Kindergarten

• K-OE10 demonstrate awareness of letters, words, and print concepts in reading and writing
• K- OE9.1 use language (oral and emergent writing) to communicate thinking and learning
• K-OE1.1 Identify and describe their emotions and begin to understand their effects on themselves and others
• K-OE1.2 Describe and begin to apply strategies for managing feelings and emotions
• K-OE1.3 Demonstrate an awareness of their strengths and areas for growth
• K-OE2.1 Describe what they need to feel safe, secure, and comfortable in their environment
• K-OE3.1 Use self-awareness and self-monitoring skills to help them regulate their emotions and actions

Grade 1

• D1.1 identify topic, purpose, and audience for different types of texts
• D2.1 draft short texts including personal narratives and simple persuasive or procedural texts
• D3.2 revise and edit writing for clarity and correctness
• 1-OE1.1 Identify and describe a variety of emotions and their effects on themselves and others
• 1-OE1.2 Apply strategies for managing emotions and coping with stress
• 1-OE1.3 Identify and describe their strengths, interests, and areas for growth
• 1-OE2.1 Describe what is needed to feel safe, secure, and comfortable in different environments
• 1-OE3.1 Use self-awareness and self-monitoring skills to regulate emotions, maintain motivation, and manage impulsive behaviour

Grade 2

• D1.1 identify topic, purpose, and audience
• D2.1 draft short texts including narratives, persuasive texts, and procedural texts
• D3.2 revise and edit writing using conventions appropriate to grade level
• 2-OE1.1 Identify and describe a range of emotions and their influences on themselves and others
• 2-OE1.2 Apply strategies for managing emotions, maintaining motivation, and coping with stress
• 2-OE1.3 Identify and describe their strengths, interests, and areas for growth, and set goals to improve their learning
• 2-OE2.1 Describe behaviours and motivations that contribute to positive interactions and what they need to feel safe, secure, and comfortable
• 2-OE3.1 Use self-awareness and self-monitoring skills to help them regulate emotions, maintain motivation, and persist in working towards goals

Kindergarten

• Language features, structures, and conventions: concepts of print, letter knowledge, letter formation
• Create and communicate stories and other texts
• Personal awareness and responsibility: Recognize emotions
• Personal awareness and responsibility: Use strategies for managing emotions and dealing with stress
• Social awareness and responsibility: Build relationships and communicate with others

Grade 1

• Language features, structures, and conventions: simple sentences, capitalization, punctuation
• Create stories and informational texts for different purposes
• Personal awareness and responsibility: Identify and describe feelings and worries
• Personal awareness and responsibility: Recognize personal strengths and identify wants and needs
• Personal awareness and responsibility: Use strategies for managing emotions and dealing with stress
• Social awareness and responsibility: Build relationships, interact with others, and work collaboratively
• Social awareness and responsibility: Demonstrate respectful, inclusive behaviour in a variety of settings

Grade 2

• Language features, structures, and conventions: sentence structure, grammar, spelling patterns
• Create narratives and informational texts; express opinions with supporting reasons
• Personal awareness and responsibility: Identify personal strengths, areas of growth, and desired goals
• Personal awareness and responsibility: Recognize and explain how emotions influence behaviour
• Personal awareness and responsibility: Use strategies for managing emotions, stress, and challenging situations
• Social awareness and responsibility: Explain how others' actions and decisions affect themselves and others
• Social awareness and responsibility: Build relationships and work collaboratively with others from diverse backgrounds and perspectives

Kindergarten

• Students express ideas and information using emergent writing
  Students demonstrate letter formation and letter-sound knowledge
• W–K.1 examine how personal choices and actions influence health and well-being
• W–K.2 identify circumstances that affect emotional responses
• W–K.3 identify personal behaviours in response to emotional states
• W–K.6 identify basic personal and social skills needed to establish and maintain relationships
• L–K.2 identify potential stressors and demonstrate positive strategies for dealing with them

Grade 1

• Students compose narrative and informational texts
• Students apply conventions of capitalization, punctuation, and spelling
• R–1.1 identify characteristics of the relationships that are closest to them
• R–1.2 examine the nature of conflict and demonstrate constructive strategies to resolve conflicts
• R–1.3 demonstrate strategies for developing and maintaining positive relationships
• R–1.7 examine situations where peer influence can be both helpful and harmful
• L–1.2 demonstrate a basic understanding of the connection between thoughts, feelings and actions
• L–1.3 identify personal responsibility for choices made
• L–1.4 demonstrate awareness that their actions and decisions affect self and others

Grade 2

• Students organize ideas into sequenced texts
• Students revise writing and apply grammar and spelling conventions
• R–2.1 identify ways of making and keeping friends
• R–2.2 apply strategies to manage and resolve interpersonal conflicts in peaceful ways
• R–2.3 demonstrate positive attitudes and behaviours to help in developing and maintaining relationships
• R–2.7 demonstrate basic skills for resisting peer pressure
• L–2.2 demonstrate strategies for dealing with upsetting events and people who may be of assistance

