Name Necklace Warm Up

Materials Needed:

• Pre-cut yarn or string (about 24 inches per student)
• Large, colorful beads in various shapes
• Laminated name tags or cardstock name labels
• Permanent markers or stickers for decorating name tags
• Scissors (for teacher use to trim ends)
• Optional: bead threaders or large-holed beads for students with fine motor challenges

Steps:

1. Gather students in a circle so everyone can see and hear.
2. Pass out one piece of string, a handful of beads, and a name tag to each student.
3. Demonstrate:
   • How to write or stick their name on the tag.
   • How to thread beads onto the string, explaining they can pick beads that represent something they like (e.g., blue for favorite color, star shape for a favorite shape).
   • How to tie the ends of the string together when they finish.
4. Invite each student, one at a time, to share their name, slide a bead on, and tell the group why they chose that bead.
5. Once all beads are strung and the necklace is tied, students wear their necklaces proudly during the lesson.

Inclusion & Differentiation Strategies:

• Pre-cut the string to a manageable length to avoid students having to measure.
• Offer larger beads or use bead threaders for students with limited dexterity.
• Provide a template or visual step-by-step card showing each stage of the activity.
• Allow peer or adult assistance for students who need one-to-one support.
• For students with severe fine motor challenges, offer paper necklaces: decorate a paper strip with stickers or drawings instead of threading beads.
• Use a calm, quiet workspace and fidget tools for students who become overstimulated.

This activity warms up social interaction, fine motor skills, and helps students share about themselves in a supportive environment.

All About Me Worksheet

Welcome! Use words, drawings, or stickers to tell us all about yourself. There are no wrong answers—have fun!

1. My Name:

__________________________________________

2. I am ___ years old.

__________

3. Draw a picture of yourself:

[Draw Here]

4. My Favorite Activity:

What do you love to do? Write or draw below.

__________________________________________

5. My Favorite Color:

__________________________________________

6. My Safe Place

(Where I feel calm and happy—draw or write about it.)

__________________________________________

7. How am I feeling today?
Circle any that match:

[ ] Happy [ ] Sad [ ] Excited [ ] Nervous [ ] Other: ________
 
 
8. When I feel upset, I can:

Write or draw one thing I can try when big feelings come.

__________________________________________

Great job sharing about yourself! We can use this to help you feel safe and supported all year long.

Feelings Matching Game

Materials Needed:

• Index cards printed with simple emotion faces and words (e.g., happy, sad, angry, scared, excited, calm)
• Two of each emotion card (for matching pairs)
• Table or floor space for laying cards face down

Setup:

1. Prepare 12 cards (6 emotion pairs) and shuffle them face down in rows.

How to Play:

1. Students take turns flipping over two cards.
2. When a card is flipped, the student names the emotion (e.g., “This is happy.”).
3. If the two cards match:
   • The student keeps the pair and shares one way they could cope with that feeling (e.g., “When I feel happy, I can share my joy with a friend”).
   • They take another turn.
4. If the cards do not match:
   • The student names one thing they could do if they ever feel that emotion (e.g., “When I feel scared, I can take deep breaths”).
   • Flip the cards back face down. The next student’s turn begins.
5. Continue until all pairs are found. Celebrate all students’ success rather than focusing on winning to foster cooperation.

Inclusion & Differentiation Strategies:

• Use clear, high-contrast icons and large text for students with visual challenges.
• Provide tactile cards (laminated or textured) for sensory learners.
• Reduce the number of pairs (e.g., 4 instead of 6) for students who need fewer choices.
• Offer a picture-word emotion reference chart nearby for students who need help recalling names.
• Allow play in pairs (peer or adult) for additional support.
• Use a visual timer or turn-taking cue for students who benefit from structure.

This game builds emotion recognition, memory skills, and introduces simple coping strategies in a playful, supportive environment.

