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Emotion Regulation Tracker

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Worksheet

Emotion Regulation Tracker

Student Name: ____________________________

Date Range: ____________________________

Session Length: 30 minutes each

Use this sheet to record the student’s performance on each emotional regulation goal during five guided practice sessions.

Session #Date1. Identify & Name Emotions
(4 basic emotions, 80% target)		2. Match Zones to Emotions
(4 Zones, 80% target)		3. Request Support
(3 of 5 opportunities)		Prompts/Support Level
(Explicit • Faded)		Notes
(Behavioral observations, adjustments)
1
2
3
4
5

Instructions for Teacher/Social Worker:
• After each 30-minute session, record the date and data for each goal.
• Note the level of adult support (explicit instruction vs. faded prompts).
• In the “Notes” column, add any contextual information (e.g., triggers, successful strategies, environmental factors).
• Use this data to monitor progress toward a 5% increase in the student’s overall SDQ score by the end of the IEP year.

Emotion Regulation Tracker remains this document’s unique ID for linking in reports or supplemental materials.

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Lesson Plan

Emotion Regulation Journey

Over five weekly 30-minute sessions, this plan will help the student identify basic emotions, match them to the Zones of Regulation, practice coping strategies, and request adult support as needed—tracking progress via the Emotion Regulation Tracker.

Teaching students to recognize and manage emotions reduces frustration, builds self-control, and promotes academic engagement. This targeted, data-driven plan supports the student’s IEP goals and measures growth toward a 5% SDQ score increase.

Audience

5th Grade (Individual Student)

Time

5 sessions, 30 minutes each

Approach

Scaffolded weekly sessions with explicit instruction, guided practice, and fading support.

Materials

Emotion Regulation Tracker, Basic Emotions Flashcards, Zones of Regulation Poster, Coping Strategies Choice Board, and Emotion Reflection Journal Page

Prep

Review & Prepare Materials

20 minutes

  • Print and organize Basic Emotions Flashcards, Zones of Regulation Poster, Coping Strategies Choice Board, and Emotion Reflection Journal Page
  • Familiarize yourself with each activity’s instructions and prompts
  • Print one copy of the Emotion Regulation Tracker for the student’s folder
  • Arrange a quiet, comfortable space for one-on-one sessions

Step 1

Week 1: Identify & Name Emotions

30 minutes

  • Introduce the four basic emotions: happy, sad, angry, calm using Basic Emotions Flashcards
  • Model correct naming and ask student to repeat aloud
  • Play a flashcard sorting game: show a scenario and have the student select the matching card
  • Record accuracy in the Emotion Regulation Tracker under “Identify & Name Emotions” column
  • Provide explicit support initially, then fade prompts as student succeeds

Step 2

Week 2: Emotions in Context

30 minutes

  • Present short social scenarios (e.g., “You lost a game,” “You got a gift”)
  • Ask student to identify and name the emotion and explain why
  • Encourage non-verbal cues (pointing, matching flashcards) if needed
  • Update the tracker for “Identify & Name Emotions,” note support level
  • Highlight successful independent responses and offer corrective feedback

Step 3

Week 3: Zones of Regulation

30 minutes

  • Display the Zones of Regulation Poster and review each color zone and its associated emotions
  • Use flashcards: student matches each emotion to the correct zone
  • Discuss why certain feelings belong in each zone
  • Record matching accuracy in the tracker’s “Match Zones to Emotions” column
  • Provide faded prompts: first model, then ask student to lead the matching

Step 4

Week 4: Coping Strategies Practice

30 minutes

  • Introduce the Coping Strategies Choice Board with 5–6 student-friendly strategies (e.g., deep breaths, counting, drawing)
  • Model each strategy and practice together
  • Present an emotion scenario; have student select and demonstrate an appropriate strategy
  • In the tracker’s notes, document which strategies were chosen and how independently they were used

Step 5

Week 5: Requesting Support & Review

30 minutes

  • Explain when and how to request help: use a cue card or simple phrase (e.g., “I need help”)
  • Role-play challenging situations; prompt the student to request support verbally or non-verbally
  • Review all prior activities: naming, matching, coping, requesting
  • Complete final entries in all tracker columns
  • Discuss progress and celebrate successes; identify next steps for continued practice
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Worksheet

Basic Emotions Flashcards

Cut along the dotted lines to create four cards. Use these for naming, matching, and scenario‐sorting activities.

HAPPY
Scenario: ____________________________



SAD
Scenario: ____________________________



ANGRY
Scenario: ____________________________



CALM
Scenario: ____________________________



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