Kindergarten

• Recognize, apply, and adapt rules and conventions (form, grammar, punctuation, spelling, legibility)
• Use writing and representation to communicate ideas
• K.1.K.B.1 Recognize that emotions are a part of being human
• K.1.K.B.2 Identify feelings in self and others
• K.2.K.A.1 Recognize that individual actions have consequences for self
• K.3.K.B.1 Recognize situations and behaviours that contribute to healthy interactions with others
• K.4.K.A.1 Identify positive ways to communicate

Grade 1

• Recognize, apply, and adapt rules and conventions
• Compose texts for different purposes and audiences
• 1.1.1.B.1 Identify basic emotions and demonstrate appropriate ways to express them
• 1.1.1.B.2 Describe situations that may cause different emotions
• 1.3.1.B.1 Recognize characteristics of positive relationships
• 1.3.1.B.2a Identify ways to show respect for self and others
• 1.4.1.A.1 Demonstrate positive ways to communicate with others

Grade 2

• Recognize, apply, and adapt rules and conventions
• Organize ideas and communicate meaning clearly in writing
• 2.1.2.B.1 Describe how feelings can affect behaviour
• 2.1.2.B.2 Demonstrate a variety of ways to express emotions appropriately
• 2.3.2.B.1 Identify behaviours that support healthy relationships
• 2.3.2.B.2a Identify conflict and demonstrate constructive ways to resolve it
• 2.4.2.A.1 Demonstrate effective verbal and non-verbal communication skills

Kindergarten 

• Use letters and sounds to communicate meaning in writing
• Retell familiar texts using drawing and writing
• GCO 1: Students will demonstrate an understanding of themselves
• 1.1 identify and appropriately express their feelings
• 1.2 demonstrate self-awareness
• GCO 2: Students will demonstrate positive interaction with others
• 2.1 demonstrate co-operative behaviours in group settings
• 2.2 demonstrate respect for self and others

Grade 1

• Write brief responses to literary and informational texts
• Organize ideas into simple sentences
• GCO 1: Students will demonstrate an understanding of themselves
• 1.1 identify and appropriately express their feelings
• 1.2 demonstrate self-awareness
• 1.3 demonstrate self-confidence
• GCO 2: Students will demonstrate positive interaction with others
• 2.1 develop and practise communication skills
• 2.2 demonstrate respect for self and others
• 2.3 understand the importance of positive relationships

Grade 2

• Write responses supported by text evidence
• Compose narratives and informational texts with appropriate conventions
• GCO 1: Students will demonstrate an understanding of themselves
• 1.1 identify and appropriately express their feelings
• 1.2 demonstrate self-awareness and self-management
• GCO 2: Students will demonstrate positive interaction with others
• 2.1 develop and practise communication skills
• 2.2 demonstrate respect for self and others
• 2.3 understand the importance of positive relationships and develop strategies to maintain them

K- GCO 8 Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on thoughts and experiences
K- Demonstrate letter knowledge and early writing behaviours

Grade 1- GCO 8 Create texts independently and collaboratively for different purposes
Grade 1- Use conventions appropriate to grade level

Grade 2- GCO 8 Create a range of texts and improve clarity and effectiveness
Grade 2- Apply conventions and organization strategies in writing

SEL Competence: Self-Awareness | GCO 2 Identify and monitor one's emotions, thoughts, and behaviours

• 2.3.1 Develop and use an emotion vocabulary
• 2.3.2 Recognize and accurately label one's emotions
• 2.3.3 Recognize they can have more than one emotion at a time
• 2.3.4 Recognize factors that affect one's emotions and thoughts
• 2.3.5 Recognize how emotions physically feel and present in one's body
• 2.3.6 Understand that individuals experience a range of emotions and thoughts

SEL Competence: Self-Awareness | GCO 3 Recognize the connections among emotions, thoughts and behaviours

• 3.3.1 Understand the role the brain plays in emotions
• 3.3.2 Connect emotion vocabulary to feelings, behaviour and health
• 3.3.3 Recognize how situations trigger emotions, thoughts and behaviours

SEL Competence: Self-Management | GCO 4 Regulate emotions, thoughts and behaviours

• 4.3.1 Understand there are different motives for behaviour
• 4.3.2 Use reflection to identify one's motivation for behaviour
• 4.3.3 Develop and use strategies to foster self-management
• 4.3.4 Develop and understand the value of positive thinking
• 4.3.5 Recognize that thoughts and feelings can be communicated in different ways
• 4.3.6 Engage in using health-promoting behaviours

SEL Competence: Self-Awareness | GCO 3

• 3.3.4 Recognize that strategies are used to manage one's emotions and thoughts

SEL Competence: Self-Management | GCO 4 & 5

• 4.3.3 Develop and use strategies to foster self-management (overlaps regulation)
• 4.3.6 Engage in using health-promoting behaviours
• 5.3.1 Understand the concepts of motivation, self-discipline and perseverance as they relate to goals
• 5.3.2 Understand the process for setting, working towards and accomplishing relevant goals
• 5.3.3 Develop a process to monitor achievement of goals
• 5.3.4 Develop organizational skills to support personal and learning goals

