Recall skills on all the posters
- Demonstrate the Listening Rules
- Demonstrate the Calming-Down Steps
- Name one concept or skill they learned in their Second Step lessons
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