In this 30-minute first session, the counselor will build trust with the student, help her identify and name her emotions in both English and Spanish, and create a safe space for future grief work.
Establishing rapport and normalizing feelings is critical for a grieving 2nd grader. Using bilingual tools ensures she can express emotions in her strongest language, fostering comfort and engagement.
2nd Grade MLL Student
30 minutes
Bilingual discussion with visuals
10 minutes
5 minutes
10 minutes
10 minutes
5 minutes
No credit card needed
• Hello! ¡Hola!
• How are you today? / ¿Cómo te sientes hoy?
• Encourage responses in English or Spanish.
Begin by welcoming the student warmly in both English and Spanish to set a positive tone.
• What did you like about school today? / ¿Qué te gustó hoy en la escuela?
• What’s your favorite game or book? / ¿Cuál es tu juego o libro favorito?
• Affirm: “I understand” / “Entiendo”
Use open-ended questions to learn about her interests and build rapport. Validate her answers in both languages.
• Here are some faces showing different feelings.
• Point to the face that matches how you feel right now.
• Name the feeling in English and Spanish.
Show the flashcards and ask her to point to the face that matches her current emotion.
• Look at this chart of feelings in English and Spanish.
• Pick one or two you’ve felt since starting this school.
• Say: “I feel ___ / Me siento ___.”
Introduce the Bilingual Feelings Chart. Guide her to choose and label emotions she’s experienced.
• Draw a place or activity where you feel calm and safe.
• Name one feeling in English and Spanish.
• Praise: “Thank you for sharing. Nos veo la próxima vez.”
Provide drawing materials and invite her to create her safe space. Praise and preview next session.
Use this chart during sessions to help the student identify and label emotions in both English and Spanish. Point to the face/icon and read the word aloud in whichever language she prefers.
| Feeling (English) | Sentimiento (Spanish) | Icon |
|---|---|---|
| Happy | Feliz | 😊 |
| Sad | Triste | 😢 |
| Angry | Enojado(a) | 😠 |
| Scared | Asustado(a) | 😨 |
| Surprised | Sorprendido(a) | 😲 |
| Calm | Tranquilo(a) | 😌 |
| Confused | Confundido(a) | 😕 |
| Tired | Cansado(a) | 😴 |
| Excited | Emocionado(a) | 😃 |
—
Return to Session 1 Plan for integration guidance.
Print and cut along the dashed lines to create individual cards. Each card shows an emotion face plus its name in English and Spanish.
Use these flashcards during sessions to help the student point to or name how they feel in both English and Spanish.
In this 30-minute fifth session, the counselor will help the student practice identifying social problems, develop simple problem-solving strategies, and reinforce positive peer interaction skills in both English and Spanish.
Developing problem-solving and social skills empowers the student to confidently navigate peer interactions, build supportive friendships, and enhance her sense of belonging at the new school.
2nd Grade MLL Student
30 minutes
Interactive role-play and creative expression
Friendly Faces Check-In Chart (Counselor-made, or use Bilingual Feelings Chart), Bilingual Conversation Starter Cards, Problem-Solving Scenario Cards, Friendship Bracelets Craft Supplies, and Beads, String/Yarn, Scissors
10 minutes
5 minutes
5 minutes
10 minutes
7 minutes
3 minutes
• Hello! / ¡Hola!
• How are you feeling today? / ¿Cómo te sientes hoy?
• Did you try saying 'Hi' to a new friend? / ¿Intentaste saludar a un nuevo amigo?
Greet the student warmly in both languages. Use a quick emotional check-in, perhaps pointing to faces on the Bilingual Feelings Chart, and ask about her experience using conversation starters since last session.
• Let's look at the Bilingual Conversation Starter Cards again.
• Choose a card you might use to start playing with a classmate.
• Practice saying the phrase together in English and Spanish.
Revisit the conversation starter cards. Have her pick one she likes and practice saying it to you, role-playing a new friend scenario.
• Here are some Problem-Solving Scenario Cards.
• Let's read a scenario: "Someone took your favorite crayon." / "Alguien tomó tu crayón favorito."
• What is the problem? / ¿Cuál es el problema?
• What are 1-2 ways you can solve it? / ¿Cuáles son 1-2 formas de resolverlo?
