L1 Grade 1, Unit 1 Lesson 1: Listening to Learn Following ... · Have students fill in the blanks of this sentence: ... Listening is a fundamental Skill for Learning that ... eyes

Following Through

© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 11

Teach the lesson.

Practice the words and actions for the Listening Rules as a game.

Play My Turn, Your Turn, Version 1.

Play My Turn, Your Turn, Version 1. Add a challenge to increase difficulty.

Have students fill in the blanks of this sentence: “My two favorite Listening Rules are and .” Then have students draw a picture showing someone

following those two rules.

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Grade 1, Unit 1Lesson 1: Listening to Learn

Lesson Concepts• Following Listening Rules helps everyone learn.• Your brain gets smarter every time it works hard.

Key WordsListen/listening, rules, respect

Why This Lesson MattersListening is a fundamental Skill for Learning that helps children focus and pay attention. Learning and following the Listening Rules helps children listen to their teacher and improves their ability to listen and pay attention during class discussions.

Using Skills Every DayHave students ANTICIPATE when they can use the Listening Rules.

Notice students who are following the Listening Rules, and REINFORCE their behavior with specific feedback: I notice your voices are quiet, so you are ready to hear directions. I noticed everyone’s eyes on Beatrice while she gave her show-and-tell talk.

• Model the Listening Rules.• Remind students to use them frequently.

Have students REFLECT on how they used the Listening Rules to help themselves learn.

L1

Home Link ReminderEmail or send home copies of the Lesson 1 Home Link.

Grade 1, Unit 1Lesson 1: Listening to LearnFollowing Through

Page 12 Second Step: Skills for Social and Academic Success © 2011 Committee for Children

My Turn, Your Turn, Version 1

PreparationHave students stand, leaving enough room to move.

RuleRule 1 is, stand still and wait for me to say “Your turn” before you move.

Steps1. Name and at the same time touch two body parts. Students wait and stand still.2. Say: Your turn. Students name and touch the same two body parts.

Tips• Repeat the rules.• Practice the steps of the game slowly.• Go online to www.secondstep.org to find game adaptations for English-language learners for all

Second Step games.• Play the game for several rounds. Remind students not to move until you say “Your turn.”• Ask students what they did to remember to stand still and not move until they heard “Your turn.”

Increasing the ChallengeAttention (A), Working Memory (WM), and Inhibitory Control (IC)

• Name and touch three body parts. (WM)• Increase wait-time before you say “Your turn.” (IC)• Progressively decrease the volume of your voice. (A)

Following Through


L2

Teach the lesson. Before giving important directions, regularly remind students to switch on their attent-o-scopes.

Play My Turn, Your Turn, Version 2, increasing the degree of challenge.

Begin learning the words to “The Learner Song.” Have students make their attent-o-scopes when they hear the words “Focus attention.”

Play My Turn, Your Turn, Version 2. Have students practice using their attent-o-scopes during other learning activities.

Have students draw a picture of their attent-o-scopes and write some words they could use to use to switch them on.

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Grade 1, Unit 1 Lesson 2: Focusing Attention

Lesson Concepts• Focusing attention involves using your eyes,

ears, and brain.• You can focus your attention just by thinking

about it, and the more you do it, the better you get at it.

• Using self-talk helps focus attention.

Key WordsFocus, attention, distract

Why This Lesson MattersTo succeed in school, students need to be able to ignore distractions while focusing their attention. This is an important learning-related skill that helps students pay attention to what is important in the classroom and pay attention to their peers while playing.

NoteStudents make attent-o-scopes by cupping each eye with a hand to form binoculars, switching them on when you say a word like “focus,” then putting them down and pretending they are still there.

Using Skills Every DayHave students ANTICIPATE when they can use their attent-o-scopes to focus their attention.

Notice students who are focusing their attention, and REINFORCE their behavior with specific feedback: Susan, you were really focused on your counting. I could tell you had all your attention on it by how your eyes kept looking at the counters.

• Model focusing your attention.• Remind students frequently to focus attention.

Have students REFLECT on how using their attent-o-scopes helped them learn.

Home Link ReminderCollect the Lesson 1 Home Link, and mail or send home copies of the Lesson 2 Home Link.

Grade 1, Unit 1 Lesson 2: Focusing AttentionFollowing Through




RuleRule 1 is, stand still and wait for me to say “Your turn” before you move.

Steps1. Name and show two sequential movements. Students stand still and wait.2. Say: Your turn.3. Students do the same two movements in sequence without talking.

Movement SuggestionsPat shoulders Make body wide Swing alternating armsStomp feet Make body tall Do knee bendsTurn around Make arm circles Wiggle fingersSquat down Make ankle circles Clap handsTouch toes March on tiptoe Do across-the-body orReach up high Wiggle like a jellyfish cross-lateral marchingMake body small Balance on one foot

Tips• Remind students to use their Skills for Learning: Saying the two movements in your head while

you are waiting for me to say “Your turn” can help you remember them.• Include movements that use all parts of the body and brain. In particular, across-the-body marching,

where the right hand touches the left knee and vice versa, requires that both parts of the brain work together. These types of cross-lateral movements need to be modeled and taught specifically.


• Increase wait-time before you say “Your turn.” (IC)• Progressively decrease the volume of your voice. (A)• Name and show three or more movements. (WM)• Have students do two movements in reverse order. (WM, IC)• Select a student to make funny faces or wave his or her hands during the game. Have students practice

blocking out the distraction. (A)

Following Through


L3

Teach the lesson. Listen to “The Learner Song.”

Play My Turn, Your Turn, Version 3. Listen to and sing along with “The Learner Song.” Have students make their attent-o-scopes when they hear the words “Focus attention.”

Play My Turn, Your Turn, Version 3, increasing the challenge.

Practice the “Think” part of Think, Turn, Tell with a topic from another learning activity. Listen to and sing along with the chorus of “The Learner Song.” Have students cup their hands to their ears when they hear the word “Listen.”

Have students draw a picture of their head and put arrows pointing to the parts of it they use for listening and following directions.

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Grade 1, Unit 1 Lesson 3: Following Directions

Lesson Concepts• Listening and following directions are important

Skills for Learning.• Repeating directions helps you remember them.• Following directions involves using your eyes,

ears, and brain.

Key WordsDirections, repeat

Why This Lesson MattersPractice and repetition are necessary for students to internalize the skills taught in the Second Step program. In this lesson, students use and apply some of the listening and attention skills they have learned. Focusing on the importance and usefulness of the skills increases students’ motivation to use them.

Using Skills Every DayHave students ANTICIPATE when repeating directions to themselves will help them remember what to do.

Notice students who demonstrate listening and repeating directions, and REINFORCE their behavior with specific feedback: Wow, you did exactly what I said. You must have really listened and then told yourself what to do.

• Model repeating directions.• Remind students frequently to do so.

Have students REFLECT on when they repeated directions to themselves and how it helped them learn.


Grade 1, Unit 1 Lesson 3: Following DirectionsFollowing Through



PreparationHave Puppy and Snail, or any other two puppets or stuffed animals, on hand. Have students stand, leaving enough room to move. After you have stated the rule, have students make their attent-o-scopes and say “focus” to switch them on. Have students focus their attent-o-scopes on Snail, then put them down and pretend they are still there.

