l1 kindergarten, unit 1 lesson 1: learning to listen ......lesson 1: learning to listen follow,...

Following Through

© 2011 Committee for Children Second Step: Skills for Social and Academic Success 1

Kindergarten, Unit 1 Lesson 1: Learning to Listen

Lesson Concepts• Following Listening Rules helps everyone learn.• Our brains get smarter every time we use them.

Key WordsRule, listen

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 improve their ability to listen and pay attention during class discussions.

Many children struggle to be successful in the structured learning environment of kindergarten, especially children still working to develop competence in the basic skills of paying attention, following directions, and inhibiting inappropriate behavior. Research shows that children who start school lacking these skills have poorer academic achievement and more problems with peers.

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 noticed lots of still bodies when Sam was talking. I noticed you were really following me with your eyes as I told you what to do next.

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

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

Teach the lesson.

Play the Listening Rules Game again. Introduce “The Learner Song” and have children cup their ear with their hand when they hear the word “listen.”

Play Follow, Follow, Version 1. Listen to “The Learner Song” and have children touch their ears and eyes when they hear those body parts named.

Play Follow, Follow, Version 1. Use additional challenges as appropriate. Listen to “The Learner Song” and have children touch their hands to their heads when they hear the word “brain.”

Have students draw a picture of themselves following the Listening Rules. Have them dictate or write one or more of the Listening Rules.

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

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

Listening Rules Game

Practice the Listening Rules in one of the following ways:1. Do as a Follow, Follow game (see below). State the rule and model the action. Students copy you.2. State each rule. Students have to do the accompanying action.3. Do each action. Students have to state the accompanying rule.

Eyes watching. Finger to the corner of eye. Voice quiet. Finger to lips.Ears listening. Hand cupping ear. Body still. Hug torso with both arms.

TipGo online to www.secondstep.org to find suggestions for using the Brain Builder games with English-language learners.

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

• Play the game faster. (A, WM) • Say two rules at a time. (A, WM, IC)• Progressively decrease the volume of your voice. (A)

Following ThroughKindergarten, Unit 1 Lesson 1: Learning to Listen

Follow, Follow, Version 1

PreparationHave students stand, leaving enough room to move.

Rules• Rule 1 is, stand still and listen when I say “Follow, follow” and tell you something to do. • Rule 2 is, do exactly what I told you to do.

Steps1. Have students stand still and listen. Cue students with: Follow, follow and tell them to touch one

(or two) body parts: Touch your toes.2. After students follow the instruction, cue them to do a new action.


• Increase the number of body parts students are asked to touch. (WM)• Progressively decrease the volume of your voice. (A)• Have students touch the body parts in the reverse order. (A, WM, IC)

Following Through

© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 15

Teach the lesson. On each of the following days, remind students to switch on their attent-o-scopes before you give important directions.

Play Follow, Follow, Version 2, adjusting the degree of challenge as appropriate. Listen to “The Learner Song.” Have students make their attent-o-scopes when they hear the words “Focus attention.”

Begin learning the words to “The Learner Song.” Have students cup their hands to their ears when they hear the word “Listen.”

Play Follow, Follow, Version 2, using Puppy or Snail as the leader. Practice using attent-o-scopes during other learning activities.

Have students draw a picture of their attent-o-scopes. Have them dictate or write down some words to use as a switch.

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Kindergarten, Unit 1Lesson 2: Focusing Attention

Lesson Concepts• Focusing attention involves using 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 you focus attention.

Key WordsSkills, focus, 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 Skill for Learning that helps students pay attention both to what is important in the classroom and to their peers when playing.

NoteThis lesson teaches a concrete metaphor for focusing attention: the “attent-o-scope.” Students cup each eye with a hand to form binoculars, which helps them focus on one object. Students first form their attent-o-scopes and focus their eyes on an object, then put

their hands down but maintain their focus and avoid looking at and becoming distracted by other things.

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.

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

Kindergarten, Unit 1Lesson 2: Focusing AttentionFollowing Through

Page 16 Second Step: Skills for Social and Academic Success © 2011 Committee for Children


PreparationYou will need Puppy and Snail. 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 what Snail tells you to do. Puppy will try to trick you by telling you to do things too. Ignore Puppy.

Steps1. As Snail: Follow, follow. Touch your nose. Students touch their noses.2. As Puppy: Follow, follow. Touch your head. 3. Students don’t obey Puppy and keep touching their noses.


• Have Snail name two or more body parts. (WM)• Have Puppy give two directions in a row. (A, IC)• Have the students touch the body parts in the reverse order. (WM, IC)

Following Through


Teach the lesson. Listen and sing along to “The Learner Song.” Have students touch their eyes, ears, and brain when they hear those body parts named.

Play Follow, Follow, Version 2. Listen and sing along to “The Learner Song.” Have students make their attent-o-scopes when they hear “Focus attention.”

Play Follow, Follow, Version 3. Use the rule from the skill practice in this lesson.

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

Have students draw pictures of their heads with arrows pointing to the body parts they use for listening and following directions.

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Kindergarten, Unit 1Lesson 3: Following Directions

Lesson Concepts• Listening and following directions are important

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

and brain.

Key WordsRepeat, directions

Why This Lesson MattersPractice and repetition are necessary for students to internalize and be able to use 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. They also increase their motivation to use the skills by focusing on their importance and usefulness.

Using Skills Every DayHave students ANTICIPATE when repeating directions 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 then told yourself what to do.

• Model repeating directions.• Remind students frequently to repeat directions.

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

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Following Through


Kindergarten, Unit 1Lesson 3: Following Directions


RuleRule 1 is, say the two body parts before you touch them.

Steps1. Cue students with: Follow, follow. Then say two body parts to touch. Do not touch them yourself.2. Students first name, then touch, the two body parts.

