Materials Required:

• 2 puppets
• 2 toy cars for the puppet show
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “When I Feel Angry” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “When I Feel Angry” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

Visual Schedule Pictures

1. 1. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   2. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “Taking Turns” and the steps are:
      • My friend and I are playing a game.
      • My friend takes a turn.
      • I wait and watch my friend.
      • When my friend is finished, I take my turn.
      • We take turns until the game is all done.
   2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the strategies to use when you feel angry.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • How is Mona playing with her car? (She crashes her car into Jerome’s car.)
      • How do you think Jerome feels about Mona crashing into his car? (He does not like it.)
      • What does Jerome do with his feelings? Does he try to calm down? (He takes a deep breath.)
      • What does Jerome do next? (He asks Mona to stop crashing. Then he goes to talk to his teacher.)
      • What does the teacher suggest that Jerome do? (She suggests that he try talking to Mona again and tell her how he feels.)
      • Does Mona listen to Jerome? (Yes. Then they continue to play cars.)
      • How do you think Jerome feels now?

Puppet show script: When I Feel Angry

1. 1. At this point, you can introduce the social skill for this session by showing the strategies to use in how to ask a friend to play. Refer to the “Step by Step Visuals” and show them to the children.
      • I can think of safe ways to make my angry feelings go away.
      • I can take a deep breath.
      • I can squeeze something soft like a ball or a pillow.
      • I can stomp my feet.
      • I can count to 10.
      • I can tell someone that I feel angry.
      • I can remember to not hurt others, not hurt myself and don’t break things.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: When I Feel Angry

1. 1. This special activity is a fun way to practice the anger strategies. Ask the children to stand while you all sing a modified version of the song “If you’re happy and you know it”.
      • If you’re angry and you know it take a deep breath.
      • If you’re angry and you know it take a deep breath.
      • If you’re angry and you know and you really want to show it, if you’re angry and you know it take a deep breath.

      Repeat this verse by inserting other strategies into the song (see underlined part).

   2. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘when you feel angry’. At this time, you will perform the ‘Inappropriate Script’ for when I feel angry.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • How is Mona playing with her car? (She crashes her car into Jerome’s car.)
      • How do you think Jerome feels about Mona crashing into his car? (He does not like it.)
      • What does Jerome do with his feelings? Does he try to calm down? (Jerome pushes Mona car. Then Mona pushes back.)
      • What does Jerome do next? (He screams, pushes Mona and takes the car and throws it away.)
      • Did Jerome remember some of the anger strategies?
      • How do you think Jerome feels?
      • How do you think Mona eels?
   3. The story helps to reinforce the steps and desired responses about ‘turn taking’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: When I feel Angry

1. 1. Here is a chance for the children to remember the anger strategies while playing a bingo game. See the ‘When I Feel Angry Bingo Game’.Prepare: Print out different Bingo cards for each child along with the caller’s cards. Cut out the caller’s cards and put them into a hat or bowl.

      Distribute: Hand out one Bingo card to each child along with the bingo chips/markers (e.g., foam pieces, bits of paper, lego blocks, etc.)

      Call: The caller should pull out one card (image), label it and show it to the children.

      Mark image: The children will then place bingo chips/markers on the called image if it is located on their individual cards.

      Winning: Once a predetermined pattern is made on a card, the child with that card calls out BINGO.

      anger bingo 1 , anger bingo 2

   2. OPTIONAL: The art activity focuses on the sequence of steps involved in expressing anger. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: When I Feel Angry

1. 1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: When I Feel Angry

1. Distribute “When I Feel Angry” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
2. Sing a goodbye song to conclude the social skills session.
   • Sing “Goodbye (child’s name), goodbye (child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Materials Required:

• 2 puppets
• toy care and small drawing for the puppet show
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “Getting Someone’s Attention” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “Getting Someone’s Attention” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

Visual Schedule Pictures

1. 1. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   2. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “When Someone Says Your Name” and the steps are:
      • I have to stop what I am doing.
      • I look at the person calling my name.
      • Then I can answer by saying, “Yah, yes, or I’m here!”
   2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in getting someone’s attention.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What was Jerome doing? (He was playing with a toy car.)
      • How did Mona get Jerome’s attention? (She walked up to him and then tapped him on the shoulder.)
      • What did Jerome do next? (He stopped playing, looked at Mona and answered her.)

