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Grade 2, Unit 1
Lesson 1: Being Respectful Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning how to be respectful at Being respectful helps children be better
school. learners.

Ask your child: How do you behave respectfully at school?

Read Together
There are many ways to be respectful at school. You can:
Be kind and polite
Take turns
Pay attention and listen to the speaker
Raise your hand to speak
When youre being respectful, youre thinking about how others want to be treated and treating them that way.
Thinking about how you would like to be treated will help you decide how to treat others.

Practice Together: Record of Respect

1. Discuss with your child ways he or she showed you or others respect today.
2. Write examples of the respectful behavior below.
3. If you want, you can use the back of this paper to add more.

Today I showed respect by:

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

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Grade 2, Unit 1
Lesson 3: Using Self-Talk Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning and practicing four Using Skills for Learning helps children be
Skills for Learning: focusing attention, better learners. Self-talk helps children stay
listening, using self-talk, and being assertive. focused and on task.

Ask your child: When do you use self-talk to help you be a better learner at school?

Read Together
Using Skills for Learning helps you be a better learner. Youve been learning to focus your attention, listen, and
use self-talk. Focusing your attention and listening show respect.
This week, you practiced self-talk. Self-talk is talking to yourself in a quiet voice or in your head. Using self-talk
helps you stay focused and on task and manage distractions.

Practice Together: Distraction Detectives

1. Go to the room where your child usually does his or her homework and pretend youre both second-grade
students working on a homework assignment.
2. Become distraction detectives! Walk around the room and identify things that could distract you (such as
television, computer, toys, or siblings).
3. For each distraction, decide on self-talk you could use to stay focused and on task.
4. Say your self-talk out loud and write it down below. Use the back of this paper if you need more space.

Distraction Self-Talk

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 19
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Grade 2, Unit 2
Lesson 5: Identifying Feelings Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to identify others Identifying how others feel will help children
feelings based on physical, verbal, and have empathy for them.
situational clues.

Ask your child: How do you show interested on your face and body? What about worried?

Read Together
There are many different feelings. Some are comfortable, and some are
Feelings
uncomfortable. All feelings are natural. You can focus your attention on Photogr
aphy
Scenario
someones face or body and on the situation for clues about how that person s
is feeling. Show m
e how y
ou wou
Tripped ld feel if
and spille you:
Got a h d juice on
ug from a th e fl o o r
Left yo family mem
Practice Together: Feelings Photographer ur favorite ber
Receiv b ook on th
Take turns pretending youre a feelings photographer! ed a birth e bus
day card
Had an in the ma
1. Choose a scenario and read it to the person you are going to argument
with your
il
Got an friend
photograph. invitation
to a party
Broke
2. Have that person show a feeling using his or her face and body. a family m
embers fa
vorite mu
3. Pretend to take a photo. g
4. Name the feeling of the person whose photo you took, and say how you can tell.
5. Have the person who showed the feeling tell you if youre right.

Now have your child choose a feeling and write it in one of the boxes below, while you do the same. Then draw
a picture of yourself showing your feeling above the word you wrote, and have your child do the same.

Child Adult

I feel . I feel .

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 25
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Grade 2, Unit 2
Lesson 7: Feeling Confident Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning that people can have Understanding similarities and differences
different feelings about a situation, and that between their own feelings and other peoples
these feelings can change. feelings helps children have empathy for others.

Ask your child: What is it called when you feel or understand what another person feels?
Second Step answer: Having empathy.

Read Together
Empathy means feeling or understanding what someone else is feeling. Noticing how others feel and
understanding that their feelings change helps you have empathy.
Practicing helps your brain grow stronger so you can feel more confident about how well you do something.

Practice Together: Choral Clapping

Child:
1. Teach the adult the Choral Clapping game you learned at school.
2. Lead the adult in the game.
3. Notice how your feelings change each time you lead the game.
4. Rate how confident you feel about leading the game after each practice. Does your confident feeling grow?

Adult:
1. Learn the Choral Clapping game from your child. (Child begins a steady clapping rhythm, and you clap on
every third beat.)
2. Practice the game together.
3. Notice how your feelings change each time you practice the game.
4. Rate how confident you feel about playing the game after each practice. Does your confident feeling grow?