• Let's practice!
Introduce the problem-solving cards. Read a scenario aloud and guide her to identify the problem and brainstorm 1-2 solutions. Role-play a solution together.
• Let's make a Friendship Bracelets Craft!
• This bracelet reminds us of good friends.
• What makes a good friend? / ¿Qué hace a un buen amigo?
• What can you do if a friend makes you sad? / ¿Qué puedes hacer si un amigo te entristece?
Begin the friendship bracelet craft. While she's beading, discuss qualities of a good friend and what to do if a friend makes her sad. Emphasize using words.
• You're doing great learning about friends and solving problems! / ¡Estás aprendiendo excelentes maneras de ser un buen amigo y resolver problemas!
• Choose a Bilingual Affirmation Card to keep.
• Next time, we'll celebrate your progress! / ¡La próxima vez celebraremos tu progreso!
Praise her efforts and reinforce the skills learned. Offer a bilingual affirmation card for her to take as a reminder.
Print and cut along the dashed lines to create four 4×6 cards. Each card features a simple bilingual greeting to welcome the student and invite interaction.
Card 1:
Hello!
¡Hola!
Card 2:
Good morning!
¡Buenos días!
Card 3:
Nice to meet you!
¡Mucho gusto!
Card 4:
My name is ______
Me llamo ______
Use these cards at the start of each session to greet the student, model both languages, and encourage her to choose or fill in a card to respond.
Instructions: Draw a place or activity where you feel calm, safe, and happy. Use the space below to sketch your safe place.
Name one feeling you have when you are in your safe space:
English: ________________________________
Spanish: ________________________________
Return to Session 1 Plan for how to use this drawing in your next session.
In this 30-minute second session, the counselor will help the student express and quantify her grief using a bilingual grief scale and begin creating a memory box filled with personal memories of her dad.
Validating the student’s grief and providing a tangible coping tool empowers her to honor memories, manage bereavement, and feel heard in both English and Spanish.
2nd Grade MLL Student
30 minutes
Guided art-based reflection
Bilingual Grief Scale, Memory Box Template, Blank Memory Cards Sheet, Stickers and Glue, and Crayons or Colored Pencils
10 minutes
5 minutes
5 minutes
10 minutes
10 minutes
• Hello! / ¡Hola!
• On a scale of 1 to 5, how much did you miss your dad this week? / ¿En una escala del 1 al 5, cuánto extrañaste a tu papá esta semana?
• Point to the number on the Bilingual Grief Scale.
Greet the student bilingually and guide her through the grief scale to gauge how much she missed her dad this week.
• This box will hold your special memories of your dad. / Esta caja guardará tus recuerdos especiales de tu papá.
• Here is the Memory Box Template.
• Decorate it with stickers, crayons, or colored pencils.
Explain the purpose of the memory box and invite her to make it special by decorating.
• Use the Blank Memory Cards Sheet.
• Draw or write one or two favorite memories of your dad in English and Spanish.
• Share each memory: “This memory is… / Este recuerdo es…”
Provide the blank memory cards and prompt her to draw or write memories. Encourage sharing in both languages.
• Let’s look at the Bilingual Grief Scale again.
• How do you feel now about missing your dad? / ¿Cómo te sientes ahora?
• Point to the number and talk about any change.
Revisit the grief scale to see if her feelings have shifted and validate her emotional experience.
• You did great sharing your memories. / Hiciste un gran trabajo compartiendo tus recuerdos.
• I’m proud of you. / Estoy orgulloso(a) de ti.
• Next session: We’ll learn coping skills and relaxation techniques. / La próxima vez aprenderemos habilidades de afrontamiento y técnicas de relajación.
• See you then! / ¡Nos vemos pronto!
Praise her bravery and preview next session’s focus on coping and relaxation.
Use this scale to show how much you missed your dad since our last session. Point to the face and number that matches your feeling, and say the word in English or Spanish—whichever feels easier.
| Number | Emoji | English | Spanish |
|---|---|---|---|
| 1 | 😐 | Not at all | Para nada |
| 2 | 😕 | A little | Un poco |
| 3 | 😟 | Somewhat | Más o menos |
| 4 | 😢 | Quite a bit | Bastante |
| 5 | 😭 | Very much | Muchísimo |
Instruction for Counselor: Lay the chart flat or hold it up. Ask: “On a scale of 1 to 5, how much did you miss your dad this week? / ¿En una escala del 1 al 5, cuánto extrañaste a tu papá esta semana?”
