Common Planner
K–12 Standards

Social Emotional Competencies: Early Gr. 3-5

Other Pennsylvania The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing sets

SELF-AWARENESS: PERSONAL QUALITIES AND/OR TRAITSSEMO.1

  • 1

    Distinguishes range of emotionsSEMO.1.E1

  • 2

    Uses age-appropriate language to talk about one's feelingsSEMO.1.E2

  • 3

    Describes physical responses to emotionsSEMO.1.E3

  • 4

    Recognizes and discusses how emotions are linked to behaviorSEMO.1.E4

  • 5

    Describes socially acceptable ways to express emotionsSEMO.1.E5

  • 6

    Identifies feelings associated with having different hearing abilitiesSEMO.1.E6

  • 7

    Identifies descriptors often assigned to individuals with hearing loss, e.g. Deaf, DeafBlind, hard of hearing, limited hearing, unilateral loss, etc.SEMO.1.E7

  • 8

    Demonstrates positive attitude toward self as a unique person with differing hearing abilitiesSEMO.1.E8

  • 9

    Practices positive self-talkSEMO.1.E9

  • 10

    Discusses unique aspects of growing up as a child who is deaf or hard of hearing (growing up in a deaf, hard of hearing, or hearing family/peer group)SEMO.1.E10

  • 11

    Identifies needs of deaf or hard of hearing child within a family, the school, and/or the community (e.g. communication, rules, respect, behavior, participation)SEMO.1.E11

  • 12

    Describes personal qualities/skills possessed and interests one wants to developSEMO.1.E12

  • 13

    Explains how family members, peers, school personnel and community members can be used to support school success and responsible behaviorSEMO.1.E13

SELF-MANAGEMENTSEMO.2

  • 1

    Uses self-monitoring to regulate emotionsSEMO.2.E1

  • 2

    Demonstrates ways to increase positive emotionsSEMO.2.E2

  • 3

    Uses positive self-talk for motivationSEMO.2.E3

  • 4

    Makes choices about how and when to express emotionsSEMO.2.E4

  • 5

    Demonstrates skills for handling pressure situations (e.g. calm down, walk away, seek help, brain breaks, delay response)SEMO.2.E5

  • 6

    Demonstrates an ability to express own perspectiveSEMO.2.E6

  • 7

    Identifies personal strengths and challengesSEMO.2.E7

  • 8

    Demonstrates use of coping strategiesSEMO.2.E8

  • 9

    Describes things that one can and cannot controlSEMO.2.E9

  • 10

    Explains the differences between fixed and growth mindsetsSEMO.2.E10

  • 11

    With prompting, identifies and practices strategies to reduce conflictSEMO.2.E11

SOCIAL AWARENESSSEMO.3

  • 1

    Identifies verbal, physical, and situational cues that indicate how others may feelSEMO.3.E1

  • 2

    Describes the expressed feelings and perspectives of othersSEMO.3.E2

  • 3

    Demonstrates respect for differencesSEMO.3.E3

  • 4

    Continues to expand vocabulary and responses appropriate for social situations (meanings)SEMO.3.E4

  • 5

    Understands the rules of conversationSEMO.3.E5

  • 6

    Explains what effective communication looks like and sounds likeSEMO.3.E6

  • 7

    Demonstrates appropriate communication repair strategiesSEMO.3.E7

RELATIONSHIP SKILLSSEMO.4

  • 1

    Adapts attention getting behaviors to setting or to person (e.g. at recess versus during instruction, a friend vs. an adult)SEMO.4.E1

  • 2

    Explains what effective communication looks like and sounds likeSEMO.4.E2

  • 3

    Signals to others when it is their turn to speak by asking questions, pausing, and looking or giving other cuesSEMO.4.E3

  • 4

    Ends conversations appropriatelySEMO.4.E4

  • 5

    Develops understanding that there are formal and informal social expectations (e.g. using a first name sign rather than Mrs. Smith [informal] while using full name when identifying in writing [formal])SEMO.4.E5

  • 6

    Develops awareness that social cues may be different among various groups (e.g. family, Deaf Community, peers)SEMO.4.E6

  • 7

    Describes approaches for making and keeping friendsSEMO.4.E7

  • 8

    Gives and receives compliments in a genuine mannerSEMO.4.E8

  • 9

    Demonstrates good sportsmanshipSEMO.4.E9

  • 10

    Demonstrates behaviors and language associated with cooperationSEMO.4.E10

  • 11

    Identifies peer pressure/acceptanceSEMO.4.E11

  • 12

    Recognizes the personal boundaries of self and others (e.g. friends, family members, teachers)SEMO.4.E12

  • 13

    Demonstrates awareness of unique cultural aspect of individuals who are deaf or hard of hearing as opposed to individuals who are hearingSEMO.4.E13

DECISION MAKINGSEMO.5

  • 1

    Describes the steps of a decision making modelSEMO.5.E1

  • 2

    Practices decision making with assistance and independently, depending on the situationSEMO.5.E2

  • 3

    Effectively participates in group decision making processesSEMO.5.E3

  • 4

    Implements "stop, think, and do" strategies in problem solvingSEMO.5.E4

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Social Emotional Competencies: Early Gr. 3-5

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