K-3 Social, Emotional, and Intellectual Habits Documents

Introduction

The Kindergarten through Grade 3 Social, Emotional, and Intellectual Habits Framework represents the knowledge, skills, and dispositions that form an essential blueprint for college and career readiness to achieve academic success and social/emotional learning. Social skills and habits of thinking and learning set the stage for all future learning. With support from adults during the early elementary years, children learn to interact with others, develop psychosocial attitudes in relation to academic work, develop a cognitive framework regarding academic behaviors and thinking critically, maintain focus irrespective of obstacles, deal with frustration, and begin to manage their own learning. The Kindergarten through Grade 3 Social, Emotional, and Intellectual Habits build from the foundational skills in the Cognitive and Social and Emotional Development Domains of the CT Early Learning and Development Standards, highlighting the continued growth and development that must be supported over the early elementary years.

The Kindergarten through Grade 3 Social, Emotional, and Intellectual Habits Framework does not require districts to develop new curricula or programs to support social/emotional learning. Many of the social knowledge, skills, and dispositions can be addressed throughout the course of the regular school day, during daily routines and during academic instruction. To that end, the Kindergarten through Grade 3 Subject Area Connections for Social, Emotional, and Intellectual Habits documents developed by Academic Office consultants and Connecticut educators are meant to serve as resources to teachers, administrators, and curriculum developers for integrating social/emotional learning into current curriculum documents (e.g., units of study, lessons).

K-3 Social, Emotional, and Intellectual Habits Framework ยป

Physical Education
Physical Education: This curriculum framework document is organized in grade clusters rather than single grade levels. Thus, the core concepts for Physical Education are organized in a manner that indicates what students should know by the end of Kindergarten, and by the end of Grade 4.

Health
Health: This curriculum framework document is organized in grade clusters rather than single grade levels. Thus, the core concepts for Health Education are organized in a manner that indicates what students should know by the end of Kindergarten, and by the end of Grade 4.