Puppet show script – Getting Someone’s Attention

1. 1. At this point, you can introduce the social skill for this session by showing the steps involved in how to appropriately get someone’s attention. Refer to the “Step by Step Visuals” and show them to the children.
      • I can walk towards the person.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • Then, I wait and listen for an answer.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: Getting Someone’s Attention

1. 1. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘getting someone’s attention’. At this time, you will perform the ‘Inappropriate Script’ for getting someone’s attention.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was Jerome doing? (He was playing with a toy car.)
      • How did Mona get Jerome’s attention? (She walked up to him and then tapped him on the shoulder and called his name.)
      • Did Mona wait for Jerome to answer? (No, she begins to shake him and screams at him.)
      • How do you think Jerome was feeling?
   2. The story helps to reinforce the steps and desired responses about ‘getting someone’s attention’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Getting Someone’s Attention

1. 1. The group game is intended to give the children an opportunity to practice how to get someone’s attention. The following is a suggested group game:This Duck Duck Goose game has been slightly modified to match the steps for getting someone’s attention.

      All of the children will sit down in a circle facing each other. They are now the “Ducks”. Pick one child to be the Fox. The Fox slowly walks around the outside of the circle, gently tapping the other players shoulders while saying “Duck” each time he/she taps. After a few times around the circle, the Fox selects a “Goose” by tapping a player’s shoulder and saying the child’s name (e.g., “Duck, duck, duck, Jasmine!”.

      The child whose name has been called (otherwise known as the ‘Goose’) quickly jumps up and chases the Fox around the circle, trying to tag him/her before he/she can get to the spot where the Goose was just sitting. If the Fox succeeds in taking the place he/she is now safe and the Goose becomes the Fox. If however the Fox is tagged while running from the Goose, he must start the game again.

   2. OPTIONAL: The art activity focuses on the sequence of steps involved in getting someone’s attention. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Getting Someone’s Attention

1. 1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: Getting Someone’s Attention

1. Distribute “Getting Someone’s Attention” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
2. Sing a goodbye song to conclude the social skills session.
   • Sing “Goodbye (child’s name), goodbye (child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Materials Required:

• 2 puppets
• Crocodile Dentist game for the puppet show
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “Taking Turns” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “Taking Turns” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

Visual Schedule Pictures

1. 1. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   2. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “Asking a friend to Play” and the steps are:
      • First, I pick a game or activity.
      • I walk towards my friend.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • I can ask my friend to play.
   2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in turn taking.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What game are Mona and Jerome playing?
      • What did Mona do while it was Jerome’s turn? (She waited and watched Jerome take his turn.)

Puppet show script: Taking Turns

1. 1. At this point, you can introduce the social skill for this session by showing the steps involved in how to take turns when playing a game. Refer to the “Step by Step Visuals” and show them to the children.
      • My friend and I are playing a game.
      • My friend takes a turn.
      • I wait and watch my friend.
      • When my friend is finished, I take my turn.
      • We take turns until the game is all done.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: Taking Turns

1. 1. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘turn taking’. At this time, you will perform the ‘Inappropriate Script’ for turn taking.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What game did Mona and Jerome play?
      • Did Jerome wait for his turn? (No, he grabbed the sword from Mona.)
      • What did Jerome do next? (He tries to pull himself away from Mona.)
      • What was Mona trying to tell Jerome? (That Jerome already had a turn and it was now Mona’s turn to play.)
      • How do think Mona was feeling?
      • How do you think Jerome was feeling?
   2. The story helps to reinforce the steps and desired responses about ‘turn taking’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Taking Turns

1. 1. Here is a chance for the children to practice turn taking in a small group setting. Divide the children and teachers into equal groups (e.g., 2 teachers with 5 children each). Provide each group with one game to play. Here are a few examples: Crocodile Dentist, Honey Bee Tree, Hungry Hippos, and Pop up Pirate.
   2. OPTIONAL: The art activity focuses on the sequence of steps involved in turn taking when playing a game. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Taking Turns

