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The Fly Five Curriculum
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Grade K
Kindergartners are building the foundation of their social and emotional skill development with hands-on, interactive activities. Their SEL instruction encourages thoughtful exploration of the world around them as they begin integrating social and emotional skills into their daily lives.
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Grade 1
First graders practice their social and emotional skills through a variety of engaging activities, such as guided reflections and interactive learning structures. They focus on active listening and begin to examine the consequences of their actions.
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Grade 2
Second graders are able to demonstrate their social and emotional skills with increasing frequency, and they focus their efforts on experiential learning and thoughtful reflections. They intentionally build upon their past experiences while learning to demonstrate social-emotional skills independently.
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Grade 3
Third graders are growing increasingly independent and curious, and their SEL development incorporates more collaborative group work. They begin to expand their perspectives to incorporate others’ points of view and to practice working with others who represent a range of differences.
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Grade 4
Fourth graders’ social and emotional competence is becoming more regular and apparent, and they focus on engaging with new stories, vocabulary, and learning structures. Through self-reflection and journaling, fourth grade students begin to draw connections between their past and present experiences to deepen their SEL skills.
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Grade 5
Fifth graders focus on establishing their identities and strengthening their relationships with their friends and classmates. Journal prompts and interactive activities allow them to consider their social and emotional strengths and begin articulating their hopes and goals.
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Grade 6
Sixth graders are reaching a new stage of cognitive development and are eager to form strong bonds within their social circles. Through collaboration and reflective journal prompts, they explore their role in their social contexts and cooperatively increase their social and emotional competence.
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Grade 7
As seventh graders experience patterns of growth and regression, their identities tend to evolve. Guided reflections and group collaborations encourage them to deeply explore how their ideas and opinions shape their sense of self and consider how their habits and tendencies impact their social and emotional growth.
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Grade 8
Eighth graders are strengthening their ability to think abstractly and are increasingly reliant on their peer groups. They deepen their social and emotional learning by examining how they can apply what they already know to new challenges and opportunities. Eighth grade students tend to be adept at demonstrating their SEL strengths while remaining aware of their areas of growth.
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CHARACTER OF THE MONTH
Jade
Jade finds adventure in reading comic books and fantasy novels. Jade loves all animals and spending quiet days with her little brother, Hunter, and her cat, Marigold.
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Friendship Reset
Our friendships will grow and evolve throughout the course of our lives. When we can embrace our friendships for where they are now, rather than how they used to be, we can build strong, lasting relationships. This mindfulness exercise allows you to reflect on your friendships, release your expectations, and value them for the state they are in today.
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Creating the Conditions for SEL to Thrive
Social and emotional skills flourish in a positive school climate and in students who are cultivating a growth mindset. This article outlines strategies for creating a healthy, supportive school and classroom environment, one in which students feel safe to make mistakes, are eager to learn, and are equipped with the tools to reach their goals. When we set the right conditions for social and emotional growth, students will be consistently on track for success.
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The Growth Mindset and SEL
Set the conditions for social and emotional growth by helping students to cultivate a growth mindset. A growth mindset encourages students to think of learning as an ongoing process and fosters the belief that they can consistently develop their talents and proficiencies (Dweck, 2016).
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