Confidence Ratings

Child: Rate Your Confidence in Adult: Rate Your Confidence in

Leading the Game Playing the Game

Great Great

Good Good

So-So So-So

Practice 1 Practice 2 Practice 3 Practice 1 Practice 2 Practice 3

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

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Grade 2, Unit 2
Lesson 9: Showing Compassion Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning that people can show Learning about how to show compassion for
their compassion for others by saying other people helps children take action on
something kind or doing something helpful. their feelings of empathy.

Ask your child: How do you show compassion for others at school?

Read Together
When you have empathy for others, you can say or do many things to show your care and concern. Showing care
or concern for others is called compassion.
Saying something kind or doing something helpful for others are examples of showing compassion.

Practice Together: Compassion at Home

1. Work together to write examples of things you have done or said or could do or say to show compassion to
others at home. There are examples to get you started.
2. Talk about how showing compassion made you feel in those situations.

Compassion Looks Like Compassion Sounds Like

Helping a family member bring in some heavy Telling family members you care about them when you
groceries. notice they are feeling sad.

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 37
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Grade 2, Unit 3
Lesson 11: Introducing Emotion Management Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to focus attention on Thinking about feelings helps the thinking
his or her body to get clues about how he or part of the brain start to get back in control.
she feels. This helps children manage strong feelings.

Ask your child: Where do you feel strong feelings in your body? Point to the places.

Read Together
When you have strong feelings, its hard for your brain to think. The feeling part of the brain can take over!
When this happens, its like you flip your lid or lose control of the thinking part of your brain. Try to focus
your attention on your body for clues about how youre feeling. This gets your brain thinking again, so it can
start to take back control.

Practice Together: Dont Flip Your Lid!

1. Read How to Make a Hand-Brain (below) and practice together.
2. Pick a feeling from the list below and think of a time you felt it strongly.
3. Make a hand-brain that has flipped its lid.
4. Think and talk about where you feel that feeling in your body.
5. Fold your fingers back over your thumb as you get back control.
6. Try another feeling!

How to Make a Hand-Brain

Description Action

Imagine your hand is your brain. Hold your hand up, palm facing away from you.

The thumb is like the feeling part of the brain. Fold thumb in on top of palm.

Your fingers are like the thinking part of the brain. Fold fingers over thumb.

When you feel strong feelings, its like you flip Flip up fingers.
your lid.

The feeling part of the brain takes over. Wiggle thumb.

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 43
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Grade 2, Unit 3
Lesson 13: Handling Making Mistakes Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to manage strong feelings When their strong feelings are under
by saying a stop signal, naming his or her feeling, control, children are better able to think
and using different Ways to Calm Down. clearly and pay attention.

Ask your child: What are the Calming-Down Steps for strong feelings?

Read Together How to

Belly
Focus yo Breathe
When you feel strong feelings, you can use these steps to help you calm down: ur
your breat attention on
hing.
1. Stopuse your signal Take a
breath that
2. Name your feeling tummy m m
ove out w akes your
breathe in hen you
, and in w
3. Calm down: breathe o
ut.
hen you
Breathe Breath
e in sl
nose and owly through you
ou r
Count It should t through your mo
be u
hardly hea so quiet that you th.
Use positive self-talk r it. can

Practice Together: Belly-Breathing Basics

1. Read How to Belly Breathe (above right).
2. Practice together.
3. Pick a feeling from the list below.
4. Think of a time you felt that feeling in a strong way.
5. Say a stop signal and name the feeling.
(For example: Relax! I feel frustrated.)
6. Practice belly breathing to calm down.
7. Try with another feeling.

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 49
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Grade 2, Unit 3
Lesson 15: Managing Anger Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to manage strong When their strong feelings are under control,
feelings, such as anger, by using the Ways to children are better able to think clearly and
Calm Down. avoid hurting others peoples bodies or feelings.

Ask your child: Why is it important to calm down angry feelings?

Read Together
Everyone gets angry sometimes. Feeling angry is natural, just like all feelings are natural. You can use the Ways
to Calm Down to help you manage your anger so you dont do something hurtful. After you stop and name your
feelings, try one or more of the following Ways to Calm Down.
Belly breathing Physical
Signs
Using positive self-talk of Ange
r
Counting Hot face
Clench
ed fists
Racing
heart
Practice Together: It Adds Up to Anger! Heada
che
Everyone feels anger in different places in their bodies. For this activity, decide Stomach
ache
what physical signs add up to anger for each of you. Sweati
ng
1. Think about the last time you felt really angry. Dizzines
s
2. Read the Physical Signs of Anger list. Shakin
g
3. Decide which signs match how you felt the angry feeling in your body. Tense sh
oulders
4. Write the signs you chose in the spaces below. Add your own physical
sign if its not on the list.
5. Now practice using the Ways to Calm Down.

