Transitioning Through Big Feelings

Emotional Intelligence

Pre-K, Elementary, Middle School, High School

Learning Objectives

Understand that big feelings are a normal part of being human
Recognize body clues that signal a big emotion, such as tight muscles or a fast heartbeat
Identify calming strategies that can help the body feel more regulated
Demonstrate how to pause and use a calming strategy when experiencing a big feeling
Acknowledge that feelings can change over time
Develop confidence in returning to an activity after using a calming strategy

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.K.2 – Ask and answer questions about information presented orally
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about spoken and visual information
CCSS.ELA-LITERACY.L.1.6 – Use words and phrases acquired through conversations

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in conversations with peers and adults
CCSS.ELA-LITERACY.SL.2.3 – Ask and answer questions to clarify understanding
CCSS.ELA-LITERACY.L.2.6 – Use words and phrases acquired through conversations

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.3.3 – Ask and answer questions to deepen understanding
CCSS.ELA-LITERACY.L.3.6 – Acquire and use conversational and academic vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in discussions, building on others’ ideas
CCSS.ELA-LITERACY.SL.4.3 – Identify reasons and evidence a speaker provides
CCSS.ELA-LITERACY.L.4.6 – Use academic and domain-specific vocabulary

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.5.3 – Summarize points a speaker makes
CCSS.ELA-LITERACY.L.5.6 – Use conversational and academic vocabulary

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.6.3 – Delineate a speaker’s argument and claims
CCSS.ELA-LITERACY.L.6.6 – Use academic and domain-specific vocabulary

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Participate in discussions, expressing ideas clearly
CCSS.ELA-LITERACY.SL.7.3 – Analyze a speaker’s argument and evidence
CCSS.ELA-LITERACY.L.7.6 – Use grade-appropriate vocabulary accurately

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in collaborative discussions
CCSS.ELA-LITERACY.SL.8.3 – Evaluate a speaker’s reasoning and evidence
CCSS.ELA-LITERACY.L.8.6 – Use precise words and phrases for effective communication

SMART Goal Ideas Bank

The student will identify at least one body clue that signals a big emotion in 4 out of 5 opportunities by [date].
The student will independently use a taught calming strategy (e.g., deep breathing, requesting a break, wall push-ups, squeezing a stress ball) during structured activities in 4 out of 5 opportunities by [date].
The student will demonstrate the ability to pause before reacting during a strong emotion in 3 out of 4 observed situations by [date].
The student will transition from a dysregulated state to a calm or ready state within five minutes using supports in 4 out of 5 opportunities by [date].
The student will select or state an appropriate coping strategy when presented with a problem scenario in 80% of opportunities across three consecutive sessions by [date].