RuleRule 1 is, do only what Snail tells you to do. Puppy will try to trick you into doing other things. Ignore Puppy.

Steps1. As Snail, say: Touch your nose. Your turn. Students touch their noses.2. As Puppy, say: Touch your head. Your turn.3. Students don’t obey Puppy and keep touching their noses.4. Play the game for several rounds.


• Have one puppet be the leader and name two or more body parts. (WM)• Have the puppet that is not the leader give two directions in a row. (A, IC)• Have students touch the body parts in the reverse order. (WM, IC)

Following Through


L4

Teach the lesson.

Play My Turn, Your Turn, Version 4. Listen to and sing along with “The Learner Song.”

Play My Turn, Your Turn, Version 4. Listen to and sing along with “The Learner Song.” Have students cup their hands to their mouths when they hear the words “self-talk.”

Play My Turn, Your Turn, Version 4, increasing the challenge.

Have students draw a picture of themselves doing some schoolwork. Have them write a few words they could say to themselves to help stay focused.

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Grade 1, Unit 1 Lesson 4: Self-Talk for Learning

Lesson Concepts• Self-talk means talking to yourself out loud in a

quiet voice or inside your head.• Self-talk helps you focus and maintain attention.

Key WordsDistractions, ignore/ignoring, self-talk

Why This Lesson MattersSelf-talk is a developmentally appropriate strategy children can use to help themselves listen, follow directions, and stay on task. Over time, self-talk typically becomes internalized and is no longer spoken out loud. However, whether out loud or silent, self-talk can be a powerful tool to help students remember directions and focus and guide their efforts.

Using Skills Every DayHave students ANTICIPATE when they can use self-talk to stay on task.

Notice students who are using self-talk as a learning strategy, and REINFORCE their behavior with specific feedback: I heard you saying the numbers to yourself as you were counting. Self-talk really helps you learn.

• Model using self-talk.• Remind students frequently to use self-talk to

guide their actions and help with learning.

Have students REFLECT on when they used self-talk and how it helped them learn.


Grade 1, Unit 1 Lesson 4: Self-Talk for LearningFollowing Through




Rules• Rule 1 is, wait to move until I say “Your turn.” • Rule 2 is, when I say “Touch your elbows,” touch your ears.

Steps1. Name and touch two body parts. Add in one or more mixed-up rules. Students wait and stand still.2. Say: Your turn. Students name and touch the two body parts, remembering to use the mixed-up rule(s).

TipRemind students to use their Skills for Learning by saying: Repeating the two movements to yourself while you are waiting for me to say “Your turn” can help you remember them.

Increasing the ChallengeAttention (A), Working Memory (WM), and Inhibitory Control (IC)Use two or more of the mixed-up rules below, or make up one of your own (WM, IC):

• When you say “Touch your ears,” students touch their elbows.• When you say “Touch your hips,” students touch their knees.• When you say “Touch your feet,” students touch their shoulders.

Following Through


L5

Teach the lesson.

Do a Think, Turn, Tell during another teaching activity. Listen to and sing along with “The Learner Song.” During the song, have students stand up when they hear the word “assertive.”

Practice assertiveness skills using classroom or playground situations when students need to ask for help.

Practice Think, Turn, Tell with this question: When is a good time to be assertive?

Have students draw a picture of a time when they needed help. Have them write the words they used to get help.

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Grade 1, Unit 1 Lesson 5: Being Assertive

Lesson Concepts• Being assertive involves using an assertive posture

(face the person you’re talking to, keep your head up and shoulders back) and assertive tone of voice (use a calm, firm voice; use respectful words).

• Assertive communication is the best way to ask for help.

Key WordsRespectful, calm, assertive

Why This Lesson MattersIt is important for students to be able to ask for help when they need it. For many students, this requires being assertive. Assertiveness also helps students in their peer relations. Students who are too passive are at higher risk for being bullied. Students who are too aggressive in their interactions have fewer friends.

NoteThink, Turn, Tell is taught in this lesson. It is designed to promote active participation in the lesson. It is also a Brain Builder requiring listening, attention, and inhibitory control. Go online to www.secondstep.org for a video model of Think, Turn, Tell.

Using Skills Every DayHave students ANTICIPATE when they can ask for help assertively.

Notice students who use assertive communication, and REINFORCE their behavior with specific feedback: You looked right at me, stood up straight, and asked for help in a respectful, calm voice. You were being assertive. It is easy for me to understand what you want when you ask for help in that way.

• Model using assertive communication.• Remind students to use assertive communication

to ask for help during learning activities.

Have students REFLECT on when they asked for help assertively and how it helped them learn.


Grade 1, Unit 1 Lesson 5: Being AssertiveFollowing Through


Think, Turn, Tell

PreparationHave students sit next to their assigned partners. One partner will be the listener, and the other will be the speaker. Give students a simple way to choose listeners and speakers, such as the person with the biggest hands is the listener first. Have listeners, then speakers raise their hands. Then explain the topic. Go online to www.secondstep.org to watch a video model of Think, Turn, Tell.

Steps1. THINK. Describe the topic and give think-time.2. TURN. Partners turn to face each other. Listeners cup hands to ears.3. Say: Go. Speakers TELL their partners their idea(s).4. Say: Stop. Speakers stop talking.5. Say: Switch. Partners switch roles. New listeners cup hands to ears.6. Say: Go. New speakers TELL their partners their idea(s).7. Say: Stop. Speakers stop talking. All students turn to face the front.8. Call on a few students at random to tell the class their ideas. After each idea, have students tap their

heads to show agreement.

Tips• It is optimal to choose partners ahead of time and have students stay with the same partner for a few

lessons. Pair students for success, especially while they are learning how to listen and speak to a partner. For example, do not pair two students who both have difficulty sitting still and listening.

• Be sure to follow the exact steps of the process each time you do it.


• Have students tell each other a specified number of things. For example, have them tell two things about their favorite animal. (A, WM)

• Have students remember what their partner said, then tell the class. (A, WM)• Extend the time students have to sit without talking before they switch roles. (IC)

Following Through


L6

Teach the lesson.

Create your own skill-practice scenarios and practice identifying feelings. Listen to “The Feelings Song.”

Listen to “The Feelings Song.” Do the movements that go with the song.

Do a Think, Turn, Tell on this topic: Think about a time you were surprised.

Have students write a feeling discussed in the lesson on a sheet of drawing paper. Say the sentence starter, “One day I felt because…” Have students complete the sentence starter and then illustrate the sentence.

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Grade 1, Unit 2 Lesson 6: Identifying Feelings

Lesson Concepts• Identifying your own feelings helps you know

how others feel. • Everyone experiences strong feelings sometimes. • Some feelings are comfortable, and some are

uncomfortable. • Physical clues can help you identify others’

feelings.

Key WordsJealous, surprised, disgusted

Why This Lesson MattersStudents who accurately identify emotions tend to be less aggressive and more accepted by peers, and tend to have better social skills. Students with high emotional understanding at the beginning of elementary school are more likely to show academic gains by age nine than those with lower emotional understanding.

Using Skills Every DayHave students ANTICIPATE when they can identify how others are feeling from their faces.

Notice students identifying their own or others’ feelings, and REINFORCE their behavior with specific feedback. Help students identify their own feelings by describing what you notice: I can tell you’re frustrated because your forehead is wrinkled.