TipAt first be sure to just name the body part. Touching and naming the body parts at the same time makes it hard for the students to just name and then touch the body parts.


• Name and then touch three or more body parts. (A, WM, IC)• Name and then touch two body parts in the reverse order. (WM, IC)


PreparationYou will need Puppy and Snail. After you have stated the rule, have students make their attent-o-scopes and say “focus” to switch them on. Have them focus on Snail, then put them down and pretend they are still there.

RuleRule 1 is, do what Puppy tells you to do. Snail will try to trick you by telling you to do things too. Ignore Snail.

Steps1. As Puppy: Follow, follow. Reach your arms up high. Students reach up high.2. As Snail: Follow, follow. Nod your head.3. Students don’t obey Snail and keep reaching their arms up high.


• Have Puppy say two different movements to do. (WM)• Switch which puppet students need to follow in the middle of the game. (WM, IC) • Have students do the movements in the reverse order. (WM, IC)

Following Through


Kindergarten, Unit 1Lesson 4: Self-Talk for Staying on Task

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 WordsDistracted/distracting, ignore, self-talk

Why This Lesson MattersSelf-talk is a developmentally appropriate strategy that 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. Different students in your class may be at different points in this developmental continuum, but practicing and using self-talk in some form is likely to be helpful for all children.

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.

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Teach the lesson.

Play Follow, Follow, Version 4.

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

Play Follow, Follow, Version 4 with numbers, using the first Increasing the Challenge idea. Listen and sing along with “The Learner Song.” Have students make the movements that match the Skills for Learning.

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

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Following Through


Kindergarten, Unit 1Lesson 4: Self-Talk for Staying on Task


PreparationHave students sit at their tables. Give them two different-colored markers and a piece of paper each. You will also need markers to model the drawing on the board. Plan a simple sequence of drawing directions for students to follow.

RuleRule 1 is, repeat what I say to do before you draw. Use your self-talk to remember the directions and stay focused on your drawing.

Steps1. Cue students with: Follow, follow. Then add the direction. If necessary, model the drawing

on the board. 2. Students repeat that direction together.3. Students follow that direction while repeating the direction to themselves.

TipConsider students’ developmentally different drawing abilities, and plan drawings all your students can draw. Simple shapes work well.


• Add in numbers. (A, WM) For example:• Draw four circles.• Color in two of the circles.• Write the number “2” in one of the circles.

• Add in directional words. (A, WM) For example:• Inside, outside• Top, bottom• Front, back

• Increase the number of objects students need to remember to draw at one time (WM). For example:• Draw three circles and two squares.• Draw a tree with five apples on it.

Following Through


Teach the lesson.

Practice Think, Turn, Tell during another teaching activity. Sing along with “The Learner Song.” Have students stand up when they hear the word “assertive.”

Practice communicating assertively with typical scenarios in your classroom or on the playground when students need to ask for help.

Practice Think, Turn, Tell on the topic of which adult students can go to for help at home when they don’t know how to do something.

Have students draw a picture of a time when they needed help. Have them dictate or write a sentence about who they asked for help.

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Kindergarten, Unit 1Lesson 5: Being Assertive

Lesson Concepts• Being assertive involves using an assertive

posture (face the person; head up and shoulders back) and tone of voice (calm, firm voice; respectful words).

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

Key WordsAssertive, respectful, calm

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 requires students to listen, pay attention, and control their behavior.

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.

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Following Through


Kindergarten, Unit 1Lesson 5: Being Assertive

Think, Turn, Tell

PreparationHave students sit next to their assigned partners. Give them a simple way to choose listeners and speakers (for example, the person with the biggest hands is the listener first). Have listeners, then speakers raise their hands. Then explain the topic. A chime or bell can be used instead of the voice signals.

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) for ten seconds.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) for ten seconds.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 touch their

noses to show agreement.

Tips• 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.• Keep the TELL portion portion short, no more than ten seconds.


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

• Have them remember two things their partner said, then tell the class. (A, WM) • Extend the time they have to sit without talking before they switch partners. (IC)

Following Through


Teach the lesson.

Practice Think, Turn, Tell. See the next page for directions. Ask students to think about times when they feel calm or peaceful.

Play Follow, Follow, Version 1 (see Following Through Card 1) with directions to make different feelings faces (such as “Make a happy face”) . Listen to “The Feelings Song.” Have students put their hands on their tummies when they hear “We feel them in our bodies.”

Practice Think, Turn, Tell with a topic related to your classroom curriculum. Listen to “The Feelings Song.” Have students put their hands on their faces and tummies as appropriate.

Give each student a piece of paper with a sentence starter on top, for example: “I feel happy when ____________ .” Have students dictate or write their responses, then illustrate their happy time.

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Kindergarten, Unit 2Lesson 6: Feelings

Lesson Concepts• If you can name your own feelings, it will help

you figure out how other people feel.• All feelings are natural. Some feelings are

comfortable, and some are uncomfortable.• Physical clues can help you identify others’

feelings.

Key WordsFeelings, happy, comfortable, calm, sad, is, is not, uncomfortable

Why This Lesson MattersStudents who accurately identify emotions tend to be less aggressive and more accepted by peers and have better social skills. Students who have high emotional understanding at age five are more likely than other children to show academic gains by age nine.

Using Skills Every DayHave students ANTICIPATE when they can identify how others are feeling by looking at others’ 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: By your laugh and your smile, I can tell that you are really happy right now.

• 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 were feeling by looking at their faces.

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Following Through


Kindergarten, Unit 2Lesson 6: Feelings

Think, Turn, Tell

PreparationHave students sit next to their assigned partners. Give them a simple way to choose listeners and speakers (for example, the person with the longest hair is 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) for ten seconds.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) for ten seconds.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 touch their

noses to show agreement.

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

Following Through


Teach the lesson.

