Understanding Focus

Alex sat at his desk with a blank piece of paper in front of him. He had a story to write but couldn’t figure out how to begin. His pencil hovered in the air. His mind felt busy and jumpy. He thought, “I want to start, but I don’t know where to put my pencil!”

Just then, his teacher came by and shared a special trick called the 5-4-3-2-1 Countdown. She said, “When you feel stuck, count down from five with me: 5…4…3…2…1… and then you begin!” Alex decided to give it a try. He whispered, “Five… four… three… two… one… go!” Right after he said “go,” he tapped his pencil on the paper and wrote his first sentence: “The bright yellow butterfly danced in the warm sunshine.”

Alex felt proud that he had started his work all by himself. He remembered that whenever he felt stuck again, he could use the 5-4-3-2-1 Countdown to help him begin. From that day on, Alex practiced the countdown every time he needed to start a new task—and his pencil never stopped moving!

Task Starter Strategies Video

Description:
A short, engaging, 2-minute animated video that introduces three simple tricks to help students begin tasks independently:

1. The 5-4-3-2-1 Countdown
2. Taking three deep breaths
3. Breaking down a task into one small first step

Video Link: https://example.com/task-starter-strategies (placeholder)

Teacher Instructions:

• Before playing, tell the student: “Watch for the three strategies and think about which one feels easiest to try.”
• Play the video all the way through.
• Pause at 0:45 when the countdown trick is shown:
  • Ask: “How do you think counting down helps you start?”
  
  
  
• Pause at 1:30 when the deep-breathing trick appears:
  • Ask: “When might you take deep breaths before you begin?”
  
  
  

Discussion Prompts (after video):

• “Which strategy did you like best?”
  
  
  
• “Can you tell me one time this week when you might use it?”
  
  
  

Follow-Up:

• Encourage the student to pick one strategy to try on today’s task.
• Remind them you’ll check in after 5 minutes to see which trick they used and how it helped.

Focus Booster Worksheet - Session 1

1. What is Task Initiation?

In your own words, what do you think it means to start a task?

2. What Makes It Hard?

When you need to begin schoolwork, what sometimes stops you or makes you feel stuck?

3. The 5-4-3-2-1 Countdown

Write down each step of the countdown strategy you learned:

4. Plan Your Countdown

Task to Start Today:

Imagine you’re using your countdown for this task. Write or draw what you’ll do at each number:

• 5: __________________________

• 4: __________________________

• 3: __________________________

• 2: __________________________

• 1: __________________________

• Go! What will you do first after you say “Go!”?

5. Try It Out!

Use your 5-4-3-2-1 Countdown right now and begin the task you picked.

1. What did you do first?
   
   
   
   

2. How did the countdown help you get started?
   
   
   
   
   
   
   

Session 1 Quiz Answer Key

Question 1: In your own words, what does task initiation mean?

Correct Response:
• Explains that task initiation is beginning or getting started on work or a task without needing someone else to prompt you.

Scoring Guidance (1 point total):
• 1 point: Student defines task initiation as starting a task or getting to work independently.
• 0 points: Response is off-topic or indicates confusion about starting tasks.

Feedback Tip:
• If the student misses the mark, remind them: “Task initiation means getting your pencil on the paper and starting your work all by yourself.”

Question 2: Which of these is the first step in the 5-4-3-2-1 Countdown strategy?

Correct Answer: Counting 5

Scoring Guidance (1 point):
• 1 point: Student selects “Counting 5.”
• 0 points: Any other choice.

Feedback Tip:
• If incorrect, say: “Remember, we always begin our countdown at five.”

Question 3: In the story, what did Alex do right after he said “Go!”?

Correct Answer: He tapped his pencil on the paper and wrote a sentence.

Scoring Guidance (1 point):
• 1 point: Student selects the sentence-writing option.
• 0 points: Any other choice.

Feedback Tip:
• If the student misses it, you can reread the moment in the story: “After ‘Go,’ Alex tapped his pencil and wrote his first sentence.”

Focus Reflection

Mia sat at her desk with her math worksheet in front of her. She felt a little nervous because there were many problems to solve. Remembering her new trick, she quietly whispered, “Five… four… three… two… one… go!” and picked up her pencil. Right away, she wrote the numbers in the first problem.

