This guide contains links to free resources that align with each of the SEL standards assigned to this gradeband. 

Crosswalking tool for school counselors to align ASCA Mindsets and Behavior student standards to VA SEL Guidance Standards (done by gradeband). 

The Virginia SEL Guidance Standards are meant to serve as a resource for school divisions and are not required or mandated for implementation. As such, school or division teams have the autonomy to prioritize the selection of specific standards that address student needs and compliment their mission and vision. This tool can guide teams through this process. School data (such as: climate surveys, academic data, postsecondary enrollment data, or behavior data) can help school teams identify the social, emotional, and cognitive developmental needs of students. Additionally, stakeholders such as students, teachers, administrators, and caregivers should be involved when determining which SEL standards should be prioritized, taught, and measured.

A series of activities for students to play that exposes them to career clusters, education and training needed, interests, and values. Materials are versatile, inclusive, modifiable, engaging. Lesson Topic: Virginia Career ClustersASCA Student Standards:M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term successB-LS 1. Critical-thinking skills to make informed decisionsB-LS 8. Engagement in challenging courseworkB-SMS 3. Independent workVirginia SEL Standards:ReS1: 3-4b, I can independently apply active listening skills in different situations.ReS2: 5-6a, I can independently perform different roles in a group setting.Lesson Objective: Students will explore jobs, education levels and subject areas in each of the 17 Virginia Career Clusters.Target Audience: 3-5th Grade

Skills: This activity has the potential to develop and enhance student’s emotional literacy, emotional regulation, social awareness, feelings of connection, empathy, and self-expression.Includes directions for how to use with staff!This versatile tool can be used in individual, group, classroom lessons, journaling prompts, and more!When discussing the figures avoid assigning a gender (unless the student assigns a gender in an individual session). If students begin to assign gender to a specific figure it can prohibit students from selecting figures. You don't need to correct students when they assign gender, just lead by example.Be considerate of student development. While students as young as five may be able to relate to the images others may struggle to understand.After a student identifies a figure ask them to tell you more about their choice. Allow students to assign emotions or feelings to the figures they select. While you may see an image as sad, happy, excited, etc. the student may be relating it to a different emotion.