Practice Think, Turn, Tell. Ask students to think and tell about something they are interested in. Listen and sing along to the chorus of “The Feelings Song.” Have the students make the movements for the chorus.

During a read-aloud time, stop reading where appropriate and have students identify how one or more characters are feeling and how they can tell. Use Think, Turn, Tell for this activity.

Have students practice identifying how they would feel with each of these scenarios:• You are watching a TV show about your favorite animal. (Interested, curious)• Tomorrow is your birthday. (Excited, happy)• You have a sandwich for lunch that you do not like. (Unhappy, disgusted)• Your friend broke one of your toys by mistake. (Angry, sad)

Have students draw interested and scared faces. Have students dictate or write a word or sentence to go underneath. I am (feeling) when .

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Kindergarten, Unit 2Lesson 7: More Feelings

Lesson ConceptSituational clues can help you identify others’ feelings.

Key WordsSurprised, interested, situation, afraid/scared

Why This Lesson MattersIn Lesson 6, students were introduced to identifying emotions based on visual clues. Another important part of empathy is to understand typical causes of emotions. Most five- and six-year-olds can explain the causes of their own and others’ emotions.

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

Notice students’ interest in classroom activities, and REINFORCE their interest. Also help them understand why they might be feeling a particular

emotion: Your voice sounds surprised. I think it is because you didn’t realize that it’s already time for a snack!

• 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 were able to identify from the situation how others were feeling.

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

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Following Through


Kindergarten, Unit 2Lesson 7: More Feelings

Think, Turn, Tell

PreparationHave students sit next to their assigned partners. Give them a simple way to choose listeners and speakers (for example, the person with the biggest feet is 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) for ten seconds.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) for ten seconds.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.

TipUse Think, Turn, Tell frequently as a way to increase opportunities for oral language. This is particularly important for English-language learners.


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

Following Through


Teach the lesson.

Play Simon Says, Version 1. Sing and do the movements for “The Feelings Song.”

Play Simon Says, Version 1. Include making feelings faces. Sing and do the movements for “The Feelings Song.”

Practice Think, Turn, Tell with a topic related to your current curriculum focus.

Give each student a piece of paper with the following sentence starter: “I feel angry when .” Have students write or dictate their responses. Then have them illustrate their angry times.

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Kindergarten, Unit 2Lesson 8: Identifying Anger

Lesson Concepts• It is natural to feel angry, but feeling angry is

uncomfortable.• It is not okay to be mean or hurt others.• Empathy means feeling or understanding what

someone else feels.

Key WordsEmpathy, anger/angry/mad

Why This Lesson MattersThis lesson helps provide the foundation for the Emotion-Management Unit by improving students’ ability to identify anger in themselves and others. Being able to accurately read the feelings of others and identify their own feelings is especially important for children who interact in an aggressive manner.

Using Skills Every DayHave students ANTICIPATE when something they might do at recess would result in other students feeling angry.

Notice students who name angry feelings as they arise, and REINFORCE their behavior with specific feedback: I noticed you saying out loud that you were feeling angry. You are really paying attention to how you feel.

• Model identifying when you feel angry. • Remind students to identify their own anger and

to notice when others are feeling angry.

Have students REFLECT on how they were able to avoid doing things that may have resulted in others on the playground feeling angry.

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Home Link ReminderThere is no Lesson 8 Home Link.

Following Through


Kindergarten, Unit 2Lesson 8: Identifying Anger

Simon Says, Version 1


Rules• Rule 1 is, if I say “Simon says” first, 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 keep reaching their hands up high.

Tips• Include movements that use all parts of the body and brain. 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. Such 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.

Movement SuggestionsPat shoulders Stomp feet Turn aroundSquat down Touch toes Reach up highMake body small Make body wide Make body tallMake arm circles Make ankle circles March on tiptoeWiggle like jelly Balance on one foot Swing alternating armsDo knee bends Wiggle fingers Clap handsDo across-the-body marching


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

Following Through


Teach the lesson.

Play Simon Says, Version 2 with the same and different rules. See the next page for instructions. Sing along to and do the movements for “The Feelings Song.”

Play Simon Says, Version 1 with the standard rules (see Following Through Card 8).

Practice Think, Turn, Tell. Ask students to think of one thing they love to do at school. When calling on students at random, ask the others if they like to do the same thing. Point out similarities and differences.

Have students draw pictures of their first day at school and dictate or write a word or sentence about how they were feeling. Compare pictures for same and different feelings.

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Kindergarten, Unit 2Lesson 9: Same or Different?

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, empathy

Why This Lesson MattersIn early childhood, students 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. Without this understanding, students would not consider the existence of any perspective other than their own.

NoteEstablish 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: You both chose to work in the writing center. You chose the same place. Jane is painting a picture. She chose to do something different.

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

have different feelings from theirs about the same situation.

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

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Kindergarten, Unit 2Lesson 9: Same or Different?



Rules• Rule 1 is, when I say “Simon says do the same thing as I do,” do the same thing. • Rule 2 is, when I say “Simon says do something different from what I do,” do something

different. It does not matter what it is 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 from what 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” in addition to your same-and-different directions. (A, WM, IC)

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

Following Through


Teach the lesson.

Play Simon Says, Version 1. Sing along with and make the movements to the chorus of either “The Learner Song” or “The Feelings Song.”

Play Simon Says, Version 1. Add additional challenges if students are ready.

Have students do an additional skill practice apologizing for accidents with a partner. Use these scenarios:• You borrowed your partner’s pencil and broke the lead.• You were reading your partner’s book and tore a page.• You jumped to catch a ball and hit your partner on the head.

Have students draw pictures of accidents. Have them dictate or write an apology as modeled in the skill practice.

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Kindergarten, Unit 2Lesson 10: Accidents

Lesson Concepts• An accident is when you do something you

didn’t mean to do.• When you cause an accident, it’s important

to say so, so others don’t think you did it on purpose.