• Model identifying your own and others’ feelings.• Remind students to watch for visual clues to

how others are feeling.

Have students REFLECT on when and how they identified how others are feeling from their faces.


Grade 1, Unit 2 Lesson 6: Identifying FeelingsFollowing Through


Think, Turn, Tell

PreparationHave students sit next to their assigned partners. Give them a simple way to choose listeners and speakers, such as having the person with the longest hair be the listener first. Have listeners, then speakers raise their hands. Then explain the topic.

Steps1. THINK. Describe the topic and give think-time.2. TURN. Partners turn to face each other. Listeners cup hands to ears.3. Say: Go. Speakers TELL their partners their idea(s).4. Say: Stop. Speakers stop talking.5. Say: Switch. Partners switch roles. New listeners cup hands to ears.6. Say: Go. New speakers TELL their partners their idea(s).7. Say: Stop. Speakers stop talking. All students turn to face the front.8. Call on a few students at random to report their ideas. Have students touch their noses if they had the

same idea.

TipUse Think, Turn, Tell frequently as a way to teach partner work and to engage all students in thinking about a lesson topic.


• Ask students to remember and then tell what their partner said. (A, WM)• Ask students to remember and then tell what another classmate said when reporting to the class. (A, WM)• Extend the time students have to sit without talking before they switch partners. (IC)

Following Through


L7

Teach the lesson.

Play Simon Says, Version 1, with increasing challenge.

Create scenarios that elicit feelings, for example, a student spilling milk on his or her shirt. Have two or three students show with a facial expression and body language how they would feel, and have others identify their feelings.

Play Simon Says, Version 1, using facial expressions and body poses as movements.

Have students select one or two feelings to illustrate on paper. Have them write sentences or words about their experience with the feelings.

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Grade 1, Unit 2 Lesson 7: Looking for More Clues

Lesson Concepts• Situational clues can help you identify others’

feelings.• Understanding how others feel improves

relationships.

Key WordsCurious, situation, frustrated, empathy

Why This Lesson MattersIn Lesson 6, students were introduced to identifying emotions based on visual clues. Another important part of empathy is learning to understand the situational causes of people’s emotions. Becoming better at identifying their own and others’ feelings through physical, environmental, and situational clues builds a solid foundation for the development of students’ empathy and compassion.

Using Skills Every DayHave students ANTICIPATE when they can identify how others are feeling from the situation.

Notice when students use physical, verbal, or situational clues to label emotions, and REINFORCE their behavior with specific feedback. Help students identify their own feelings using these clues by describing what you notice: I notice you are having trouble drawing a circle. That must feel frustrating.

• Model identifying your own and others’ feelings from the situation.

• Remind students to watch for situational clues to how others are feeling.

Have students REFLECT on when and how they identified how others are feeling from the situation.

Home Link ReminderCollect the Lesson 6 Home Link.There is no Lesson 7 Home Link.

Grade 1, Unit 2 Lesson 7: Looking for More CluesFollowing Through


Simon Says, Version 1


Rules• Rule 1 is, if I say “Simon says,” you do what I tell you to do.• Rule 2 is, if I don’t say “Simon says,” keep doing what you’re doing until I say “Simon says” again.

Steps1. Say: Simon says. Say and show an action: Reach your hands up high!2. Students reach their hands up high.3. Omit “Simon says,” but say and show another action.4. Students continue to reach their hands up high. If they make a mistake, say: I see this is a challenging

game. Let’s see if we can all remember the Simon Says rules.

Movement Suggestions

Tips• Include movements that use all parts of students’ bodies and brains. In particular, include across-the-

body marching, where the right hand touches the left knee and vice versa, which requires that both parts of the brain work together. These types of cross-lateral movements need to be modeled and taught specifically.

• Do not eliminate students from the game. Elimination prevents them from practicing the Skills for Learning.


• Progressively decrease the volume of your voice. (A)• Omit “Simon says” twice in a row. (A, IC)

Pat shouldersStomp feetTurn aroundSquat downTouch toesReach up highMake body smallMake body wide

Make body tallMake arm circlesMake ankle circlesMarch on tiptoeWiggle like a jellyfishBalance on one footSwing alternating armsDo knee bends

Wiggle fingersClap handsDo across-the-body or cross-lateral marchingMove only right side of bodyMove only left side of bodyMove only top half of bodyMove only bottom half of body

Following Through


L8

Teach the lesson.

Do a Think, Turn, Tell about how students felt on the first day of school. Tell students how you felt on the first day of school.

Play Simon Says, Version 1 (see Following Through Card 7). Then play Simon Says, Version 2. Have students take a vote about which version they like best. Point out how students have different feelings from each other.

Play Simon Says, Version 2, increasing the challenge. Listen to “The Feelings Song.”

Brainstorm some ideas people might have different feelings about. Have students fill in the blanks: Two ways people might feel about are and . Have students illustrate their sentence.

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Grade 1, Unit 2 Lesson 8: Similarities and Differences

Lesson Concepts• People can have different feelings about the same

situation.• It is okay for people to have different feelings

about the same thing.

Key WordsSame, different, is, is not

Why This Lesson MattersIn early childhood, children begin to recognize that people can feel and think different things about the same situation. This skill is an important part of social perspective taking. Not assuming everyone feels just as they do or as they would in a situation helps children build empathy.

Note Establish a strong stance against students teasing others about differences. Teach children that peers may feel very hurt by such teasing, even if it seems mild.

Using Skills Every DayHave students ANTICIPATE when others might have different feelings from theirs.

Notice students who recognize when others have same and different feelings, and REINFORCE their ability to do so. Help them by narrating the situation and describing the differences: I noticed some of you cheered for rainy day recess. Many of you feel the same way—happy—but some may have a different feeling—disappointed.

• Model acknowledging same and different feelings.• Remind students that it is natural for others to

have different feelings about the same situation.

Have students REFLECT on how they were able to notice same and different feelings.

Home Link ReminderThere is no Lesson 8 Home Link.

Grade 1, Unit 2 Lesson 8: Similarities and DifferencesFollowing Through




Rules• Rule 1 is, when Simon says do the same thing as I do, do the same thing.• Rule 2 is, when Simon says do something different than I do, do something different. It dosn’t

matter what you do, as long as it is different.

Steps1. Say: Simon says do the same thing I do. Students copy you.2. Say: Simon says do something different than I do. Students do something different.3. Say: Simon says show the same feeling on your face as I do. Students copy you.4. Say: Simon says show a different feeling than I do. Students show a different feeling.


• Do not say “Simon says,” so students have to pay attention to whether you said or omitted “Simon says,” as well as your same and different directions. (A, WM, IC)

• Progressively decrease the volume of your voice. (A)

Following Through


L9

Teach the lesson.

Play Simon Says, Version 3. Review the Empathy poster. Discuss which elements on the poster help a person feel welcomed.

Play Simon Says, Version 1 (see Following Through Card 7), using facial expressions and body poses as the movements.

Listen to and sing along with “The Feelings Song.” Do the movements that go with the song.

Help students fill in the following sentence: I used to feel about , but now I feel about . Have students create one drawing that shows how they felt before and another drawing that shows how they felt after their feelings changed.

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Grade 1, Unit 2 Lesson 9: Feelings Change

Lesson Concepts• People may have different feelings about the

same situation at different times.• Feelings may change over time.• Being inviting and welcoming can change

people’s feelings.

