Grades 3–5
Take the Strengths Check-In for Grades 3–5 →
[Bracketed text] is AI-drafted content and proposed edits for review, and dashed cards are proposed new skills. None of it is approved.
PLAN
3 skills
-
Planning and prioritizing
Set a goal and make a road map with key, manageable steps to reach it[, and decide which steps come first]
What it looks like
- [Breaking a project into steps: He lists the parts of a book report, such as reading, notes, a draft, and a final copy, and gives each one a day.]
- [Choosing what comes first: He looks at his homework and starts with the assignment due tomorrow before the one due on Friday.]
What it doesn't look like
- [Starting the night before: He leaves a two-week project until the last evening because the steps were never written down.]
- [Doing the easy work first every time: He finishes a quick worksheet and runs out of time for the harder assignment due the next day.]
Tools to help
- [A weekly planning page: On Sunday, sit with your son and write each assignment and activity for the week on one page, then circle what is due first.]
- [A project calendar: For any project longer than a few days, help your son write each step on a wall calendar, one small step per day.]
-
Organization
Identify materials and resources, and develop systems that keep track of work and tasks, organize information, and structure study and learning
What it looks like
- [Keeping a homework folder: He puts finished work on one side and unfinished work on the other, and he can find a worksheet when asked.]
- [Packing the bag the night before: He checks his planner and puts his books, folder, and gym clothes in his backpack before bed.]
What it doesn't look like
- [Losing finished work: He completes his homework but cannot find it in class because it is loose at the bottom of his backpack.]
- [Forgetting what he needs: He arrives home without the book he needs for tonight's reading.]
Tools to help
- [A weekly backpack clean-out: Pick one evening each week for your son to empty his backpack, recycle old papers, and file what he still needs.]
- [A homework station: Set up one spot at home with pencils, paper, a ruler, and a timer so your son does not have to hunt for supplies.]
-
Time management
Be aware of time - it passing, how much is needed, how to use it, what is urgent versus what can wait - to stay within time limits [Punctuation: set off "it passing ... what can wait" with parentheses or commas instead of spaced hyphens]
What it looks like
- [Estimating how long work takes: He guesses that his math homework will take 20 minutes, then checks the clock to see if he was close.]
- [Getting ready on time: He watches the clock in the morning and is dressed, fed, and at the door when it is time to leave.]
What it doesn't look like
- [Losing track of time: He starts building with blocks before homework and is surprised to find it is already bedtime.]
- [Rushing at the end: He spends most of his time on the first question and hurries through the rest.]
Tools to help
- [A visual timer: Give your son a timer that shows time running out, so he can see how much is left for each task.]
- [Guess and check: Before homework, ask your son to guess how long each task will take, write it down, and compare it with the real time afterward.]
What Browning is doing
[Teachers may introduce planners in these grades and show students how to break longer projects into smaller steps with due dates. TODO: verify with the division.]
Try this week
[Sit with your son on Sunday evening and write the week's homework, activities, and due dates on one page together.]
ENGAGE
3 skills
-
Healthy habits
Monitor sleep, physical activity,[ nutrition,] stress management, and mindful technology use
What it looks like
- [Following a bedtime routine: He puts away screens at the agreed time and gets ready for bed without many reminders.]
- [Moving his body: He chooses to play outside, ride a bike, or shoot hoops after school before sitting down for homework.]
What it doesn't look like
- [Staying up too late: He is tired and short-tempered in the morning after playing a game past bedtime.]
- [Skipping breaks: He sits for a long stretch without moving or eating and then struggles to focus.]
Tools to help
- [A family screen plan: Agree with your son on when and where screens are used, and keep devices out of his bedroom at night.]
- [A calm-down menu: Help your son write a short list of ways to relax, such as a walk, a snack, deep breaths, or drawing, and post it where he can see it.]
-
Emotional control
Identify[, name,] and manage feelings to direct behavior, complete tasks, collaborate productively, and accomplish goals
What it looks like
- [Naming his feelings: He says, "I'm frustrated with this problem," instead of slamming his pencil down.]
- [Taking a break to reset: He steps away for a few minutes when a game with friends gets heated, then comes back to keep playing.]
What it doesn't look like
- [Big reactions to small setbacks: He cries or yells when he gets one answer wrong on his homework.]
- [Walking away from friends: He leaves a group activity when he does not get his way, and the work stays unfinished.]