Key WordsAccident, mean to, on purpose

Why This Lesson Is ImportantThis lesson will help students understand that some actions are accidents, which may make children less likely to jump to conclusions. When students assume that others behave toward them with hostility, 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 accidentally bumped Sophie’s arm with your backpack, I heard you say sorry and ask if she was okay. That really helped her understand that you did not mean to hurt her.

• Model apologizing.• Remind students to generate alternative

explanations for why something happened.

Have students REFLECT on when they had to apologize and how it helped the situation.

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Kindergarten, Unit 2Lesson 10: Accidents



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.

Steps1. Say: Simon says. Say and show an action: Rub your tummies.2. Students rub their tummies.3. Omit “Simon says,” but say and show another action.4. Students keep rubbing their tummies.


• Progressively decrease the volume of your voice. (A) • Use one of the opposites rules below or make up one of your own. (A, WM, IC)

• When you say “Make yourself tall,” students have to make themselves small.• When you say “March in place quickly,” students have to march in place slowly.

Following Through


Teach the lesson.

Pass around Be-Calm Bunny and have students name ways to help in the classroom.

Play Simon Says, Version 3, with the first mixed-up rule. Sing and do the movements for “The Learner Song.”

Play Simon Says, Version 3, and add the second mixed-up rule if appropriate.

Have students draw a picture of helping someone. Have them dictate or write a sentence describing the helping act depicted.

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Daily Practice

Kindergarten, Unit 2Lesson 11: Caring and Helping

Lesson Concepts• Compassion means caring about how someone

else feels.• When you feel empathy for someone,

compassion is a good way to show it.• You can show you care by saying or doing

something kind.

Key WordsCaring, helping, compassion

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

Feeling empathy and expressing care and concern are different from each other, and both require practice.

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 Gloria clean up the markers she was using. Did you see her big smile? She was really glad 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.

L11


Following Through


Kindergarten, Unit 2Lesson 11: Caring and Helping



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. Name (don’t show) an action: Reach your hands up high! Students reach their

hands up high.2. Omit “Simon says,” but name another action.3. Students keep reaching their hands up high.4. Say: Simon says touch your ears. Students touch their elbows.

Tips• After the game, ask students specifically how they remembered the mixed-up rule.• In this version, it is important only to name the action and not show it.


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

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

Following Through


Teach the lesson.

Play Clap and Count, Version 1.

Play Clap and Count, Version 1. Listen to “The Calm-Down Song.”

Play Clap and Count, Version 1. Listen to “The Calm-Down Song.” Have students join in with the chorus.

Have students draw a picture of who they could tell if they are worried. Have them dictate or write down the person’s name.

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Daily Practice

Kindergarten, Unit 3 Lesson 12: We Feel Feelings in Our Bodies

Lesson Concepts • You can use physical clues in your body to

identify your feelings.• All your feelings are natural.• It is important to talk to a grown-up when you

feel worried.

Key Words Clues, worried

Why This Lesson MattersStudents who can identify their emotions accurately tend to be more socially and emotionally competent. Learning to tune in to internal physical clues will prepare students to recognize emotions that might require management. Students need to be able to tell when they are worried or scared.

Talking about feelings with a supportive adult is an important coping skill for students.

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

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 seem very quiet today. What is going on in your body? Are you worried about something?

• 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 it helped them when they checked in with their bodies to identify how they were feeling.

L12


Following Through


Kindergarten, Unit 3 Lesson 12: We Feel Feelings in Our Bodies

Clap and Count, Version 1

PreparationHave students sit.

Rules• Rule 1 is, watch and count the number of claps I do. Use your self-talk and count out loud or in

your head. • Rule 2 is, when I say “One, two, three, go!”, do the exact number of claps as I did.

Steps1. Clap. Students watch and count.2. Repeat the sequence. Students watch and count.3. Say: One, two, three, go! Students clap exactly as you did.

Tips• Start with an even, steady rhythm for the claps.• Make sure to remind students to use self-talk to count as they watch you clap and slap.


• Increase the number of claps. (WM)• Add in slaps (slapping knees with hands). (A, WM)• Increase the wait-time before saying “One, two, three, 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


L13

Teach the lesson.

Play Clap and Count, Version 2, using claps and slaps.

Listen to “The Calm-Down Song” and begin to learn the chorus. Have students put their hands on their tummies and join in with the responses in the chorus.

Play Clap and Count, Version 2, using claps and slaps (and taps.) Listen to “The Calm-Down Song” and sing along with the chorus.

Have students draw a picture of a time when they had a strong feeling. They can write the name of the feeling on their pictures, or dictate or write a sentence about the event.

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Daily Practice

Kindergarten, Unit 3 Lesson 13: Managing Frustration

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

ways to begin to calm down.

Key WordsStrong feelings, frustrated

Why This Lesson MattersThe concept that emotions can vary in intensity is repeated throughout the rest of the curriculum for greater comprehension. This concept also lays the foundation for later lessons, which teach children to treat moderate levels of distressing emotions as cues to use emotion-management strategies. Simply naming a feeling can help decrease the intensity of the feeling, which can be useful to children when they are upset.

NoteThe kindergarten year is full of new and difficult learning tasks. Students may feel frustrated often. Remind them that using the Skills for Learning and Calming-Down Steps will help them handle school tasks.

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

Notice children’s behaviors, and REINFORCE their ability to connect their behavior with a feeling. Describe their behavior to them: I notice you sighing and putting your pencil down. Connect the behavior to the feeling: It looks like you’re feeling frustrated.

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

when they experience strong feelings.

Have students REFLECT on how calming down helped them learn.

Home Link ReminderCollect the Lesson 12 Home Link.There is no Lesson 13 Home Link.