Key WordsBefore, after, welcomed, invited

Why This Lesson MattersThis lesson continues the process of expanding students’ awareness of how feelings work and improves their ability to understand their own and others’ feelings by helping them explore ways feelings can change. Inviting and welcoming are important skills for students and can help them build friendships and avoid being left out or feeling ostracized.

Using Skills Every DayHave students ANTICIPATE when their feelings about something might change.

Notice students who have shown growth in specific areas, and REINFORCE their behavior with specific feedback: Janice, before you didn’t speak up in circle time. After you got to know everyone in class, you joined in all the time.

• Model acknowledging how your feelings may have changed over time.

• Remind students that it is natural for their own feelings to change.

Have students REFLECT on how their feelings changed about something.


Grade 1, Unit 2 Lesson 9: Feelings ChangeFollowing Through




Rules• Rule 1 is, if I say “Simon says,” do what I tell you to do.• Rule 2 is, if I don’t say “Simon says,” keep doing what you’re doing until I say

“Simon says” again.• Rule 3 is, when I say “Touch your ears,” touch your elbows instead.

Steps1. Say: Simon says. Say and show an action. Reach your hands up high!2. Students reach their hands up high.3. Omit “Simon says” but say and show another action.4. Students continue to reach their hands up high.5. Say: Simon says touch your ears. Students touch their elbows.

TipAfter the game, ask students for specific examples of how they remembered the mixed-up rule.


• Use two or more mixed-up rules below, or make up one of your own (A, WM, IC):• When you say “Touch your ears,” students touch their elbows.• When you say “Touch your hips,” students touch their knees.• When you say “Touch your feet,” students touch their shoulders.

• Use one of the “opposites” rules below or make up one of your own (A, WM, IC):• When you say “Make yourself tall,” students make themselves small.• When you say “March in place quickly,” students march in place slowly.

Following Through


L10

Teach the lesson.

Play Clap and Wait, Version 1. Listen to and sing along with “The Feelings Song.”

Play Clap and Wait, Version 1, increasing the challenge. Invite students to tell about a time in the past few days when they used their apology skills.

Do an additional skill practice of apologizing for accidents, using situations you have observed in the classroom as the scenarios. Sing “The Learner Song.”

Have students draw a picture of Puppy and Snail involved in an accident, then have students write or copy a two-sentence apology.

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Grade 1, Unit 2 Lesson 10: Accidents

Lesson Concepts• An accident is when you do something you

didn’t mean to do.• It is important to accept responsibility for an

accident to prevent others from assuming it was intentional.

Key WordsOn purpose, accident, intend, mean to, predict, if-then

Why This Lesson MattersThis lesson will help students understand that some actions happen by accident. This may make students less likely to jump to conclusions. When students assume that others behave with hostility toward them, they are more likely to respond aggressively. This is particularly true of students who are more frequently aggressive than others, even when the situation is ambiguous.

Using Skills Every DayHave students ANTICIPATE when they might need to apologize.

Notice students who apologize to others, and REINFORCE their behavior with specific feedback: When you knocked over Owen’s water, I heard you say that you were sorry and that you didn’t mean to do it. That really helped him understand that it was an accident.

• Model apologizing.• Remind students to generate alternative

explanations for why something happened.

Have students REFLECT on when they apologized and how it helped the situation.


Grade 1, Unit 2 Lesson 10: AccidentsFollowing Through


Clap and Wait, Version 1

PreparationHave students sit.

Rules• Rule 1 is, watch and count the number of claps and waits. Use your self-talk to count out loud

or in your head.• Rule 2 is, when I say “Ready, set, go,” do the exact number of claps and waits that I did.

Steps1. Do a sequence of claps and waits. Softly say the word “wait” aloud at first. Students watch and count.2. Repeat the sequence. Students watch and count.3. Say: Ready, set, go. Students clap and wait exactly as you did.

TipStart with a steady rhythm for the claps and waits. For example:

Clap, wait, clap, waitClap, clap, wait, waitClap, clap, wait, clap, clap, wait


• Increase the number of claps and waits. (A, WM)• Add in taps (tapping heads). (A, WM)• Increase the wait-time before saying “Ready, set, go.” (IC)• Mix in slow and fast beats to make the rhythm more complex. Ask students to pay attention to number

and rhythm. (A, WM)

Following Through


L11

Teach the lesson.

Play Clap and Wait, Version 2. Sing along with “The Feelings Song.”

It’s “I Saw Someone Do Something Nice” Day. Challenge students to keep their attent-o-scopes focused and watch for people showing compassion for others. At the end of the day, have a group discussion about all the acts of caring they saw.

Play Clap and Wait, Version 2, increasing the challenge.

Have students draw a picture of someone helping another person, and then have them write or copy a couple of sentences explaining how the picture shows compassion.

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Grade 1, Unit 2 Lesson 11: Showing Care and Concern

Lesson Concepts• Compassion is empathy in action.• People feel better when others show them care

and concern.

Key WordsEmbarrassed, care, concern, compassion

Why This Lesson MattersEmpathy can motivate students to respond to others in a caring way. Young children often try to comfort others through physical affection, by offering a toy, or by saying something comforting. However, children may have trouble showing care and concern in situations that are emotionally overwhelming. Unit 3 includes emotion-management skills to help further students’ ability to offer appropriate support.

Using Skills Every DayHave students ANTICIPATE when they can show compassion.

Notice students who show compassion for others, and REINFORCE their behavior with specific feedback. Describe how these acts have made others feel: I noticed you helped Oman pick up the pencils he spilled from his box. Did you see his big smile? He was really happy you helped.

• Model showing compassion.• Remind students to say kind things to each other

and help each other out.

Have students REFLECT on how and when they showed compassion.


Grade 1, Unit 2 Lesson 11: Showing Care and ConcernFollowing Through


Clap and Wait, Version 2

PreparationHave students sit.

Rules• Rule 1 is, watch and count the number of claps and waits I do. Use your self-talk to keep track

out loud quietly or in your head.• Rule 2 is, wait until I say, “Ready, set, go.”• Rule 3 is, do the pattern in reverse order (backward).

Steps1. Do a simple clap-and-wait sequence, such as clap, clap, wait, wait. Softly say the word “wait” aloud at

first. Students watch and track the pattern using self-talk.2. Repeat the sequence. Give students think-time to determine the reverse order.3. Say: Ready, set, go. Students do the pattern in reverse order.

TipStart with simple patterns. For example:

Clap, clap, wait, waitWait, wait, clap, clapClap, clap, wait, clap, clap, wait


• Increase the number of claps and waits. (A, WM)• Add in taps (tapping heads). (A, WM)• Increase the wait-time before saying “Ready, set, go.” (IC)• Mix in slow and fast beats to make the rhythm more complex. Ask students to pay attention to number

and rhythm. (A, WM)

Following Through


L12

Teach the lesson.

Play Step or Stay, Version 1. Listen to “The Calm-Down Song.”

Play Step or Stay, Version 1. Add another rule as students master the game. Listen to “The Calm-Down Song.” Sing along with the chorus.

Play Simon Says, Version 1 (see Following Through Card 7), with feelings faces. Have students say what clues they might feel inside their body with that feeling. Listen to “The Feelings Song” and do the movements for the chorus.