Return to Session 2 Plan for usage guidance.
Purpose: This foldable box will hold your special memory cards of your dad.
Instructions:
Labeling & Decoration:
+----------------------+
| My Memories |
| Mis Recuerdos |
+----------------------+
+-----+----------------------+-----+
|Flap | BACK |Flap|
+-----+----------------------+-----+
+-----+----------------------+-----+
|Flap | BOTTOM |Flap|
+-----+----------------------+-----+
+-----+----------------------+-----+
|Flap | FRONT |Flap|
+-----+----------------------+-----+
Return to Session 2 Plan to see how to use this box in your next session.
Print and cut along the dashed lines to create individual memory cards. On each card, draw or write a special memory of your dad in both English and Spanish.
Card 1
Draw or write one favorite memory of your dad:
English: ________________________________
Español: ________________________________
Card 2
Draw or write another special memory:
English: ________________________________
Español: ________________________________
Card 3
Draw or write one more memory:
English: ________________________________
Español: ________________________________
Card 4
Draw or write a memory that makes you smile:
English: ________________________________
Español: ________________________________
Return to Session 2 Plan to see how to use these cards in your memory box.
In this 30-minute third session, the counselor will teach the student three bilingual coping skills—deep breathing, grounding techniques, and positive affirmations—to help her self-regulate and reduce anxiety.
Learning practical self-calming strategies supports emotional regulation, empowers the student to manage grief triggers, and fosters resilience in her new school context.
2nd Grade MLL Student
30 minutes
Bilingual mindfulness and practice
Deep Breathing Visual Guide, Grounding Techniques Cards, Bilingual Affirmation Cards, Timer or Calm-Down Bell, and Small Stress Ball (optional)
10 minutes
5 minutes
10 minutes
10 minutes
5 minutes
• Hello! / ¡Hola!
• How are you doing today? / ¿Cómo estás hoy?
• Show one memory card and name a feeling in English and Spanish.
• Today we’ll learn ways to calm our bodies and minds. / Hoy aprenderemos formas de calmar nuestro cuerpo y mente.
Greet the student in both languages, revisit her memory box, and introduce today’s goal.
• Refer to the Deep Breathing Visual Guide.
• Demonstrate box breathing: inhale 4, hold 4, exhale 4, hold 4 / Inhala 4, retén 4, exhala 4, retén 4.
• Place a hand on your belly to feel the breath.
• Practice together 3–4 times, counting in English and Spanish.
• Ask: How does your body feel now? / ¿Cómo te sientes ahora?
Use the visual guide to teach box breathing step-by-step. Model hand placement and count aloud in both languages.
• Show the Grounding Techniques Cards.
• Explain each technique in English and Spanish (e.g., name 5 things you see, touch something smooth).
• Invite her to select and practice at least two techniques together.
• Ask: Which technique helped you feel calmer? / ¿Qué técnica te ayudó a sentirte más tranquila?
Present each grounding card, explain the 5-4-3-2-1 technique, then guide her to try two methods of her choice.
• Introduce the Bilingual Affirmation Cards.
• Invite her to choose one affirmation and read it aloud in English and Spanish.
• Repeat the affirmation while taking a slow, deep breath.
• Praise: “Great job using these tools. / Excelente trabajo usando estas herramientas.”
Encourage picking a card, reading aloud both languages, and pairing with a slow breath.
• Well done practicing these skills. / Buen trabajo practicando estas habilidades.
• Next session: We’ll practice making connections with classmates. / La próxima vez practicaremos cómo conectarte con compañeros.
• See you then! / ¡Nos vemos pronto!
Reinforce her progress and preview the next session’s social focus.
Use the “box breathing” method to calm your body and mind. Trace each side of the box with your finger or eyes, breathing as you go. Read the step aloud in English or Spanish—whichever feels easier!
| Side | Direction | Step Action | Duration |
|---|---|---|---|
| Top | → right | Inhale / Inhala | 4 seconds |
| Right | ↓ down | Hold breath / Retén | 4 seconds |
| Bottom | ← left | Exhale / Exhala | 4 seconds |
| Left | ↑ up | Hold empty / Retén | 4 seconds |
How to practice:
Tip for counselor: Model slowly first, then guide the student through each side, narrating bilingually and watching her pacing. Praise her effort: “Great job breathing together. / Excelente trabajo respirando juntos.”