Tools to help
- [A feelings check-in: At dinner, have each family member, including you, name one feeling from the day and what helped them handle it.]
- [Practice a reset plan: When your son is calm, choose two or three things he can do when upset, like counting to ten or getting water.]
-
Task initiation
Get started on tasks independently and without unnecessary delay[, even when a task feels hard or boring]
What it looks like
- [Starting homework on his own: He sits down at his usual time and opens his planner without being reminded.]
- [Taking the first small step: When a writing assignment feels big, he begins by writing just his name and the title.]
What it doesn't look like
- [Finding other things to do: He sharpens pencils, gets a snack, and reorganizes his desk instead of beginning his work.]
- [Waiting to be told: He sits with his homework in front of him until an adult says, "Time to start."]
Tools to help
- [A start-up routine: Help your son pick the same time and place for homework each day, with a snack first and then a set start time.]
- [The five-minute start: Ask your son to work for just five minutes, then decide whether to keep going. Most of the time, he will.]
-
Proposed new skill
[Collaboration]
[Work with others, share ideas, listen, and contribute to a group]
The ENGAGE summary says students show up "ready to learn and collaborate," but no skill names collaboration.
What Browning is doing
[Classrooms may build in short movement breaks and simple routines for naming feelings, so students learn to calm down and get started on their own. TODO: verify with the division.]
Try this week
[Choose a set homework start time with your son and keep it every school day this week.]
PERSIST
4 skills
-
Working memory
[Hold information in mind and use it. ]Help your brain work efficiently by taking notes, breaking tasks and material into chunks, and connecting new concepts to things already known
What it looks like
- [Writing it down: He copies assignments into his planner before leaving class instead of trying to remember them.]
- [Connecting new ideas: He links a new science fact to something he already knows, like comparing a plant's roots to a straw.]
What it doesn't look like
- [Forgetting the middle step: He is asked to do three things before dinner and finishes only the first one.]
- [Rereading without remembering: He reads a chapter and cannot say what happened because he did not stop to think about it.]
Tools to help
- [Sticky-note steps: When you give your son a list of tasks, have him write each one on a sticky note and remove it when done.]
- [Teach it back: After he studies, ask your son to explain what he learned to you in his own words.]
-
Goal-directed persistence
Work toward a goal without giving up or getting distracted[, and keep going after setbacks]
What it looks like
- [Sticking with a hard task: He keeps working on a tricky math problem by trying a new approach instead of giving up.]
- [Working toward a longer goal: He practices an instrument or a sport a little each day to get ready for a performance or game.]
What it doesn't look like
- [Stopping at the first hard part: He says, "I can't do it," and puts the work away after one try.]
- [Leaving projects unfinished: He starts a model or a story with excitement but loses interest halfway through.]
Tools to help
- [A progress chart: Help your son set a small goal, like reading 20 minutes a day, and mark each day he meets it on a chart.]
- [Notice the effort: Praise your son for sticking with something hard, and name exactly what he did to keep going.]
-
Sustained attention
Maintain focus and attention on the task despite distraction, boredom, or tiredness[, including digital distractions]
What it looks like
- [Reading for a set time: He reads quietly for 20 minutes without getting up or switching to another activity.]
- [Finishing a task before switching: He completes a full page of math before checking on a game or a sibling.]
What it doesn't look like
- [Drifting off task: He starts homework but soon finds himself looking out the window or listening to the TV.]
- [Needing frequent reminders: He needs an adult to bring him back to his work several times during one short assignment.]
Tools to help
- [A quiet work space: Choose a homework spot away from the TV, toys, and devices, and keep only what he needs on the table.]
- [Work and break blocks: Have your son work for 15 to 20 minutes, then take a short movement break before the next block.]
-
Asking for help
Determine when you need assistance, support, or guidance and seek it out[ from the right person]
What it looks like
- [Asking a clear question: He tells his teacher, "I understand the first step, but I'm stuck on the second."]
- [Knowing who to ask: He checks with a classmate about the homework page before asking a parent to email the teacher.]
What it doesn't look like
- [Staying stuck in silence: He sits with a problem he does not understand and leaves it blank rather than asking anyone.]
- [Asking before trying: He calls for help right away without first rereading the directions or trying on his own.]
Tools to help
- [Try three, then ask: Teach your son to try three things on his own, such as rereading, checking an example, or skipping and coming back, before asking for help.]