Have students draw a picture of themselves, and then write or copy a couple of sentences about where they feel feelings in their bodies.

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Daily Practice

Grade 1, Unit 3 Lesson 12: Identifying Our Own Feelings

Lesson Concepts• You identify your own feelings by physical clues

in your body.• All feelings are natural.

Key WordsDisappointed, uncomfortable, comfortable

Why This Lesson MattersStudents who can identify their emotions tend to be more socially and emotionally competent. In addition to using situational information, students can also use internal physical clues such as a fast heartbeat or a stomachache to identify their emotions. Learning to tune in to internal physical clues will prepare students to recognize distressing emotions that might require emotion management. Although it is important for students to be able to tell when they are angry and need to calm down, it is also important for students who have strong emotions that are more internalized, like sadness or worry, to identify their feelings and employ emotion-management skills.

Using Skills Every DayHave students ANTICIPATE when they might need to check in with their bodies to identify how they are feeling.

Notice students who exhibit signs of strong feelings, and REINFORCE their ability to identify what is going on in their bodies: You look like you’re feeling happy. What does that feel like inside your body?

• Model identifying clues to how you are feeling.• Remind students to check in with their bodies to

identify how they are feeling.

Have students REFLECT on how they were able to check in with how they were feeling.


Grade 1, Unit 3 Lesson 12: Identifying Our Own FeelingsFollowing Through


Step or Stay, Version 1

PreparationHave students stand and get into two lines facing each other with six feet of space between them. Tell students that the space between them is a river and they are standing on the banks. When they step forward, they are in the river. When they step back, they are on the bank again. Model and have students practice stepping forward and back from the river to the bank.

RuleRule 1 is, you have to be exactly where I tell you to be.

Steps1. Give one of these directions: In the river or on the bank. Students step or stay.2. Give another direction. Students step or stay.


• Progressively decrease the volume of your voice. (A)• Progressively increase the speed at which you give the directions. (IC)• Add another rule. (WM)

• When you are in the river, pretend to swim.• When you are on the bank, pretend to dry yourself with a towel.• When you are in the river, pretend to be a fish.• When you are on the bank, pretend to be fishing.• When you are in the river, pretend to row a boat.• When you are on the bank, pretend to use a telescope.• Create your own movements for in the river/on the bank.

Following Through


L13

Teach the lesson.

Play Step or Stay, Version 2. Listen to “The Calm-Down Song.”

Create skill-practice scenarios to practice stopping and naming your feeling. Listen to “The Calm-Down Song” and sing along with the chorus.

Play Step or Stay, Version 2. Add another rule as students master the game. Listen to “The Feelings Song.” Discuss which feelings in the song are strong feelings.

Have students draw a picture of a time when they had a strong feeling. Then have them write the word “stop” and fill in the blank for “I feel (a strong feeling).”

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Daily Practice

Grade 1, Unit 3 Lesson 13: Strong Feelings

Lesson Concepts• Feelings vary in strength.• Strong feelings need to be managed.• Saying “Stop” and naming your feeling are ways

to begin to calm down.

Key WordsFrustrated/frustration, strong feeling

Why This Lesson MattersStudents need to recognize when they are having strong enough feelings that they should use calming-down techniques, and need to learn how to calm down when strong feelings threaten to overwhelm them. Learning to identify situational and bodily clues can help students know when it is time to calm down. By using a “stop” signal, students interrupt the escalation of emotion, which, combined with naming the feeling, can engage the thinking part of the brain. This helps them be able to employ calming-down strategies and stay in control.

Using Skills Every DayHave students ANTICIPATE when they might feel frustrated with a learning task and need to calm down.

Notice student’s behaviors, and REINFORCE their ability to connect their behavior with a feeling. Describe their behavior to them: I notice you sighing and crumpling up your paper. Connect the behavior to the feeling: It looks like you’re feeling frustrated.

• Model using the Calming-Down Steps.• Remind students to use Calming-Down Steps

when experiencing strong feelings.

Have students REFLECT on how calming down helped them learn.


Grade 1, Unit 3 Lesson 13: Strong FeelingsFollowing Through


Step or Stay, Version 2

PreparationHave students form two lines facing each other with at least six feet of space between them. Tell students that the space between them is a river and that they are standing on the banks. When they step forward, they are in the river. When they step back, they are on the bank again. Model and have students practice stepping forward and back from the river to the bank.

Rules• Rule 1 is, you have to be exactly where I tell you to be.• Rule 2 is, you have to sit out if I catch you in the wrong place.

Steps1. Give one of these directions: In the river or on the bank. Students step or stay.2. Give another direction. Students step or stay.3. When students have mastered the basic game, speed it up and have students sit out if they do the wrong

thing.


• Progressively decrease the volume of your voice. (A)• Progressively increase the speed at which you give the instructions. (IC)• Add another rule. (WM)

• When you are in the river, pretend to swim.• When you are on the bank, pretend to dry yourself with a towel.• When you are in the river, pretend to be a fish.• When you are on the bank, pretend to be fishing.• When you are in the river, pretend to row a boat.• When you are on the bank, pretend to use a telescope.• Create your own movements for in the river/on the bank.

Following Through


L14

Teach the lesson.

Play a very active, energetic version of Move or Wait, Version 1. Have students practice their calming-down strategies at the end of the game.

Practice belly breathing to calm down students when they come in from recess. Listen to “The Calm-Down Song” and sing along with the chorus.

Play Move or Wait, Version 1, increasing the challenge.

Have students draw a picture of themselves with their hands on their tummies. Have them copy or write sentences about a time they needed to calm down using belly breathing.

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Daily Practice

Grade 1, Unit 3 Lesson 14: Calming Down Anger

Lesson Concepts• Belly breathing calms down strong feelings.• Belly breathing pushes the belly out when you

breathe in.• Being mean or hurting others when you are

angry is not okay.

Key WordBelly breathing

Why This Lesson MattersCalming-down skills can help students manage strong feelings. Belly breathing (diaphragmatic breathing) helps lower blood pressure and heart rate, which calms the body. Conversely, noisy, fast breathing and breathing from the chest can cause students to feel more upset.

Go online to www.secondstep.org to see an instructional video on belly breathing.

Using Skills Every DayHave students ANTICIPATE when they might need to use belly breathing to calm down.

Notice students who calm themselves down, and REINFORCE their behavior with specific feedback: Mira, I saw you take some belly breaths to calm down when your pencil broke.

• Model belly breathing to calm down.• Remind students to use belly breathing before,

during, and after classroom transitions.

Have students REFLECT on how belly breathing helped them calm down.


Grade 1, Unit 3 Lesson 14: Calming Down AngerFollowing Through


Move or Wait, Version 1

PreparationHave students stand or line up around the room, leaving enough room to move. Choose a song to play that is easy to move to.

Before you begin, review how students can use the Ways to Calm Down to help them stand still and wait for the music to begin again. Say, What could you say to yourself to help you stand still and wait? (Stop. I can wait. Stay still. Take belly breaths.)

Rules• Rule 1 is, when the music plays, walk around the room without talking and without touching

anyone or anything.• Rule 2 is, when the music stops, freeze and wait—until the music starts again.

Steps1. Play “The Feelings Song” or other music. Students walk independently around the room or

follow a leader.2. Stop the music. Students freeze and use the Calming-Down Steps to wait.