Following Through


Kindergarten, Unit 3 Lesson 13: Managing Frustration



Rules• Rule 1 is, watch and count the number of claps and slaps I do. Use your self-talk and count out

loud or in your head. • Rule 2 is, when I say “One, two, three, go!”, do the exact number of claps and slaps as I did.

Steps1. Clap and slap. Students watch and count.2. Repeat the sequence. Students watch and count.3. Say: One, two, three, go! Students copy the exact sequence.

Tips• Start with an even, steady rhythm for the claps and slaps.• Make sure to remind students to use self-talk to count as they watch you clap and slap.


• Increase the number of claps and slaps. (A, WM)• Add in taps (tapping heads). (A, WM) • Increase the wait-time before saying “One, two, three, 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


L14

Teach the lesson.

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

Play Clap and Count, Version 3. Between rounds, have students calm down and use belly breathing as you make it harder. Play “The Calm-Down Song” and sing along with the chorus.

Play Clap and Count, Version 3. Between rounds, have students calm down and use belly breathing as you make it harder. Practice belly breathing to calm students down when they come in from recess.


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Kindergarten, Unit 3 Lesson 14: Calming Down Strong Feelings

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

breathe in.

Key Words Calm down, breathing, belly breathing, belly

Why This Lesson MattersThe Calming-Down Steps 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.

NoteIt is very important to model the correct technique for belly breathing and then to coach students to do so also. Go online to www.secondstep.org to watch an instructional video on the correct technique for 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: Timmy, I saw you getting upset when your pencil broke, but then you calmed down. What did you do to calm down?

• 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.


Following Through


Kindergarten, Unit 3 Lesson 14: Calming Down Strong Feelings



Rules• Rule 1 is, watch and count the number of claps, slaps, and taps I do. Use your self-talk and

count out loud or in your head. • Rule 2 is, when I say “One, two, three, go!”, do the exact number of claps, slaps, and taps as

I did.

Steps1. Clap, slap, and tap. Students watch and count.2. Repeat the sequence. Students watch and count.3. Say: One, two, three, go! Students copy the exact sequence.

Tips• Start with a steady rhythm for the claps, slaps and taps.• Remind students to use self-talk to count as they watch you clap, slap, and tap.


• Increase the number of claps, slaps, and taps. (A,WM)• Add in stomps (stomping feet). (A,WM)• Increase the wait-time before saying “One, two, three, go!” (IC)• Mix in slow and fast beats to make the rhythm more complex. Ask students to pay attention to number

and rhythm and copy them exactly. (A,WM, IC)

Following Through


L15Teach the lesson.

Cue students to use self-talk—such as “Stop” or “I can wait”—and waiting strategies when they need to wait. Waiting strategies include thinking about something else and doing something that will not distract others. Sing along with the chorus of “The Calm-Down Song.”

Play Move or Wait, Version 1, with self-talk. Extend the waiting time before you play the music again.

Cue students to use self-talk and waiting strategies when they need to wait during the school day. Play Move or Wait, Version 1, with self-talk.


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Daily Practice

Kindergarten, Unit 3 Lesson 15: Handling Waiting

Lesson Concepts• The Calming-Down Steps can help you manage

feeling excited or impatient while waiting.• Finding quiet things to do that won’t distract

others also helps you wait.

Key Words Wait/waiting, impatient, excited

Why This Lesson MattersThe ability to wait is an important part of emotion management. In research on waiting skills, or “delay of gratification,” students with good waiting skills tended to get higher scores on the Scholastic Aptitude Test (SAT) in high school and show more social-emotional competence in adolescence and adulthood.

Using Skills Every DayHave students ANTICIPATE when they might need to use the Calming-Down Steps to help them wait.

Notice students who wait calmly, and REINFORCE their behavior with specific feedback: I noticed that you read a story while you waited for your turn at the computer. How did that help you wait calmly and patiently?

• Model calming down to help you wait.• Remind students to calm down during

waiting times.

Have students REFLECT on when and how they used the Calming-Down Steps to help them wait.


Following Through


Kindergarten, Unit 3 Lesson 15: Handling Waiting

Move or Wait, Version 1

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

Before you begin, review how students can use the Ways to Calm Down and self talk 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 or touching anybody

or anything. • Rule 2 is, when the music stops, freeze and wait until the music begins 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.

Tips• Stand at the front of the room so you can observe them moving and waiting.• If you have students move in a line, this game is good practice for transitions that involve lining up and

moving together as a class.


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

Following Through


L16

Teach the lesson.

Play Move or Wait, Version 2, and eliminate students for one turn if they move. Reinforce calming-down skills.

Remind students how to calm down before recess. Afterward, ask if they had to calm down during recess. Play the Noodle Game at a time when students really need to calm down (see next page).

Play Move or Wait, Version 2, and eliminate students. Reinforce calming down skills. Listen and sing along with the chorus of “The Anger Song.”

Have students draw a picture of themselves, using a pencil. Ask them to pick an “anger” color and color the parts of the body where they usually feel anger. Suggest that they include an angry-looking face.

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Kindergarten, Unit 3 Lesson 16: Managing Anger

Lesson Concepts• Feeling angry is natural. Hurtful, mean

behaviors are not okay.• Your body lets you know when you are angry. • Learning to relax calms you down.

Key WordsTense, relaxed

Why This Lesson MattersIdentifying feelings is an important part of effective emotion management. Students who behave aggressively more frequently than their peers tend to have more difficulty identifying their feelings. Relaxation and belly breathing can slow the heart rate and help students stay in control of their feelings.

NoteDiscussing anger may prompt disclosures of abuse. It is important to handle these in a sensitive manner and make necessary reports according to your state’s guidelines.

Using Skills Every DayHave students ANTICIPATE when they might get angry and need to calm down.

Notice students who become angry during the day, and REINFORCE their ability to identify anger: I notice your face is really red. You look like you are angry. Coach students to calm down. Put your hand on your tummy. Say “Stop. I’m angry.” Now choose a Way to Calm Down.