- [Practice the words: Role-play with your son how to ask a teacher for help, so he feels ready to do it at school.]
What Browning is doing
[Teachers may teach students to write assignments down, work in focused blocks, and ask for help with a clear question. TODO: verify with the division.]
Try this week
[Have your son use a timer to work for 15 minutes, take a short break, and then work for 15 more.]
ADAPT
2 skills
-
Flexibility
Identify and thoughtfully adjust to change or challenges by trying new strategies or seeking other perspectives
What it looks like
- [Rolling with a change: He feels disappointed when a playdate is canceled, says so, and then helps choose something else to do.]
- [Trying another way: When one way to solve a problem does not work, he tries a drawing or a different method.]
What it doesn't look like
- [Getting stuck on the plan: He becomes very upset and cannot move on when the day's schedule changes.]
- [Using only one strategy: He keeps trying the same approach on a problem even after it has not worked several times.]
Tools to help
- [Plan B practice: When you make plans with your son, talk through a backup plan together in case something changes.]
- [Name the frustration: When plans change, help your son say how he feels first, then ask, "What could we do instead?"]
-
Response inhibition
Stop and think before acting[ or speaking]
What it looks like
- [Waiting his turn: He raises his hand and waits to be called on instead of calling out the answer.]
- [Pausing before reacting: He takes a breath before responding when a friend says something that bothers him.]
What it doesn't look like
- [Acting on impulse: He grabs a ball from a friend or interrupts a conversation without thinking first.]
- [Rushing through work: He hurries through a test and skips the directions to be the first one done.]
Tools to help
- [Stop, think, act: Teach your son to pause, ask himself "What will happen if I do this?", and then choose what to do.]
- [Practice through games: Play games that call for waiting and self-control, like Simon Says or Red Light, Green Light, as a family.]
-
Proposed new skill
[Stress tolerance]
[Stay calm and keep thinking when things are uncertain, hard, or not going as planned]
The ADAPT summary says students "manage emotions constructively," but neither ADAPT skill covers emotions. This would carry emotions into ADAPT as well as ENGAGE.
What Browning is doing
[Teachers may help students name their frustration when plans change and practice trying a new approach when one does not work. TODO: verify with the division.]
Try this week
[Make a weekend plan with your son that includes a backup plan, and talk about how it feels if you need to use it.]
REFLECT
2 skills
-
Metacognition
[Think about your own thinking. ]Use self-monitoring and external feedback to reflect on progress in the moment and again after completion
What it looks like
- [Checking his own work: He rereads his writing before turning it in and fixes a missing word or capital letter.]
- [Reflecting after a task: After a test, he can say which kind of question was easy and which kind he needs to practice.]
What it doesn't look like
- [Turning in work without a look: He finishes and hands in his work without checking for mistakes.]
- [Not using feedback: He gets back a corrected assignment and puts it away without reading the teacher's comments.]
Tools to help
- [A quick check list: Help your son make a short list to review before he calls homework done, such as name, all questions answered, and neat handwriting.]
- [Two questions after homework: Ask your son, "What went well today?" and "What would you do differently next time?"]
-
Growth mindset
Understand that everyone has strengths and areas for growth, identify your own, and believe that ability is not fixed and can be developed[, and see mistakes as part of learning]
What it looks like
- [Learning from mistakes: He looks at a math mistake, figures out where it went wrong, and tries a similar problem again.]
- [Naming strengths and growth areas: He says, "I'm good at reading, and I'm working on my multiplication facts."]
What it doesn't look like
- [Fixed talk: He says, "I'm just bad at math," or "I'm not a good writer," as if it can never change.]
- [Avoiding challenges: He chooses the easiest book or activity so he will not risk getting something wrong.]
Tools to help
- [Add "yet": When your son says "I can't do this," help him add the word "yet" to the end of the sentence.]
- [Share your own growth: Tell your son about something you are still learning and how you are practicing to get better.]
-
Proposed new skill
[Transfer]
[Use what you learned in one class or situation in a new one]
The REFLECT summary says students "transfer learning to new contexts," but no skill covers it.
What Browning is doing
[Teachers may ask students to look back on their work, name what went well, and set a small goal for next time. TODO: verify with the division.]
Try this week
[Each night after homework, ask your son one thing that went well and one thing he wants to work on.]