Khối 2
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.
1. Focus attention by:
2. Listen effectively by:
3. Use self-talk by:
4. Be assertive by:
🔎 See more: Unit 1 - Grade 2
1. Being Respectful
2. Focusing Attention and Listening
3. Using Self-Talk
4. Being Assertive
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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.
To achieve this goal, students in first grade learn to: 1. Be safe and respectful by:
2. Recognize bullying by:
3. Report bullying by:
4. Refuse bullying by:
5. Be a bystander who helps stop bullying by:
🔎 See more: Unit 2 - Grade 2
5. Recognizing Bullying
6. Reporting Bullying
7. Refusing Bullying
8. Bystander Power
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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.
1. Identify and follow rules:
2. Respond to unsafe situations by using the Ways to Stay Safe:
3. Apply the Ways to Stay Safe to situations involving sexually abusive touching
🔎 See more: Unit 3 - Grade 2
9. Ways to Stay Safe
10. The Always Ask First Rule
11. Safe and Unsafe Touches
12. The Touching Rule
13. Practicing Staying Safey
14. Reviewing Safety Skills
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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:
2. Take others' perspectives by:
3. Show compassion for others by:
🔎 See more: Unit 4 - Grade 2
15. Identifying Feelings
16. Learning More about Feelings
17. Feeling Confident
18. Respecting Different Perspectives
19. Showing Compassion
20. Predicting Feelings
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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. Recognize how strong feelings affect their brains and bodies by:
2. Calm down, using the Calming-Down Steps:
3. Manage their strong feelings by:
🔎 See more: Unit 5 - Grade 2
21. Introducing Emotion Management
22. Managing Embarrassment
23. Handling Making Mistakes
24. Managing Anxious Feelings
25. Managing Anger
26. Finishing Tasks
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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:
3. Apply the Problem-Solving Steps:
4. Use the Problem-Solving Steps to solve typical second-grade problems, such as:
🔎 See more: Unit 6 - Grade 2
27. Solving Problems, Part 1
28. Solving Problems, Part 2
29. Taking Responsibility
30. Responding to Playground Exclusion
31. Playing Fairly on the Playground
32. Reviewing CLISE Skills
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