Coping Strategy Brainstorm

Materials Needed:

• Large chart paper or whiteboard titled “Coping Strategies”
• Colorful markers
• Picture–word icons for common strategies (deep breathing, drawing, stretching, taking a break, etc.)
• Small blank cards or index cards for student responses

Steps:

1. Gather students in a circle where everyone can see the chart paper.
2. Model one strategy: say, “When I feel upset, I can take three deep breaths,” then write on the chart:
   “I can take three deep breaths” and draw or place the deep-breathing icon next to it.
3. Prompt students: “What can YOU try when you feel big feelings like anger, sadness, or worry?”
4. Use a talking token or visual cue to give each student a turn. As each child shares:
   • Write their idea starting with “I can …”
   • Draw or attach the matching picture icon.
5. Encourage all contributions—offer sentence starters (“I can ____”) and allow drawing or pointing for non-writers.
6. Once you have 5–8 strategies listed, read each one aloud, point to its icon, and briefly demonstrate or act it out.
7. Hand each student a blank card. Invite them to draw or write their favorite strategy to keep at their desk or take home.

Inclusion & Differentiation Strategies:

• Provide picture–word cards as prompts for students with language delays.
• Use color–coded markers and icons for visual learners.
• Allow students with fine motor challenges to dictate their strategy to an adult or peer.
• Pair students who need extra support with a buddy for sharing and writing.
• Offer a calm workspace or fidget tool for those who may become overstimulated.

Follow-Up: Display the master chart in the classroom as a daily reminder. Collect student cards in a pocket chart so each child can quickly find and use their chosen strategy when needed.

Deep Breathing Cool Down

Lead students in a short, sensory-rich breathing practice to help them transition calmly out of the lesson.

Time: 3–4 minutes
Goal: Regulate heart rate, calm the nervous system, strengthen mind–body awareness.

Materials

• Visual cue (e.g., breathing ball or inflatable “breathe” ball)
• Simple finger-count visual (teacher holds up 3 fingers for inhale, 1 for hold, 3 for exhale)
• Optional: scented item (e.g., a lavender sachet) or textured object (e.g., stress ball)

Steps

1. Gather & Settle (30 sec)
   • Invite students to sit or stand comfortably with feet flat and hands resting on their bellies.
   • Dim lights slightly or lower classroom noise to signal a transition.
2. Explain the Process (30 sec)
   • Show the breathing visual and explain:
   – When you breathe in, you fill your belly like a balloon.
   – When you breathe out, you let all the air go, making the balloon deflate.
   • Model placing a hand on your stomach to feel the rise and fall.
3. Practice Together (2 mins)
   • Inhale (count to 3): Teacher holds up three fingers and breathes in slowly through the nose, demonstrating with the ball expanding.
   • Hold (count to 1): Hold breath, keeping fingers up.
   • Exhale (count to 3): Slowly breathe out through mouth, fingers lowering, ball deflating.
   • Repeat 3–5 cycles, pausing between each for students to notice any changes in how they feel.
4. Add Sensory Supports (optional)
   • For students who benefit: pass around a scented sachet to inhale during the “in” phase.
   • Offer a stress ball or textured object to squeeze on the “exhale” to reinforce release.
5. Reflect & Close (30 sec)
   • Ask students to put hands down and notice: “How does your body feel? Shoulders high or low? Heart calm or fast?”
   • Reinforce: “You can use this anytime you feel upset, worried, or just need a break.”
   • Signal end with a soft chime or gentle clap pattern.

Inclusion Strategies

• Visual learners: Use pictorial cards showing inhale–hold–exhale.
• Auditory learners: Pair breaths with a soft bell or chime for cues.
• Sensory learners: Incorporate scented items or tactile tools.
• Motor needs: Allow students to practice in their personal space with minimal movement.
• Language supports: Provide simple one-step instructions and model each phrase slowly.

This cool down promotes self-regulation, supports diverse sensory needs, and empowers students with a portable calming tool.