Print and cut along the dashed lines to create individual cards. Each card describes a common peer scenario in English and Spanish, designed to prompt problem-solving discussion.
Card 1: Sharing Toys / Compartir Juguetes
You and a classmate both want to play with the same toy at recess. What can you do?
Tú y un compañero quieren jugar con el mismo juguete en el recreo. ¿Qué pueden hacer?
Card 2: Accidental Bump / Empujón Accidental
Someone accidentally bumps into you and makes you drop your pencils. How can you handle it?
Alguien te empuja sin querer y se te caen los lápices. ¿Cómo puedes manejarlo?
Card 3: Unkind Words / Palabras No Amables
A classmate says something that makes you feel sad. What can you say or do?
Un compañero dice algo que te hace sentir triste. ¿Qué puedes decir o hacer?
Card 4: Joining a Game / Unirse a un Juego
You want to join a group of kids playing a game, but they don't seem to notice you. How can you ask to join?
Quieres unirte a un grupo de niños que están jugando, pero no parecen notarte. ¿Cómo puedes preguntar para unirte?
Card 5: Different Ideas / Ideas Diferentes
You and a friend have different ideas for how to draw a picture for class. How can you decide what to do?
Tú y un amigo tienen ideas diferentes sobre cómo dibujar un cuadro para la clase. ¿Cómo pueden decidir qué hacer?
Use these cards to practice identifying problems and finding solutions with friends. / Usa estas tarjetas para practicar la identificación de problemas y la búsqueda de soluciones con amigos.
Purpose: Create a friendship bracelet to symbolize connection and the qualities of a good friend.
Instructions:
Discussion Prompts while crafting:
Return to Session 5 Plan to see how to use this activity.
Print and cut along the dashed lines to create individual cards. Each card lists a grounding technique in English and Spanish.
Card 1: 5-4-3-2-1 Senses / Sentidos 5-4-3-2-1
• Name 5 things you can see / Nombra 5 cosas que puedes ver
• Name 4 things you can touch / Nombra 4 cosas que puedes tocar
• Name 3 things you can hear / Nombra 3 cosas que puedes oír
• Name 2 things you can smell / Nombra 2 cosas que puedes oler
• Name 1 thing you can taste / Nombra 1 cosa que puedes saborear
Card 2: Grounding Object / Objeto de conexión
Hold a small object (stone, toy, stress ball) and describe how it feels out loud / Sostén un objeto pequeño (piedra, juguete, pelota antiestrés) y describe en voz alta cómo se siente
Card 3: Move and Shake / Mover y Sacudir
Stand up and gently shake your arms and legs for 10 seconds / Párate y sacude suavemente tus brazos y piernas durante 10 segundos
Card 4: Slow Counting / Conteo lento
Close your eyes and slowly count down from 10 to 1 / Cierra los ojos y cuenta despacio del 10 al 1
Use these cards when you need to feel calm and present. / Usa estas tarjetas cuando necesites sentirte tranquila y presente.
Return to Session 3 Plan to see how to use these techniques in your session.
Print and cut along the dashed lines to create individual cards. Each card lists a positive affirmation in English and Spanish. Encourage the student to pick a card, read it aloud, and repeat the phrase while taking a slow breath.
Card 1
I am brave.
Yo soy valiente.
Card 2
I am loved.
Estoy querida.
Card 3
I can do hard things.
Puedo hacer cosas difíciles.
Card 4
I am safe.
Estoy segura.
Card 5
I am calm.
Estoy tranquila.
Card 6
I am strong.
Soy fuerte.
Card 7
I am kind.
Soy amable.
Card 8
I am capable.
Soy capaz.
In this 30-minute fourth session, the counselor will teach the student bilingual conversation starters and practice peer interactions through role-play, then create a friendship chain to visualize supportive connections.
Belonging and social connection support healing and reduce isolation. Practicing bilingual interactions builds confidence in making friends at her new school.