• Progressively decrease the volume of the music. (A)• Progressively increase the wait-time. (IC)• Tell students a shape to freeze in, such as standing still with your hands raised. (WM)

Following Through


L15

Teach the lesson.

Play Move or Wait, Version 1 (see Following Through Card 14). Have students tell the class any positive self-talk statements they used to help themselves play the game. Listen to “The Anger Song.”

Create your own skill-practice scenarios that allow students to practice positive self-talk statements. Listen to “The Anger Song.” Begin to learn the chorus.

Play Move or Wait, Version 2. Have students use calming-down strategies afterward.

Have students draw a picture of a time they had a strong feeling. Then have them write or copy two or three positive self-talk statements they could use to calm down from that feeling.

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Daily Practice

Grade 1, Unit 3 Lesson 15: Self-Talk for Calming Down

Lesson ConceptPositive self-talk is an effective strategy for calming down strong emotions.

Key WordsSelf-talk, jealous, positive, negative

Why This Lesson MattersWhen students are experiencing strong feelings, using calming-down strategies can be effective for managing their feelings and reducing the likelihood of impulsive or aggressive behaviors. The focus of this lesson is on using positive self-talk to calm down. Positive self-talk engages the thinking part of the brain and helps divert students’ attention from negative self-talk that can escalate strong feelings.

Using Skills Every DayHave students ANTICIPATE when they might need to use self-talk or another strategy to calm down.

Notice students who calm themselves down, and REINFORCE their behavior with specific feedback: Jordana, I saw you looking frustrated trying to write your numbers, and then you calmed down. What did you say to yourself to calm down?

• Model self-talk and other calming-down strategies to calm down.

• Remind students to use self-talk and other calming-down strategies before, during, and after classroom transitions.

Have students REFLECT on how using self-talk or another strategy helped them calm down.


Grade 1, Unit 3 Lesson 15: Self-Talk for Calming DownFollowing Through



PreparationHave students stand, leaving enough room to move. Choose a song that is easy to move to. Inform students that this time, if they move, they will need to sit down at their desks and miss one turn. Review how students can use the Ways to Calm Down, such as self-talk, to help themselves wait to join in again.

Rules• Rule 1 is, when the music starts, walk around the room without talking or touching anything. • Rule 2 is, when the music stops, stand still—just like a statue—until the music starts again. • Rule 3 is, if you move, sit down and miss one turn.

Steps1. Play “The Feelings Song” or other music. Students walk independently around the room or follow a leader.2. Stop the music. Students stand still and use the Calming-Down Steps to wait.3. Have students who touch something or move when the music is stopped sit down and miss one turn.

TipAsk students what helped them be successful in the game.


• Progressively decrease the volume of the music. (A)• Progressively increase the wait-time. (IC)• Tell students a pose to freeze in, such as standing still with hands on hips. (WM)

Following Through


L16

Teach the lesson.

Play Move or Wait, Version 2. Listen to and sing along with “The Calm-Down Song.”

Practice all three Ways to Calm Down after recess.

Play Move or Wait, Version 2. Use the Ways to Calm Down afterward.

Have students draw a picture of a time when they were worried. Then have them write or copy two or three sentences about what they can do when they are worried.

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Daily Practice

Grade 1, Unit 3 Lesson 16: Managing Worry

Lesson Concepts• Counting is an effective Way to Calm Down.• The Ways to Calm Down can help students

manage worry.• Talking to a grown-up helps when you are

worried.

Key WordWorried

Why This Lesson MattersContinued review and practice helps students retain new skills. In this lesson, students revisit calming-down strategies while applying them to strong feelings of worry. Worry, anxiety, and other similar feelings may not be as obvious or as likely to result in aggression or disruption, but they are still serious. Building skills to calm down when worried can help students cope with school and personal stresses and pressures in a more positive way.

Note Following this lesson, some students may disclose situations they are worried about. Be prepared to offer them support or refer them to a school counselor.

Using Skills Every DayHave students ANTICIPATE when they might feel worried about a situation and need to calm down.

Notice students who are worried and use calming-down or other coping strategies, and REINFORCE their behavior with specific feedback: I noticed that you looked worried and were able to calm yourself down. What helped you calm down? Would you like to talk to me about what is worrying you?

• Model using calming-down strategies.• Remind students that they can talk to you or

another trusted adult if they are feeling worried.

Have students REFLECT on how calming down helped them cope.

Home Link ReminderCollect the Lesson 15 Home Link, and email or send home copies of the Lesson 16 Home Link.

Grade 1, Unit 3 Lesson 16: Managing WorryFollowing Through



PreparationHave students stand, leaving enough room to move. Choose a song that is easy to move to. Inform students that this time, if they move, they will need to sit down at their desks and miss one turn. Review how students can use the Ways to Calm Down, such as self-talk, to help themselves wait to join in again.

Rules• Rule 1 is, when the music starts, walk around the room without talking or touching anything. • Rule 2 is, when the music stops, stand still—just like a statue—until the music starts again. • Rule 3 is, if you move, sit down and miss one turn.

Steps1. Play the music. Students walk independently around the room or follow a leader.2. Stop the music. Students freeze and use the Calming-Down Steps to wait.3. Have students who touch something or move when the music is stopped sit down and miss one turn.

TipAsk students what helped them be successful in the game.


• Progressively decrease the volume of the music. (A)• Progressively increase the wait-time. (IC)• Tell students a pose to freeze in, such as standing still with hands on hips. (WM)

Following Through


L17

Grade 1, Unit 4 Lesson 17: Solving Problems, Part 1

Lesson Concepts• You need to calm down first before you solve a

problem.• The first step in solving problems is to use words

to describe the problem.• The second step in solving a problem is to think

of lots of solutions.

Key WordsProblem, solution

Why This Lesson MattersProblem solving is a complicated cognitive process. Students who are more skilled problem-solvers get along better with peers and have fewer conflicts and problems with aggression.

It is important to remind students to calm down before trying to solve a problem if they are having strong feelings that will get in the way of being able to think calmly about solutions. Saying the problem helps students define the situation in a way that helps them come up with solutions. This lesson helps

students learn and remember the first two Problem-Solving Steps.

Using Skills Every DayHave students ANTICIPATE when they might need to say the problem and think of solutions.

Notice students who use words to talk about a problem rather than reacting to the problem in destructive or hurtful ways, and REINFORCE their behavior with specific feedback: I heard you use your words and tell Danny that the problem is that you both wanted to sit in the same place.

• Model using the problem-solving steps. • Remind students frequently to do so.

Have students REFLECT on how and when they needed to say the problem and think of solutions.

Teach the lesson.

Play Idea Machine to practice brainstorming. Listen to “The Problem-Solving Song” and point to the steps on the Problem-Solving Steps poster as you listen.

Take a classroom problem and apply the S: Say the problem and T: Think of solutions steps. Use the discussion questions from the lesson.

Play Idea Machine. Take a classroom problem and apply the S: Say the problem and T: Think of solutions steps. Use the discussion questions and prompts from the Story and Discussion section of the lesson.

Have students draw a three-panel picture. The first panel should contain a drawing of a problem between two people. The second two panels should contain drawings of safe and respectful solutions.

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Daily Practice


Idea Machine

PreparationHave students stand and form a circle.