• Model calming down when you begin to feel angry.

• When you observe signs of anger, remind students to calm down.

Have students REFLECT on when and how they calmed down when they were angry.


Following Through


Kindergarten, Unit 3 Lesson 16: Managing Anger

Move or Wait, Version 2

PreparationHave students stand or line up around the room, leaving room to move. Choose a song to play. Inform them that this time, if they move, they will need to sit down and miss one turn. Review how students can use the Ways to Calm Down, such as self-talk, to help them wait to join in again.

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

or anything. • Rule 2 is, when the music stops, freeze until the music begins again. • Rule 3 is, if you move, sit down and miss one turn.

Steps1. Play the music. Students walk around the room.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.


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

The Noodle Game

PreparationHave students stand far enough apart so they have room to lie down.

Steps1. Students stand stiff and tense like uncooked noodles.2. Students pretend they are cooking. They get soft and floppy.3. Students get so relaxed that they cannot stand up anymore and lie on the floor.4. Students take three belly breaths to complete the relaxation process. 5. If you have time, go around and check if students are “cooked” by lifting an arm and waving it gently. It

should swing loosely back and forth.

Following Through


L17

Teach the lesson.

Play Step or Stay and eliminate students for a short time. Reinforce calming down and waiting skills.

Play the Noodle Game to practice feeling relaxed. Do it at a time when students really need to wind down (see Following Through Card 16).

Play Step or Stay and eliminate students for a short time. Reinforce calming-down and waiting skills. Dance and sing along to the chorus of “The Anger Song.”

Have students draw what they can do if they feel disappointed at school. Have them dictate or write a sentence describing what they can do.

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Kindergarten, Unit 3 Lesson 17: Managing Disappointment

Lesson Concepts• When you don’t get what you want, you can feel

disappointed.• Strong disappointment can lead to feeling sad or

angry.

Key WordsDisappointment/disappointed

Why This Lesson MattersYoung students have strong feelings about what they want and may experience keen disappointment when they don’t get it. When disappointment is accompanied by withdrawn or angry behaviors, students may act in ways that are harmful to themselves or others. Adults can guide students by helping them calm down enough to think about the situation. Adults may be tempted to relieve distress by meeting children’s demands, but it is important for students to understand that they can’t always have what they want.

Using Skills Every DayHave students ANTICIPATE when they might not get the choice they want and need to calm down.

Notice when students are disappointed and encourage them to use calming-down or other coping strategies. REINFORCE their behavior with specific feedback: I noticed you calming down when you didn’t get the book you wanted. Now you are ready to choose a different one.

• Model calming down. • When you notice signs of disappointment

remind students to calm down.

Have students REFLECT on how calming down helped them cope.


Following Through


Kindergarten, Unit 3 Lesson 17: Managing Disappointment

Step or Stay

PreparationHave students get into two lines facing each other, with at least six feet of space between them. Remind students that the space between them is a river. They are standing on the banks. When they step forward they are in the river. When they step back, they are on the banks 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. When students are able to do the game slowly, speed it up.3. Eliminate students and have them sit down for a short time if they do the wrong thing.

TipIf many students are being eliminated, stop the elimination, and slow the game down again.


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

• Have students pretend to swim when they are in the river.• When they are on the bank, have students pretend to dry themselves with a towel.• Have students pretent to row a boat when they are in the river.• When they are on the bank, have students pretend that they are fishing.

Following Through


L18

Teach the lesson.

Have students practice handling accidents with a partner. One partner says, “That hurt. What happened? Was it an accident?” The other partner responds, “I’m sorry, it was an accident. Are you okay?” Use the following scenarios:

• Someone stepping on your toes• Someone hitting you in the face with his or her elbow while eating• Someone tripping you as you walked in the hallway

Play Step or Stay.

Play Step or Stay. Listen and sing along to the chorus of “The Anger Song.”

Have the students draw a picture of an accident. Have them write the words “I’m sorry. It was an accident. Are you okay?”

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Kindergarten, Unit 3 Lesson 18: Handling Being Knocked Down

Lesson Concepts• When you get hurt, it’s important to calm down

before you do anything else. • You need to ask for more information and not

assume that the action was on purpose.

Key Words Mean to, accident

Why This Lesson MattersWhen students assume that others behave toward them with hostile motives, they are more likely to retaliate with aggression. Students who often solve problems with aggression are even more likely to assume others have hostile intent, even in accidental situations.

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

Notice students who apologize for unintentional actions, and REINFORCE their behavior with specific feedback: I heard you saying sorry to Sadie when you bumped into her. I could hear the concern in your voice. I could tell that apologizing helped her feel better.

• Model coming up with alternative explanations for incidents and apologizing for accidents.

• Remind students to think of alternative explanations when negative incidents happen.

Have students REFLECT on how apologizing helped the person they apologized to feel better.


Following Through


Kindergarten, Unit 3 Lesson 18: Handling Being Knocked Down

Step or Stay

PreparationHave students get into two lines facing each other, with at least six feet of space between them. Remind students that the space between them is a river. They are standing on the banks. When they step forward, they are in the river. When they step back, they are on the banks 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.3. Eliminate students and have them sit down for a short time (30–60 seconds) if they do the wrong thing.

TipAsk students how they stopped themselves from moving when they were supposed to stay.


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

• Have students pretend to swim when they are in the river.• When they are on the bank, have students pretend to dry themselves with a towel.• Have students put their hands in the air when they are in the river and touch the floor when they are

on the bank.

Following Through


L19

Teach the lesson.

Play My Turn, Your Turn, Version 1. Listen to “The Problem-Solving Song,” pointing to the steps on the poster as you listen.

Take a classroom problem, then say the problem and think of solutions as modeled in the lesson.