2nd Grade MLL Student
30 minutes
Bilingual role-play and craft
Bilingual Conversation Starter Cards, Role-Play Scenario Cards, Friendship Chain Template, Colored Paper Strips, Markers or Crayons, and Stapler or Tape
10 minutes
5 minutes
7 minutes
10 minutes
5 minutes
3 minutes
• Hello! / ¡Hola!
• How have you been using your breathing or affirmation tools? / ¿Cómo has usado tus herramientas de respiración o afirmaciones?
• Show one memory card or share an idea for a friendship link.
Greet the student, review tools, and invite sharing to set a positive tone.
• Here are some phrases to start talking to a new friend:
– Do you want to play? / ¿Quieres jugar?
– What’s your favorite game? / ¿Cuál es tu juego favorito?
– Can I sit here? / ¿Puedo sentarme aquí?
• Use the Bilingual Conversation Starter Cards.
• Pick one and practice saying it to me.
Introduce conversation starters, model each phrase in both languages, and invite practice.
• Let’s role-play with the Role-Play Scenario Cards.
• Example scenario: meeting a classmate at recess.
• Practice asking and answering in English and Spanish.
• Take turns playing “you” and “classmate.”
Use scenario cards to role-play peer interactions, switching roles to reinforce both sides.
• Use the Friendship Chain Template and colored paper strips.
• On each strip, write or draw a quality you look for in a friend / cualidad que buscas en un amigo.
• Staple or tape strips end-to-end to form a chain.
• Decorate links as you like.
Guide the craft to help visualize supportive connections and friendship qualities.
• Which phrase or activity helped you most? / ¿Qué frase o actividad te ayudó más?
• Try one starter with a classmate this week and share next time.
• Great job making connections! / ¡Buen trabajo haciendo conexiones!
Reflect on the session, set a goal for the week, and praise her courage.
Purpose: Create a chain to visualize supportive connections and qualities you look for in a friend.
Instructions:
Example Ideas for your Chain Links:
Return to Session 4 Plan to see how to use this template.
Print and cut along the dashed lines to create individual cards. Each card describes a scenario to practice making friends in English and Spanish.
Card 1: Recess Fun / Recreo Divertido
You see a new student playing alone on the swings. How do you say "Do you want to play?" or "Can I swing with you?"
Ves a un nuevo estudiante jugando solo en los columpios. ¿Cómo dices "¿Quieres jugar?" o "¿Puedo columpiarme contigo?"
Card 2: Lunchtime Chat / Charla en el Almuerzo
You are sitting at lunch and want to talk to someone next to you. How do you say "What are you eating?" or "What's your favorite food?"
Estás sentado en el almuerzo y quieres hablar con alguien a tu lado. ¿Cómo dices "¿Qué estás comiendo?" o "¿Cuál es tu comida favorita?"
Card 3: Classroom Helper / Ayudante en el Aula
A classmate dropped their pencils. How do you say "Can I help you?" or "Do you need help?"
Un compañero dejó caer sus lápices. ¿Cómo dices "¿Puedo ayudarte?" o "¿Necesitas ayuda?"
Card 4: Book Buddies / Amigos de Libros
You see someone reading a book you like. How do you say "That looks like a fun book!" or "What's that book about?"
Ves a alguien leyendo un libro que te gusta. ¿Cómo dices "¡Ese parece un libro divertido!" o "¿De qué trata ese libro?"
Use these cards to practice what you can say and do when you meet new friends. / Usa estas tarjetas para practicar lo que puedes decir y hacer cuando conoces nuevos amigos.
Print and cut along the dashed lines to create individual cards. Each card has a simple phrase in English and Spanish to help you start a conversation with a new friend.
Card 1
Do you want to play?
¿Quieres jugar?
Card 2
What’s your favorite game?
¿Cuál es tu juego favorito?
Card 3
Can I sit here?
¿Puedo sentarme aquí?
Card 4
What is your name?
¿Cómo te llamas?
Card 5
Hi, my name is ______
Hola, me llamo ______
Card 6
What are you working on?
¿En qué estás trabajando?
Use these cards to practice starting a conversation and making friends at school. / Usa estas tarjetas para practicar iniciar una conversación y hacer amigos en la escuela.