1. 1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: Taking Turns

1. Distribute “Taking Turns” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
2. Sing a goodbye song to conclude the social skills session.
   • Sing “Goodbye (child’s name), goodbye (child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Materials Required:

• 2 puppets
• small book for the puppet show
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• toy bone for group game
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “When Someone Says My Name” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “When Someone Says My Name” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

Visual Schedule Pictures

1. 1. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   2. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “Listening to Others” and the steps are:
      • stop what I am doing,
      • look at the person talking to me,
      • be quiet so I can hear, and
      • wait until the other person is done talking and try not to interrupt
   2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in what to do when someone calls your name.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What was Mona doing? (She was reading a book.)
      • When Jerome called Mona’s name, did she continue to read her book? (No, she stopped reading.)
      • Did Mona look at Jerome? (Yes, she did look at Jerome.)

Puppet show script: Someone Says Your Name

1. 1. At this point, you can introduce the social skill for this session by showing the steps involved in what to do ‘when someone calls your name’. Refer to the “Step by Step Visuals” and show them to the children.
      • I have to stop what I am doing.
      • I look at the person calling my name.
      • Then I can answer by saying, “Yah, yes, or I’m here!”

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: Someone says name

1. 1. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘when someone says your name’. At this time, you will perform the ‘Inappropriate Script’ for when someone says your name.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was Mona doing? (She was reading a book.)
      • When Jerome called Mona’s name, did she stop reading her book? (No, she continued to read.)
      • Did Mona look at Jerome? (No, she walked away.)
      • How did you think Jerome was feeling?
   2. The story helps to reinforce the steps and desired responses about ‘what to do when someone calls your name’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Someone Says My Name

1. 1. The group game is intended to give the children an opportunity to practice how to stop, look, and answer when someone calls your name. The following is a suggested group game:Doggie, Doggie Who’s Got Your Bone
      All the children sit to form a circle. One child is selected to sit at the centre of the circle and pretends to be a dog; then, he/she covers their eyes. The teacher then selects another child and gives him/her a toy bone to hide behind their back or in their lap. The rest of the children pretend to hide a bone.

      Now everyone chants:
      Doggie, doggie who’s got your bone?
      Somebody stole it from your home.
      Guess who, maybe you, maybe the monkey from the zoo.
      Wake up doggie find your bone; if you find it take it home.

      When the chant is finished, the child, who is pretending to be the dog, open his/her eyes and now has three chances to find the bone. He/she will go around to the children sitting in the circle, and say “Ruff, ruff, (other child’s name), do you have my bone?” That child can respond either yes or no.

      If, after 3 chances the bone has not been found, ask the child hiding the bone to reveal it to everyone.

   2. OPTIONAL: The art activity focuses on the sequence of steps involved in responding to when someone says your name. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Someone Says my Name

1. 1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: Someone Says My Name

1. Distribute “When Someone Says My Name” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
2. Sing a goodbye song to conclude the social skills session.
   • Sing “Goodbye(child’s name), goodbye(child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Materials Required:

• 2 puppets
• crayon and paper for the puppet show
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• radio or cd player with music cd
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “Listening to Others” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “Listening to Others” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

      Visual Schedule Pictures

   2. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   3. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in listening to others.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What was Mona doing? (She was drawing a picture.)
      • When Jerome called Mona’s name, did she continue to draw? (No, she stopped drawing her picture.)
      • Did Mona look at Jerome? (Yes, she did look at Jerome.)
      • Did Mona talk while Jerome was talking? (No, she waited until he was finished.)