Play My Turn, Your Turn, Version 1. Take a classroom problem, then say the problem and think of solutions as modeled in the lesson.

Have students draw pictures of problems they have experienced. Have them write or dictate a caption for each picture that restates the problem in a neutral way.

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Kindergarten, Unit 4 Lesson 19: Solving Problems

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

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

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

of lots of solutions.

Key Words Problems, solutions

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

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 Janey that the problem is that you both want to look at the same book.

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

Solving Steps.

Have students REFLECT on how and when they said the problem and thought of solutions.


Following Through


Kindergarten, Unit 4 Lesson 19: Solving Problems

My Turn, Your Turn, Version 1


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

Tips• Repeat the rule.• Remind students to use their Skills for Learning: Saying the body parts to yourself while you are

waiting for me to say “Your turn” can help you remember them.• Practice the steps of the game slowly.• 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.”


• 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


L20

Teach the lesson.

Play My Turn, Your Turn, Version 2. Listen and sing along to “The Problem-Solving Song.”

Listen and sing along to “The Problem-Solving Song.” Take a playground problem, then say the problem and think of solutions.

Play My Turn, Your Turn, Version 2. Take a playground problem, then say the problem and think of solutions.

Have students draw a picture of a child asking another to play. Have them dictate or write the words the child is saying to invite.

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Kindergarten, Unit 4 Lesson 20: Inviting to Play

Lesson Concepts• When you see other kids being left out of play, it is

important to notice and have empathy for them.• Inviting others to play is a caring thing to do. • Playing with others is a way to get to know them.

Key WordInvite/inviting

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

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

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

Notice students who are being inclusive and inviting others to play, and REINFORCE their behavior with specific feedback: I heard you ask Josef to play with you at recess. He was smiling when he came in after recess. He must have had fun with you!

• 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 an activity.


Following Through


Kindergarten, Unit 4 Lesson 20: Inviting to Play



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

Steps1. Name and at the same time show two movements. Students stand still and wait. 2. Say: Your turn. Students name and do the same two movements.

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


• Increase the 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 the students do the movements in reverse order. (WM, IC)

Following Through


L21

Teach the lesson.

Play My Turn, Your Turn, Version 3, with one or more mixed-up rules. Listen to “The Fair Ways to Play Song.” Have students raise one of their fingers every time they hear a Fair Way to Play.

Take a typical classroom or playground problem, and say the problem and think of solutions as modeled in the lesson.

Play My Turn, Your Turn, Version 3, with one or more mixed-up rules. Listen to “The Fair Ways to Play Song.”

Have students draw a Fair Way to Play. Have them dictate or write a sentence about their picture.

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Kindergarten, Unit 4 Lesson 21: 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, playing together, trading, taking turns

Why This Lesson MattersSharing, trading, and taking turns promote fairness and mutual enjoyment so students are less likely to use aggressive solutions. When asked to brainstorm solutions to interpersonal problems, socially competent students typically offer more prosocial solutions and fewer aggressive ones.

NoteMake sure that students understand that sharing is playing together with toys. Often students have had experiences in which “sharing” meant giving up all or part of an item to someone else. Taking turns involves waiting for a period of time or a particular number of turns. Students can be taught to measure time in concrete ways like counting, setting a timer, or walking five times around the room.

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 your face that you feel happy inside for sharing without being told by a grown-up.

• 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.


Following Through


Kindergarten, Unit 4 Lesson 21: Fair Ways to Play



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

Steps1. Name (don’t touch) two body parts, then add in the mixed up-rule: Touch your ears. Students stand

still and wait. 2. Say: Your turn. Students touch the two body parts, then touch their elbows instead of their ears.

Tips• Remind students to use their Skills for Learning: Repeating the two movements to yourself while

you are waiting for me to say “Your turn” can help you remember them.• In this version, it is important only to name the actions and not show them.

Increasing the ChallengeAttention (A), Working Memory (WM), Inhibitory Control (IC)Use two or more 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


L22

Teach the lesson.

Play My Turn, Your Turn, Version 4. Listen and sing along to the chorus of “The Fair Ways to Play Song.” Have students hold up one of their fingers for each Fair Way to Play they hear.

Take a typical classroom or playground problem, then say the problem and think of solutions as modeled in the lesson. Sing along to “The Problem-Solving Song.”

Play My Turn, Your Turn, Version 4. Take a typical classroom or playground problem, then say the problem and think of solutions as modeled in the lesson.

Have students draw pictures that show them having fun with their friends. Have them dictate or write a sentence describing what they are doing.

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Daily Practice

Kindergarten, Unit 4 Lesson 22: Having Fun with Our Friends

Lesson Concepts• When children play in fair ways, everyone has

fun.• Other children sometimes have different wants

or preferences.• Choosing to have fun with others rather than get

your own way helps you be friends.

Key Words Same, different, now, later

Why This Lesson Matters Students’ goals influence how they solve peer conflicts. If the goal is prosocial—to stay friendly or for both students to have fun—students are less likely to resort to aggressive solutions and more likely to use prosocial solutions, such as sharing or compromising. If the goal is to dominate others, students are more likely to choose an aggressive solution, such as grabbing or name-calling. This lesson explores the goal of having fun together, which young students may find more appealing than some other prosocial goals since it highlights an immediate benefit of cooperative play.

Using Skills Every DayHave students ANTICIPATE when they can choose to have fun with their friends rather than insist on getting their own way.

Notice students who choose prosocial goals, and REINFORCE their behavior with specific feedback. Offer explicit statements to help students internalize the goals of keeping friends and having fun: Even though playing checkers was not your first choice, I could see that you had fun playing with your friend.

• Model choosing prosocial goals.• Remind students before recess to choose to have

fun and play in fair ways.

Have students REFLECT on when and how they chose to have fun with friends instead of insisting on getting their own way.


