Common Planner
K–12 Standards

Social Emotional Competencies: Emerging Pre-K-2

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

    Recognizes own name and name signSEMO.1.Em1

  • 2

    Identifies one's likes, dislikes, needs, wants, strengths, and challengesSEMO.1.Em2

  • 3

    Identifies self as hard of hearing or deafSEMO.1.Em3

  • 4

    Recognizes and labels emotions/feelingsSEMO.1.Em4

  • 5

    Describes situations that cause various emotions (e.g. birthday party, someone taking your toy)SEMO.1.Em5

  • 6

    Begins to build positive sense of self (confidence)SEMO.1.Em6

  • 7

    Begins to use language for positive self-talkSEMO.1.Em7

SELF-MANAGEMENTSEMO.2

  • 1

    Practices/models ways to calm self when promptedSEMO.2.Em1

  • 2

    Demonstrates constructive ways to deal with upsetting emotions when promptedSEMO.2.Em2

  • 3

    Walks/away removes self from an emotional eventSEMO.2.Em3

  • 4

    Demonstrates ability to substitute appropriate behaviors for less desirable ones, with prompts, practiceSEMO.2.Em4

  • 5

    Adjusts to new/novel situationsSEMO.2.Em5

  • 6

    Learns & demonstrates turn-taking, waiting, sharingSEMO.2.Em6

  • 7

    Develops sense of autonomy by solving everyday problems without adult intervention, e.g. "I can do it myself"SEMO.2.Em7

SOCIAL AWARENESSSEMO.3

  • 1

    Recognizes needs or wants of others based on facial expressions and body languageSEMO.3.Em1

  • 2

    Recognizes words and actions that hurt othersSEMO.3.Em2

  • 3

    Substitutes negative/hurtful communications with positive interactions when promptedSEMO.3.Em3

  • 4

    Uses simple responses to others' emotions, e.g. "thank you", "sorry", "help"SEMO.3.Em4

RELATIONSHIP SKILLSSEMO.4

  • 1

    Recognizes needs or wants of others based on facial expressions and body languageSEMO.4.Em1

  • 2

    Recognizes communication breakdownSEMO.4.Em2

  • 3

    Uses appropriate attention getting behaviors (e.g. voice, tapping table or tapping teacher and/or peer's shoulder to get attention without repeating multiple times)SEMO.4.Em3

  • 4

    Understands the importance of personal spaceSEMO.4.Em4

  • 5

    Engages in play with others (e.g. introduces self, asks permission, joins in, and invites others to join in)SEMO.4.Em5

  • 6

    Waits and/or takes turn, observes the situation and knows when it's appropriate to respond (e.g. urgent need to interrupt versus sharing idea or asking questions)SEMO.4.Em6

  • 7

    Demonstrates etiquette (use please, thank you, excuse me)SEMO.4.Em7

  • 8

    Uses appropriate actions and language for sharingSEMO.4.Em8

  • 9

    Identifies friend(s) by name/name signsSEMO.4.Em9

  • 10

    Produces an appropriate response to feelings and perspectives of othersSEMO.3.Adv2

DECISION MAKINGSEMO.5

  • 1

    Makes a choice based on preferences/interestsSEMO.5.Em1

  • 2

    Chooses and becomes involved in one activity out of several optionsSEMO.5.Em2

  • 3

    Explores cause and effect (what ifs)SEMO.5.Em3

  • 4

    Recognizes response choices in a situationSEMO.5.Em4

Frequently asked questions

What grade levels do these standards cover?
PRE-K, Kindergarten, Grade 1, and Grade 2
Where can I read the official document?
Social Emotional Competencies: Emerging Pre-K-2

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