C
H + A
D +
I U
L
D + L
T +

= =

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 55
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Grade 2, Unit 4
Lesson 17: Solving Problems, Part 1 Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to use steps to solve By following the Problem-Solving Steps,
problems. Saying the problem without blame children are more likely to come up with
is the first step. prosocial solutions to problems.

Ask your child: What is the first Problem-Solving Step?

Read Together
Everyone has problemsat home, school, or workthat need solving. Using the Problem-Solving Steps helps
you come up with a lot of safe and respectful solutions to choose from.
But wait! Before you can come up with solutions, youve got to say the problem
Blaming
respectfully. That means saying the problem without blame. Saying the problem in Words
a way that blames the other person can cause hurt and angry feelings, and no one Always
wants to feel hurt or angry. When people are hurt or angry, its even harder to solve Never
the problem. You m
ade me
Because
of you
Its you
r fault
Practice Together: Step Together
Saying the problem without blame is not easy. The first step is to be able to recognize
blaming words. Do this activity together to practice finding blaming words.
1. Stand face-to-face, then each take two steps back.
2. Adult: Read a problem statement from below.
3. Child: Listen for an example or examples of blaming words.
4. Child: Say the blaming words out loud, then take one step toward your adult.
5. Continue reading problems and finding blaming words until you step together again.
6. Give each other a high five! Switch roles and play again!

Problem Statements

1. He is always hogging the remote control, so I never get to watch what I want.

2. You never hurry up when we need to get somewhere quickly!

3. This dress is ruined because of her making me spill milk all over it.

4. You made me forget to bring the book by distracting me with all your chatter.

5. You never let me eat what I want for breakfast.

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 61
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Grade 2, Unit 4
Lesson 19: Taking Responsibility Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to use steps for solving Using Problem-Solving Steps helps children
problems. solve difficult problems, like taking
responsibility for hurtful actions.

Ask your child: What are the Problem-Solving Steps?

Read Together
When you have a problem, using the Problem-Solving Steps can help you
remember what to do!
S: Say the problem.
T: Think of solutions.
E: Explore consequences.
P: Pick the best solution.

Practice Together: Step Up Blaming

Practice using the Problem-Solving Steps to solve a problem! Words
1. Read the problem below. Always

2. Stand together in front of something you can step up onto, such as a stair step, Never

stool, box, or crate. You m

ade me
3. Apply each of the Problem-Solving Steps to the problem. Because
of you
Its you
4. Every time you finish a step, step up onto your object and then back down again. r fault
5. Play the game again with a common problem in your home.

The Problem

P:
A mother and son do not agree on which TV show to watch next.

Pick
the best

E:
solution

Explore

T:
consequences

Think
of

S:
solutions

Say
the
problem

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 67
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Grade 2, Unit 4
Lesson 21: Playing Fairly on the Playground Home Link
What Is My Child Learning? Why Is It Important?
Your child has been learning skills to be a These skills will help children be more
better learner and get along with others. successful in school, at home, and later in life.

Ask your child: How has what youve learned in your Second Step lessons helped you
at school? How can you practice these skills at home so you keep getting better?

Read Together
During your Second Step lessons, youve been learning and practicing skills to help you learn and get along better
with others.
Every week, you filled out a Weekly Skill Check to keep track of what you learned, where you practiced, how
much more you needed to practice, and where you would practice in the future. Today youll show these to me to
celebrate your learning!

Practice Together: Check Me Out!

1. Look at the portfolio of Weekly Skill Checks completed over the year.
2. Review what was learned and practiced each week.
3. Now its time to reflect on how much youve learned and improved!

Child:
Choose one skill in each category that youve improved on a lot, and write it in the upper box.
Choose one skill in each category youd still like to practice some more, and write it in the lower box.
Adult:
Help your child determine which skills he or she has improved on and which need more improvement.
Refer to the Check Up on the Weekly Skill Checks for guidance.

Skills for Learning Empathy Emotion Management Problem Solving

Something I improved on Something I improved on Something I improved on Something I improved on

a lot was: a lot was: a lot was: a lot was:

Something I can improve Something I can improve Something I can improve Something I can improve
on more is: on more is: on more is: on more is:

(CHILDS NAME) (DATE) (ADULTS SIGNATURE)

2011 Committee for Children Second Step: Skills for Social and Academic Success Page 73