      Puppet Show Script: Listening to Others

   2. At this point, you can introduce the social skill for this session by showing the steps involved in how to listen to others. Refer to the “Step by Step Visuals” and show them to the children.
      • I have to stop what I am doing.
      • Look at the person talking to me.
      • Be quiet so I can hear the other person.
      • I can wait until the person is done talking and try not to interrupt.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: Listening to Others

1. 1. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘listening to others’. At this time, you will perform the ‘Inappropriate Script’ for listening to others.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was Mona doing? (She was drawing a picture.)
      • When Jerome called Mona’s name, did she stop drawing? (No, she continued to draw.)
      • Did Mona look at Jerome? (No, she looked down at her drawing.)
      • Did Mona interrupt Jerome while he was talking? (Yes she did interrupt and she did not give him a chance to finish speaking.)
      • How did you think Jerome was feeling?
   2. The story helps to reinforce the steps and desired responses about ‘listening to others’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Listening to Others

1. 1. The group game is intended to give the children an opportunity to practice how to stop, look, and be quiet. The following is a suggested group game:Freeze Dance Game –
      Select music to play for the activity; it may be from the radio or a music CD. Ask the children to stand and listen very carefully to the music. While the music is playing, the children can dance any way they like until the music stops, at which time they must “freeze” or stop moving. Remember to stop the music every minute or so.
   2. OPTIONAL: The art activity focuses on the sequence of steps involved in listening to others. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Listening to Others

1. 1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: Listening to Others

1. Distribute “Listening to Others” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
2. Sing a goodbye song to conclude the social skills session.
   • Sing “Goodbye(child’s name), goodbye(child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Materials Required:

• 2 puppets
• 2 games for the puppet show (e.g., Connect 4, or Hungry, hungry hippos)
• puppet theatre (optional)
• visual schedule outlining the schedule for this session
• rules board
• crayons, markers or pencils (one per child)
• scissors (one per child or enough for children to share)
• glue (one per child or enough for children to share)
• art activity sheets for “Asking a Friend to Play” (one per child)
• “What I did in Social Skills Group” worksheets (one per child)
• “Asking a Friend to Play” story books (one per child)

Schedule:

1. 1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

      Visual Schedule Pictures

   2. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
   3. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun! Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

1. 1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “Getting Someone’s Attention” and the steps are:
      • I can walk towards the person.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • then, i  wait and listen for an answer
   2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in asking a friend to play.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What game did Mona pick? (She picks the Connect 4.)
      • How did Mona get Jerome’s attention? (She walks up to him, taps him on the shoulder and says his name.)
      • What did Jerome do next? (He stops colouring, looks at Mona and answers.)
      • What does Mona ask Jerome? (She asks him to play.)
      • How do you think Mona was feeling?
      • How do you think Jerome was feeling?

      Puppet Show Script – Asking a Friend to Play

   3. At this point, you can introduce the social skill for this session by showing the steps involved in how to ask a friend to play. Refer to the “Step by Step Visuals” and show them to the children.
      • First, I pick a game or activity.
      • I walk towards my friend.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • I can ask my friend to play.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

      Step by step: Asking a Friend to Play

   4. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘asking a friend to play’. At this time, you will perform the ‘Inappropriate Script’ for asking a friend to play.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was game did Mona pick? (She picks the Connect 4.)
      • How did Mona get Jerome’s attention? (She walks up to him and pulls his hand.)
      • What did Jerome do next? (He tries to pull himself away from Mona.)
      • Does Mona ask Jerome to play? (Not really, she tells him he has to play.)
      • How do think Mona was feeling?
      • How do you think Jerome was feeling?
   5. The story helps to reinforce the steps and desired responses about ‘asking a friend to play’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Asking a Friend to Play

1. 1. Here is a chance for the children to practice asking a friend to play some games. The following are some suggested games to play: Crocodile Dentist, Honey Bee Tree, Hungry Hippos, and Pop up Pirate.Depending on the number of children in your group and/or the number of games that are available, have some of the children choose a game then go ask a friend(s) to play.
   2. OPTIONAL: The art activity focuses on the sequence of steps involved in asking a friend to play. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Asking to Play

1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

   a) Point to the title box and read this to the children.

   b) Ask the children to write their name on this line (point to the line at the top of the paper).

   c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

   d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

   e) Have the children identify how they were feeling during today’s group session.

   * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

   Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

   Worksheet: Asking a Friend to play

2. Distribute “Asking a Friend to Play” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends. You may want to include a copy of the story at the book centre in your classroom.
3. Sing a goodbye song to conclude the social skills session. Sing “Goodbye (child’s name), goodbye (child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.