Following Through


Kindergarten, Unit 4 Lesson 22: Having Fun with Our Friends



Rules• Rule 1 is, wait until I say “Your turn” before you move. • Rule 2 is, when I say to do something slowly, do it the opposite way. Do it quickly. If I say to do

it quickly, you have to do it slowly.

Steps1. Name (don’t show) one or two movements. Students stand still and wait. 2. Say: Your turn. Students do the movements. Then do the opposite rule.

Tips• Repeat the rules.• Remind students to use their Skills for Learning: Saying the opposite rule to yourself while you are

waiting for me to say “Your turn” can help you remember it.• It is important in this version only to name the action and not show it.


• Use one or more of the additional opposites rules below, or make up one of your own. (WM, IC)• When you say “Make big arm circles,” students make small arm circles.• When you say “Make yourself tall,” students make themselves small.

• Have students do the movements in the reverse order. (WM, IC)

Following Through


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Teach the lesson.

Play a Brain Builder of your choice at an appropriate level of challenge. Listen and sing along to the chorus of “The Fair Ways to Play Song.”

Take a typical classroom or playground problem that created anger, then say the problem and think of solutions as modeled in the lesson. Listen and sing along to the chorus of “The Problem-Solving Song.”

Play a Brain Builder of your choice. Take a typical playground problem that creates anger, then say the problem and think of solutions as modeled in the lesson.

Have students draw a picture of a problem they solved. Have them write or dictate how they solved the problem (for example, sharing, taking turns, trading, speaking assertively, and so forth).

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Daily Practice

Kindergarten, Unit 4 Lesson 23: Handling Having Things Taken Away

Lesson Concepts• It is important to calm down first before solving

problems.• If someone is mean to you on purpose, using

words and being assertive are good ways to deal with it.

• It is not okay to grab things from others.

Key Word If-then, assertive

Why This Lesson MattersTo be able to think clearly enough to solve problems effectively, students must be calm. Emotion management is a vital piece of the social problem-solving process.

Coping with having things taken away is very difficult for young students and often prompts strong feelings. This lesson reviews assertive communication. Encourage students to talk about upsetting feelings when there is an adult present. Adults can offer the extra support needed for students to express upsetting feelings and avoid hurtful responses toward peers.

Using Skills Every DayHave students ANTICIPATE when they might need to calm down before solving a problem.

Notice students who calm down and use words to solve a problem, and REINFORCE their behavior with specific feedback: I noticed you calming down and then using your words to talk about the problem. You were both thinking of what you could do. You were using the Problem-Solving Steps!

• Model calming down and talking out loud to solve a problem.

• Remind students frequently to calm down and use their words to solve problems.

Have students REFLECT on when they calmed down before solving a problem and how it helped.


Following Through


Kindergarten, Unit 4 Lesson 23: Handling Having Things Taken Away

Game of Choice

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

PreparationChoose a game, or make the choice an exercise in group decision-making. Select an appropriate level of challenge from the Following Through card for the game chosen. Remember that later versions of the games are more challenging.

Game Suggestions• Follow, Follow: Following Through Cards 1 –4• Simon Says: Following Through Cards 8–11• Clap and Count: Following Through Cards 12–14• Move or Wait: Following Through Cards 15 and 16• Step or Stay: Following Through Cards 17 and 18• My Turn, Your Turn: Following Through Cards 19–22

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 like this, the effort and practice makes them smarter and stronger.

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

Following Through


Teach the lesson.

Play a Brain Builder at an appropriate level of challenge. Dance and sing along to the chorus of “The Fair Ways to Play Song.”

Take a typical classroom or playground problem, then say the problem and think of solutions as modeled in the lesson.

Play a Brain Builder at an appropriate level of challenge. Take a typical classroom or playground problem, then say the problem and think of solutions as modeled in the lesson.

Have students draw pictures that show them being assertive. Have them dictate or write an assertive statement in response to name-calling.

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Daily Practice

Kindergarten, Unit 4 Lesson 24: 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 respond assertively. • If the person doesn’t stop calling you names, you

should tell a grown-up.

Key Words Name-calling, ignore

Why This Lesson Matters Mean teasing is an aggressive behavior. Repeated teasing can be bullying, which is harmful to students. Students who respond effectively can help reduce the extent to which they are teased.

NoteThis lesson teaches assertive statements and ignoring as responses to unwanted teasing. There is a fine line between playful and mean teasing. It is important to intervene early so it doesn’t escalate to mutual conflict or one-sided bullying. The rule with name-calling is: If the student 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 or ignore teasing and name-calling, and REINFORCE their behavior with specific feedback: I heard you tell Kim that it’s not okay to call names. You used a strong, calm voice. You were being assertive.

• Model assertive communication.• 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.

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Following Through


Kindergarten, Unit 4 Lesson 24: Handling Name-Calling

Game of Choice







Following Through


Teach the lesson.

Play one of the Brain Builders at an appropriate level of challenge. Sing along and do the movements for one of the songs.

Take a typical classroom or playground problem and say the problem and think of solutions as modeled in the lesson.

Play one of Brain Builders at an appropriate level of challenge. Sing along with and do the movements for one of the songs.

Have students draw pictures of themselves. Have them dictate or write a sentence about something they’ve learned from the Second Step lessons.

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Daily Practice

Kindergarten, Unit 4 Lesson 25: Reviewing Second Step Skills

Lesson Concepts• You have all learned a lot of 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 students using Second Step skills, and REINFORCE their behavior with specific feedback at every opportunity. Clearly describe the behaviors you see.

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

Step skills.

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

See the unit cards for Academic Integration Activities.

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Following Through


Kindergarten, Unit 4 Lesson 25: Reviewing Second Step Skills

Game of Choice







l1 kindergarten, unit 1 lesson 1: learning to listen ......lesson 1: learning to listen follow,...

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