SEL Competence: Relationship Skills | GCO 9 Use relationship skills to interact with others in all environments

• 9.3.1 Identify and use characteristics of attentive listening
• 9.3.2 Communicate emotions to others effectively
• 9.3.3 Respond to others' verbal, non-verbal, situational and cultural cues
• 9.3.4 Practice how to give and receive authentic compliments and constructive feedback
• 9.3.5 Identify and practice ways to work and play respectfully with others

SEL Competence: Social Awareness | GCO 6 Develop the ability to take the perspective of and empathize with others

• 6.3.1 Recognize that others may have different viewpoints and experiences
• 6.3.2 Recognize that there is a diversity of feelings and responses to different viewpoints and experiences
• 6.3.3 Identify verbal, non-verbal, situational and cultural cues that indicate how others may feel
• 6.3.4 Develop relational skills to support another's emotional experience
  
  

K- Use emergent writing to communicate ideas and respond to texts
K- Name and form uppercase and lowercase letters

Grade 1- Write short narratives and informational texts
Grade 1- Apply capitalization, punctuation, and spelling patterns

Grade 2- Write organized narratives and informational texts
Grade 2- Revise and edit writing for clarity and conventions

Kindergarten

• Demonstrate understanding that writing communicates meaning
• Use drawing and writing to respond to texts
• K.1 identify personal feelings and the feelings of others
• K.2 demonstrate an awareness of behaviours that show respect for self and others
• K.3 identify ways to communicate feelings, needs, and wants
• K.4 recognize the importance of getting along with others

Grade 1

• Create simple narratives and informational texts
  Apply conventions appropriate to grade level
• 1.1 identify a range of emotions in self and others
• 1.2 demonstrate an awareness that feelings influence behaviour
• 1.3 describe ways to express feelings appropriately
• 1.4 identify characteristics of positive relationships
• 1.5 demonstrate listening and speaking skills

Grade 2

• Compose narratives and informational texts with logical sequence
• Apply grammar, punctuation, and spelling conventions
• 2.1 recognize that everyone experiences a range of emotions
• 2.2 describe how emotions influence behaviour and decisions
• 2.3 demonstrate appropriate ways to express and manage emotions
• 2.4 identify behaviours that support healthy relationship
• 2.5 demonstrate effective communication skills
  
  

Kindergarten

• CCK.2 Use symbols, pictures, and emergent writing to communicate ideas
• CCK.4 Create simple messages and representations
• USC K.1 Examine basic habits and behaviors, and opportunities related to one's well-being and the well-being of others
• USC K.2 Explore expectations and rules that support safe and respectful environments
• USC K.3 Explore that who I am includes more than my physical self.

Grade 1

• CC1.2 Represent key ideas and events in logical sequence
• Compose simple texts using complete sentences
• USC 1.3 Investigate personal behaviours and opportunities that demonstrate responsibility in daily routines
• USC 1.4 Determine and practise safe behaviours in a variety of environments
• USC 1.5 Explore that individuals are unique and of value and deserve respect

Grade 2

• CC2.2 Communicate ideas and stories clearly with essential details
• Compose a range of texts including narratives and informational writing
• USC 2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.
• USC 2.4 Examine social and personal meanings of "respect" and establish ways to show respect for self, persons, living things, possessions, and the environment.

Self-Awareness

• Identifying Emotions — Recognizing and naming one's emotions including anger, hurt, and sadness; identifying physical sensations associated with emotions (PreK-K, Grades 1-2)
• Recognizing Strengths — Understanding that all feelings belong and are part of oneself; recognizing the protective function of emotions (Grades 1-2)

Self-Management

• Impulse Control — Managing the urge to react immediately by pausing and breathing (PreK-K, Grades 1-2)
• Self-Discipline — Making intentional choices about behavior after acknowledging feelings; being "in charge" of responses (Grades 1-2)
• Stress Management — Using calming strategies including breathing, placing hand on heart, and self-talk to regulate emotional arousal (PreK-K, Grades 1-2)
• Expressing Emotions — Communicating with emotions through thanking and acknowledging them rather than suppressing or acting out (Grades 1-2)

Social Awareness

• Perspective-Taking — Understanding emotions from a new perspective (Grades 1-2)

Relationship Skills

• Communication — Using words and self-expression to address feelings and needs rather than physical reactions (Grades 1-2)
• Social Engagement — Receiving support and guidance from others when experiencing difficult emotions (PreK-K, Grades 1-2)

Responsible Decision-Making

• Identifying Problems — Recognizing when feelings arise and what triggers it (Grades 1-2)
• Analyzing Situations — Understanding the sequence of emotion, physical response, and behavioral choice (Grades 1-2)
• Evaluating Consequences — Recognizing that immediate reactions have different outcomes than calm, kind choices (Grades 1-2)
• Reflecting — Pausing to listen to emotions and choose responses intentionally (Grades 1-2)