Rules• Rule 1 is, when I name a topic, think of as many things as you can that go with that topic.• Rule 2 is, I’ll start the Idea Machine by doing an action and saying my idea. Then we’ll go

around the circle, each person doing the action and saying an idea.• Rule 3 is, it’s okay to say something that was already named, but it has to be different from

what the person right before you said.

Steps1. Name a broad topic, such as animals or things found outside, and do an action that looks like a working

part of a machine.2. Give think-time for students to come up with as many words they can that go with that topic, using self-

talk to remember.3. Starting at one point of the circle, each person will say one topic-related word and doing the action you did.

Tips• Ask students: How many different things can we name? How far around the circle can we go

before repeating something?• Start new rounds at different points of the circle so different students get to go early in the game and

different students get to practice waiting for their turn.

Increasing the ChallengeAttention (A), Working Memory (WM), Inhibitory Control (IC)

• Play the game by randomly tossing a ball, beanbag, or yarn ball to each other in a circle. (A, WM)• Have students name what the person before them said, then add their own idea. (A, WM)• Have students name the two ideas before them, then add their own, different idea. (A, WM)• Have students do a unique “machine” movement along with their idea. (A, WM)

Category SuggestionsThings to eat Things that are bigThings in a school People’s namesThings found outside Things that are smallThings in a house Things that could be blue (choose a color)Things that move Things that make you happyToys and games Things that grow

Following ThroughGrade 1, Unit 4

Lesson 17: Solving Problems, Part 1


Following Through


L18

Teach the lesson.

Play Idea Machine to practice brainstorming skills. Listen to “The Problem-Solving Song.” Do the movements to the song.

Take a classroom problem and work through all of the Problem-Solving Steps.

Play Idea Machine to practice brainstorming skills. Listen to “The Problem-Solving Song.” Do the movements to the song.

Have students draw a picture of a problem that they’ve experienced. Help them write the problem statement in a way that doesn’t blame another person, and write two possible solutions to the problem.

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Daily Practice

Grade 1, Unit 4 Lesson 18: Solving Problems, Part 2

Lesson Concepts• Part of problem solving is thinking about

consequences.• The final step of problem solving is to pick the

best solution.• Solving problems is a way to get along better

with others.

Key WordsConsequence, if-then

Why This Lesson MattersMany students, especially those more likely to be involved in peer conflicts and aggression, tend to think of only one solution to a situation and act on it without thinking through what might happen. The E: Explore consequences step in problem solving is important because it helps students think through the effects of their choices, increasing their ability to pick solutions that will solve the problem while taking people’s feelings into account. If-then thinking builds students’ ability to predict consequences.

Using Skills Every DayHave students ANTICIPATE when they might need to think of more than one solution to a problem.

Notice students who are thinking of more than one solution to their problem, and REINFORCE their behavior with specific feedback: I heard Stephan say that you both could share the book. I heard Janet say you could take turns with the book. Those are both safe and respectful solutions to your problem.

• Model using the Problem-Solving Steps.• Remind students frequently to do so.

Have students REFLECT on how and when they needed to think of more than one solution to a problem.


Grade 1, Unit 4 Lesson 18: Solving Problems, Part 2Following Through


Idea Machine

PreparationHave students stand and form a circle.

Rules• Rule 1 is, when I name a topic, think of as many things as you can that go with that topic.• Rule 2 is, I’ll start the Idea Machine by doing an action and saying my idea. Then we’ll go

around the circle, each person doing the action and saying an idea.• Rule 3 is, it’s okay to say something that was already named, but it has to be different from

what the person right before you said.

Steps1. Name a broad topic, such as animals or things found outside, and do an action that looks like a working

part of a machine.2. Give think-time for students to come up with as many words they can that go with that topic, using self-

talk to remember.3. Starting at one point of the circle, each person will say one topic-related word and doing the action you did.

Tips• Ask students: How many different things can we name? How far around the circle can we go

before repeating something?• Start new rounds at different points of the circle so different students get to go early in the game and

different students get to practice waiting for their turn.


• Play the game by randomly tossing a ball, beanbag, or yarn ball to each other in a circle. (A, WM)• Have students name what the person before them said, then add their own idea. (A, WM)• Have students name the two ideas before them, then add their own, different idea. (A, WM)• Have students do a unique “machine” movement along with their idea. (A, WM)

Category SuggestionsThings to eat Things that are bigThings in a school People’s namesThings found outside Things that are smallThings in a house Things that could be blue (choose a color)Things that move Things that make you happyToys and games Things that grow

Following Through


L19

Teach the lesson.

Play Shape Moves, Version 1. Listen to “The Fair Ways to Play Song.” Do the movements to the song.

Play Shape Moves, Version 1. Add challenges.

Use classroom playground equipment such as balls, jump ropes, and so forth as props. Have student volunteers use the props to model and demonstrate the Fair Ways to Play—sharing, trading, and taking turns.

Have students draw a picture of themselves using one of the Fair Ways to Play with a friend. Have students write or copy a couple of sentences describing what they are doing and saying to play fairly and have fun with their friend.

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Daily Practice

Grade 1, Unit 4 Lesson 19: Fair Ways to Play

Lesson Concepts• Sharing, trading, and taking turns are fair and

fun ways to play.• Sharing means playing together with a toy.

Key WordsFair, sharing, consequence, taking turns, trading

Why This Lesson MattersSharing, trading, and taking turns are solutions intended to promote the goals of fairness and mutual enjoyment, so students are less likely to use aggressive solutions.

Using Skills Every DayHave students ANTICIPATE when they can use the Fair Ways to Play.

Notice students who share, trade, and take turns, and REINFORCE their behavior with specific feedback. Give explicit statements to help students internalize the desire to play in fair ways: I can tell from the look on both of your faces that you are happy to be sharing that book with each other.

• Model sharing, trading, and taking turns.• Remind students frequently to use the Fair Ways

to Play at recess or during choice time.

Have students REFLECT on how the Fair Ways to Play helped them have fun.

Home Link ReminderCollect the Lesson 18 Home Link, and email or send home copies of the Lesson 19 Home Link.

Grade 1, Unit 4 Lesson 19: Fair Ways to PlayFollowing Through


Shape Moves, Version 1

PreparationCreate nine shape cards using white construction paper and three different-colored markers. Make three cards with a large colored-in circle, one in each color; make three cards with a large colored-in square, one in each color; and make three cards with a large colored-in triangle, one in each color. Have the cards ready in a folder. Have students stand, leaving enough room to move. Show students each shape and demonstrate the movement that goes with it.

Rules• Rule 1 is, if you see a circle, form your arms into a circle in

front of you with your fingers touching.• Rule 2 is, if you see a triangle, form your arms into a triangle

over your head with your fingers touching.• Rule 3 is, if you see a square, stand up tall with your arms

straight at your sides.

Steps1. Show students a shape card without speaking. Students stand still and watch.2. Students make the shape assigned to the card.

TipMix the cards so the shapes don’t follow the same order, but leave the cards in color families. Play for a couple of minutes, then mix up the colors and shapes.


• Show cards more quickly. (A, WM, IC)• Add another color. (A, IC)• Add another symbol and movement. (A, WM, IC)

Following Through


L20

Teach the lesson.

Play Shape Moves, Version 1. Listen to “The Fair Ways to Play Song.”

Create skill-practice scenarios and practice inviting others to join in. Have students set a goal of inviting someone to join in this week. They will write about it on Day 5.

