Unit 1 covers paying attention and growth mindset.  You can support this unit by:

• Asking your child to show you how they can pay attention, for example, when you are reading a story with them or explaining how to do something.

• Ask your child why they think it’s important to pay attention during different activities, for example, when listening to information or instructions, when helping out with a task, or when crossing the street with you.

• Remind your child that everyone makes mistakes and that mistakes help us learn. Point out when you make mistakes or tell them a story about a time you learned something from making a mistake.

• Encourage your child to choose something they want to get better at (such as, tying their shoes, adding or subtracting, writing their name, dribbling a ball, or snapping their fingers). Set aside a few minutes each day for them to practice the skill, and highlight the progress they’re making.

  • Try using the language "practice makes better!"  This encourages students to continue to persevere through mistakes and the learning process.
    
    

Unit 2 covers emotions.  You can support this unit by:

• Encouraging your child to notice when others around them feel different emotions. Have them practice using body language and context clues to figure out when family members, friends, or characters in books, movies, or on TV might be feeling happy, sad, or mad.

• Ask your child to tell you some ways they’ve learned to feel calm when they get upset. Have them teach you how to use slow breathing to feel calm.
  
  

Unit 3 covers kindness.  You can support this unit by:

• Encourage your child to think of a kind act they could do for someone, for example a sibling, grandparent, or neighbor.  Then, help them do it.

  • After, discuss how they think the receiver of the kind act felt. Ask your child how they felt doing a kind act for someone.

• When sitting around the dinner table or before bed, ask your child to tell you about a kind act that they noticed that day.  It could be something that they did, or something that they noticed. 

• Encourage sharing, positive statements, compliments, teamwork, and losing graciously at home. 
  
  

Unit 4 covers problem solving.  You can support this unit by:

• Let your child see you taking a moment to feel calm at home when things are busy or stressful. For example, say, “Today was a really busy day. I’m going to take a few slow breaths to help me feel calm.” Invite your child to join you.

• Ask your child to teach you the three parts of the apology they learned. Encourage them to apologize when the opportunity arises at home.

  • Apologizing is one way to begin to solve problems. They’ll practice using the phrases, “I’m sorry. Are you okay? How can I help?” as a way to help solve problems.

• If problems or disagreements arise at home, for example, between siblings, ask your child to suggest a way to help solve the problem.

Unit 1 covers paying attention and growth mindset.  You can support this unit by:

• Asking your child to show you how they can pay attention, for example, when you are reading a story with them, explaining a task, or crossing the street.

• When you need to pay attention or focus on a task at home, ask your child to suggest some ways you can manage distractions.

• Talk with your child about different tasks and skills they have learned to do by themselves at home, for example, making their bed, getting themselves dressed, etc. Remind them that it took time and practice to get better at these things.

• Ask your child to suggest some helpful thoughts to encourage you or another family member to complete a challenging task (for example, a school/home/work project, or an exercise routine).
  
  

Unit 2 covers emotions.  You can support this unit by:

• Encouraging your child to notice when others around them feel different emotions. Have them practice using body language and context clues to figure out when family members, friends, or characters in books, movies, or on TV might be feeling worried, calm, or frustrated.

• Ask your child to tell you some ways they’ve learned to feel calm when they get upset. Have them teach you how to use slow counting to feel calm.
  
  

Unit 3 covers kindness.  You can support this unit by:

• Encourage your child to think of a kind act they could do for someone, for example a sibling, grandparent, or neighbor.  Then, help them do it.  Ideas for ways that they can show kindness that will be discussed in this unit are: including someone, thinking of someone who could use company and reaching out to them, or offering to help someone.

  • • After, discuss how they think the receiver of the kind act felt. Ask your child how they felt doing a kind act for someone.

• When sitting around the dinner table or before bed, ask your child to tell you about a kind act that they noticed that day.  It could be something that they did, or something that they noticed. 

• Encourage sharing, positive statements, compliments, teamwork, and losing graciously at home. 

• Choose a day of the week (for example, Wednesdays) as “kindness day.” Help your child think of kind acts they can do for family members, friends, or neighbors. Write the kind acts on the calendar for the next several weeks.
  
  

Unit 4 covers problem solving.  You can support this unit by:

• Children may be tempted to blame others when they’re upset about something. Encourage your child to avoid blame by describing what happened without focusing on who is at fault.

• When accidents occur at home, take time to apologize and encourage your child to do the same, using the new phrases they learned at school this week.

  • Apologizing is one way to begin to solve problems. They’ll practice using the phrases, “I’m sorry. It was an accident. Are you okay? How can I help?” as a way to help solve problems.

• Practice making polite requests with the phrases, “Can I, please . . . ?” and “Could you, please . . .?”

• If problems or disagreements arise at home, for example, between siblings, ask your child to suggest a way to help solve the problem.

Unit 1 covers growth mindset and goal setting.  You can support this unit by:

• Ask your child to share with you what they’re good at and how they became good at it. Share with them something you’re good at and what you did to practice and try hard, and who you asked for help.

• Ask your child what a mistake tells them and what they can do to keep going after a mistake.

• Ask your child whether the thoughts they have when they’re learning something new are helpful or unhelpful. Ask your child to share examples of helpful thoughts they know.

• Ask your child how they might change an unhelpful thought into a helpful thought. Encourage them by using helpful thoughts at home.

• Ask your child what advice they would give you if you were having a hard time learning something new.
  
  

Unit 2 covers emotions.  You can support this unit by:

• Ask your child to tell you about a time they felt proud. Tell them about a time you felt proud of something you accomplished or of doing something nice for others.

• Remind your child that everyone feels disappointed sometimes. Ask them what they can do to feel better the next time they’re feeling disappointed.

• Ask your child what they want to tell themselves when they’re having a tough day. Encourage them to use positive self-talk at home.

• Ask your child for an example of something that people can have different feelings about. Talk about the reasons people might have different feelings about it.
  
  

Unit 3 covers kindness.  You can support this unit by:

• Ask your child to tell you what empathy means, and to give an example of a time that they showed empathy.  Talk about ways that you have shown empathy.

• Ask your child how having empathy can help them know how to be kind.

• Part of this unit encourages students to think about  people who they have empathy for and  to  do a kind act for them. 
  
  

Unit 4 covers problem solving.  You can support this unit by:

• Children may be tempted to blame others when they’re upset about something. Encourage your child to avoid blame by describing what happened without focusing on who is at fault.

• When accidents occur at home, take time to apologize and encourage your child to do the same, using the new phrases they learned at school this week.

  • Apologizing is one way to begin to solve problems. They’ll practice using the phrases, “I’m sorry. It was an accident. Are you okay? How can I help?” as a way to help solve problems.

• Practice making polite requests with the phrases, “Can I, please . . . ?” and “Could you, please . . .?”

• If problems or disagreements arise at home, for example, between siblings, ask your child to suggest a way to help solve the problem.