As Mia worked, she noticed her pencil tapping and her thoughts drifting to recess. She paused and held up a thumbs check:

• Thumbs Up 👍 if she felt focused,
• Thumbs Sideways 👍🏻 if she felt a bit distracted,
• Thumbs Down 👎 if she wasn’t focused at all.

Mia gave herself a thumbs sideways, took two deep breaths, and decided to keep going. When she finished the problem, she opened her little focus journal. She wrote:

“Today I used my countdown to start my math work. My thumb check was sideways, so I paused and breathed. I felt better after breathing. Next time, I will try checking my focus more often!”

Mia closed her journal feeling proud. She knew that the 5-4-3-2-1 Countdown, the thumbs check, and a quick note in her focus journal would help her stay on track every day.

Self-Monitoring Strategies Video

Description:
A short, engaging, 2-minute animated video that builds on the 5-4-3-2-1 countdown by showing two extra steps to boost focus:

1. A Thumbs Check to notice how you feel (up, sideways, or down)
2. A quick Reflection Journal entry to record what helped or what to try next

Video Link: https://example.com/self-monitoring-strategies (placeholder)

Teacher Instructions:

• Tell the student: “Watch for the steps Mia uses after her countdown to keep going and think about which one you’d like to try.”
• Play the video.
• Pause at 0:40 when the thumbs check is introduced:
  • Ask: “What does holding up a thumbs check help us notice?”
  
  
  
• Pause at 1:20 when the reflection journal step appears:
  • Ask: “Why do you think Mia writes in her journal after she works?”
  
  
  

Discussion Prompts (after video):

• “Which self-monitoring step did you like best?”
  
  
  
• “Can you think of a time today when you might do a thumbs check?”
  
  
  

Follow-Up:

• Encourage the student to combine the countdown with one of these new steps when starting their next task.
• Remind them they’ll practice both steps in today’s worksheet and check back in afterward.

Focus Booster Worksheet - Session 2

1. Countdown Steps

Write each number of the 5-4-3-2-1 Countdown and what you will do or say at each step:

4. ________________________________

3. ________________________________

2. ________________________________

1. ________________________________

• Thumbs Check (Up, Sideways, Down)
• Reflection Journal Entry

What will you do for your chosen step?

3. Plan Your Task

Task to Start Today:

Before starting (countdown):
What will you do and say as you count down?

During the task (self-monitoring):
When will you check in? What will you do?

After finishing:
What reflection will you write or think about?

4. Try It Out!

Use your 5-4-3-2-1 Countdown and your chosen self-monitoring step to begin and complete your task.

1. What did you do first after you said “Go!”?

2. How did the countdown help you start?

3. How did your self-monitoring step help you stay focused?

4. What will you try differently next time?

Session 2 Quiz Answer Key

Question 1: Which step comes right after the 5-4-3-2-1 countdown in our self-monitoring strategy?

Correct Answer: Thumbs Check

Scoring Guidance (1 point):

• 1 point: Student selects “Thumbs Check.”
• 0 points: Any other choice.

Feedback Tip:

• If incorrect, remind: “After your countdown, you pause to notice your focus by doing a thumbs check.”

Question 2: In a thumbs check, what does a thumbs sideways 👍🏻 mean?

Correct Answer: I am a bit distracted

Scoring Guidance (1 point):

• 1 point: Student selects “I am a bit distracted.”
• 0 points: Any other choice.

Feedback Tip:

• If incorrect, say: “Thumbs sideways means you notice you’re a little distracted and might need to pause or take a breath.”

Question 3: Why is it helpful to write a quick note in your focus journal after you finish a task?

Correct Response:

• Explains that writing in the journal helps you remember what worked, notice when you got distracted, and plan improvements for next time.

Scoring Guidance (1 point):

• 1 point: Student mentions reflection—recording what helped or what to try differently.
• 0 points: Response omits reflection or the idea of learning from the task.

Feedback Tip:

• If the student struggles, prompt: “Writing in your journal helps you see what made you focus or lose focus and decide how to stay on track next time.”