Play a game of Shape Moves, Version 1. Add challenges.

Have students draw a picture of themselves inviting someone else to play. Have them write or copy a couple of sentences describing what they would say to invite that person.

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Daily Practice

Grade 1, Unit 4 Lesson 20: Inviting to Join In

Lesson Concepts• It is important to notice and have empathy for

children who are left out of play.• Inviting others to play is the right thing to do.• Playing with others is a way to get to know

them better.

Key WordsNoticed, invited

Why This Lesson MattersStudents who are rejected by peers are at risk for negative outcomes, including lower academic performance. By learning and practicing how to invite others to join in, students can help make sure their peers are included.

Note When you notice a child being excluded by others, it is important to take steps to help this child become integrated into the classroom and make friends. Having this child and another who is willing stay in at recess and play together can be a first step toward reversing the pattern of exclusion.

Using Skills Every DayHave students ANTICIPATE when they can invite others to join in an activity.

Notice students who are being inclusive and inviting others to play, and REINFoRCE their behavior with specific feedback: I heard you ask Julie if she wanted to join your game. You are all smiling, so you must be having fun!

• Model welcoming and inviting students to join in.• Remind students frequently to invite others

to play.

Have students REFLECT on when and how they invited others to join in an activity.


Grade 1, Unit 4 Lesson 20: Inviting to Join InFollowing Through



PreparationHave the nine shape cards you created in Lesson 19 ready in a folder (see Following Through Card 19). Have students stand, leaving enough room to move. Show students each shape and demonstrate the movement that goes with it.

Rules• Rule 1 is, if you see a circle, form your arms into a circle in front of you with your fingers

touching.• Rule 2 is, if you see a triangle, form your arms into a triangle over your head with your fingers

touching.• Rule 3 is, if you see a square, stand up tall with your arms straight at your sides.

Steps1. Show students a shape card without speaking. Students stand still and watch.2. Students make the shape assigned to the card.

TipMix the cards so the shapes don’t follow the same order, but leave the cards in color families. Play for a couple of minutes, then mix up the colors and shapes.


• Show cards more quickly. (A, WM, IC)• Add another color of each shape. (A, IC)• Add another symbol and movement. (A, WM, IC)

Following Through


L21

Teach the lesson.

Play Shape Moves, Version 2. Listen to “The Problem-Solving Song.”

Create scenarios for students for practicing assertive statements. Listen to “The Problem-Solving Song.”

Play Shape Moves, Version 2. Add challenges.

Have students draw a picture of a name-calling situation. Have students write or copy a couple of sentences giving an assertive response to name-calling.

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Daily Practice

Grade 1, Unit 4 Lesson 21: Handling Name-Calling

Lesson Concepts• It is not okay to call people names that hurt

their feelings.• If someone calls you a name, you can ignore the

person or speak assertively.• If the person doesn’t stop calling you names, you

should tell a grown-up.

Key WordsName-calling, ignoring

Why This Lesson MattersMean teasing is an aggressive behavior. Repeated teasing can be bullying. This lesson promotes the norm of respectful behavior and not calling people names, while building empathy for students who are teased. Effective responses by students can help reduce the extent to which they are teased.

Note It is important to intervene early so teasing doesn’t escalate to mutual conflict or one-sided bullying. The rule with name-calling is: If the child being called the name doesn’t like it, the name-calling should stop. Let

students know that you can help if the name-calling doesn’t stop.

Using Skills Every DayHave students ANTICIPATE when they can use assertive communication to respond to name-calling.

Notice students who respond assertively to name-calling, and REINFORCE their behavior with specific feedback: I heard you tell Alex that you don’t like to be teased. You used a strong, calm voice. You were being assertive.

• Model assertive communication to solve a problem.

• Remind students frequently to use assertiveness in response to name-calling.

Have students REFLECT on when and how they used assertive communication to respond to name-calling.


Following Through


Grade 1, Unit 4 Lesson 21: Handling Name-Calling


PreparationHave the nine cards you created in Lesson 19 ready in a folder (see Following Through Card 19). Have students stand, leaving enough room to move. Show students each color and demonstrate the movement that goes with it. Tell them to ignore the shape on the card and respond to the color. For example, if red = circle, they should always make a circle when they see red, even if the shape is a red triangle.

Rules• Rule 1 is, if you see a (name color) shape, form your arms into a circle in front of

you with your fingers touching.• Rule 2 is, if you see a (name color) shape, form your arms into a triangle over

your head with your fingers touching.• Rule 3 is, if you see a (name color) shape, stand up tall with your arms straight at

your sides.

Steps1. Show students a card. Students stand still and watch.2. Students make the shape assigned to the color.

TipThis game can be challenging. Practice using the colors and the movements that go with them slowly at first.


• Show cards more quickly. (A, WM, IC)• Add another color of each shape with a new movement that goes with it. (A, WM, IC)

Following Through


L22

Teach the lesson.

Play one of the Brain-Builder games. Have students do a Think, Turn, Tell about a Second Step skill they want to get better at doing.

Take any typical classroom or playground problem and apply the S: Say the problem and T: Think of solutions steps as modeled in the lesson. Listen to “The Problem-Solving Song.”

Practice the Calming-Down Steps after coming in from recess. Listen to “The Calming-Down Song.”

Have students fold a sheet of paper to form two side-by-side panels. On the left-hand panel, have them draw a picture of the favorite thing they learned in Second Step lessons. On the right-hand panel, have them draw a picture of the Second Step skill they want to do better. Have students write or copy a couple of sentences describing each picture.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 1, Unit 4 Lesson 22: Reviewing Second Step Skills

Lesson Concepts• You have all learned a lot of new skills.• You can notice how much you have learned.

Why This Lesson MattersWhen teachers provide repeated practice of social-emotional skills in a variety of real-life situations, students are more likely to retain and continue to develop the skills that they’ve learned in the formal program.

Using Skills Every DayHave students ANTICIPATE when they can use Second Step skills.

Notice when students use Second Step skills, and REINFORCE their behavior with specific feedback at every opportunity. Cleary describe the behaviors you see.

• Model Second Step skills.• Remind students frequently to use them.

Have students REFLECT on when and how they used Second Step skills.

See the Unit Cards for Academic Integration Activities.


Following Through


Grade 1, Unit 4 Lesson 22: Reviewing Second Step Skills

Game of ChoiceThe Brain Builder in this lesson can be any of the games students have learned in the program.

PreparationEither you can choose a game or you can make it an exercise in group decision-making. Select an appropriate level of challenge from the Following Through card for the game chosen.

Possible Games• My Turn, Your Turn: Following Through Cards 1–4• Simon Says: Following Through Cards 7–9• Clap and Count: Following Through Cards 10 and 11• Step or Stay: Following Through Cards 12 and 13• Move or Wait: Following Through Cards 14–16• Idea Machine: Following Through Cards 17 and 18• Shape Moves: Following Through Cards 19–21

Tips• Invite students to really challenge themselves and notice how much better they have gotten at the games.

Remind them that when their brains work hard in this way, the effort and practice makes them smarter and stronger.

• Ask students what helped them be successful at the game.

Documents

L1 Grade 1, Unit 1 Lesson 1: Listening to Learn Following ... · Have students fill in the blanks of this sentence: ... Listening is a fundamental Skill for Learning that ... eyes