Objective: Students will focus on following multi-step auditory directions.

Activity: The teacher will give 2-step (then 3-step as appropriate) building instructions using small blocks (e.g.,

Objective: Students will maintain visual attention to complete a simple puzzle.

Activity: Provide each student with a simple 4-6 piece puzzle. Guide them to work individually or in pairs to complete the puzzles, encouraging them to focus on matching shapes and colors. Observe their persistence and ability to stay on task.

Teacher Talk:

Objective: Students will focus on identifying changes in a visual sequence.

Activity: Arrange 3-4 familiar objects on a tray. Have students close their eyes, remove one object, and then have them open their eyes to identify what is missing. Gradually increase the number of objects or make the changes more subtle as students improve.

Teacher Talk:

Objective: Students will focus on listening attentively to different sounds.

Activity: Play various familiar sounds (e.g., animal noises, vehicle sounds, classroom sounds) from a speaker or use musical instruments. Have students close their eyes and guess what the sound is. Discuss how their

Objective: Students will practice sustained visual attention by tracking bubbles and counting them.

Activity: Blow bubbles for the students, encouraging them to watch them intently as they float and pop. Ask them to count how many bubbles they can see or how many they can pop. This activity is calming and naturally draws attention.

Teacher Talk:

Objective: Students will practice recalling a sequence of 2-3 objects.

Activity: Place 2-3 familiar objects (e.g., a car, a block, a ball) in a line. Have students observe the order, then cover the objects and ask them to recall the sequence. Gradually increase the number of objects as students improve.

Teacher Talk: "Look closely at these toys. Can you remember their order? Now close your eyes... what did you see first?"

Objective: Students will use visual memory to find matching pairs.

Activity: Use a simple memory matching game with 4-6 pairs of large, clear picture cards. Play in small groups, encouraging students to remember where they saw each picture. Observe their ability to recall card locations.

Teacher Talk: "Where did you see that matching picture? Can you remember? Let's use our memory eyes!"

Objective: Students will recall key details from a short story.

Activity: Read a very short, engaging story to the students. After reading, ask 2-3 simple

Objective: Students will follow multi-step auditory commands from memory.

Activity: Play

Objective: Students will recall objects after a brief visual exposure.

Activity: Place 3-5 small, distinct objects on a tray. Show the tray to students for 10-15 seconds, then cover it. Ask students to name as many objects as they can remember. Vary the objects daily.

Teacher Talk:

Objective: Students will practice stopping their bodies quickly on a verbal and auditory cue.

Activity: Play upbeat music and encourage students to dance freely. When the music stops, all students must freeze like statues. Play again, encouraging quick stopping. Observe their ability to inhibit movement.

Teacher Talk: "When the music stops, your body stops, just like a statue! Let's see your super stopping power!"

Objective: Students will practice inhibiting movement based on a visual cue.

Activity: Play the classic game

Objective: Students will practice waiting for a signal before acting on a desired item.

Activity: Give each student a small, appealing item (e.g., a sticker, a small piece of fruit). Tell them to wait for your

Objective: Students will practice inhibiting the impulse to blurt out answers and instead raise their hand.

Activity: Ask a series of simple questions (e.g.,

Objective: Students will practice controlling the force of their touch.

Activity: Provide soft toys or stuffed animals. Instruct students to use

Objective: Students will practice adapting to a change in a familiar narrative.

Activity: Read a very familiar short story (e.g.,

Objective: Students will practice switching sorting rules.

Activity: Provide a collection of mixed objects (e.g., blocks, counting bears) that can be sorted by both color and shape. First, ask students to sort them by color. Once they have completed this, introduce a new rule:

Objective: Students will practice thinking flexibly about objects and their uses.

Activity: Hold up a common object (e.g., a scarf, a stick, a box) and ask students,

Objective: Students will practice adapting to modified game rules.

Activity: Choose a very simple game that students are familiar with (e.g., tag, a simple counting board game, building blocks). Introduce one simple new rule or a modification to an existing rule (e.g.,

Objective: Students will practice recognizing and shifting between different emotional expressions.

Activity: Show students picture cards of different emotions (happy, sad, angry, surprised). Model each emotion and have students mimic it. Then, call out different emotions and have them quickly switch their facial expressions and body language to match. Discuss how our bodies and faces show different feelings.

Objective: Students will identify basic emotions.

Activity: Use emotion cards or pictures showing happy, sad, angry, surprised, and scared. Discuss what each face shows and when students might feel that way. Encourage them to make the faces too.

Teacher Talk: "Look at this face! How do you think this person feels? What makes you feel [emotion]?"

Objective: Students will practice deep belly breathing as a calming strategy.

Activity: Have students lie on their backs with a small, lightweight stuffed animal on their belly. Guide them to breathe deeply, watching their

Objective: Students will explore and identify calming tools.

Activity: Introduce or revisit a

Objective: Students will use focused breathing with bubbles to practice calming.

Activity: Blow bubbles and encourage students to take slow, deep breaths to blow and pop them. Discuss how the slow breaths help their bodies feel calm and quiet. (Ensure adequate space and supervision).

Teacher Talk: "Let's take a big breath in and blow it out slowly to make the bubbles fly! Our bodies feel calm when we breathe slowly like this."

Objective: Students will identify and communicate personal calming strategies.

Activity: Review the different calming strategies learned throughout the week. Ask each student to share one thing that helps them feel calm or happy when they are upset or wiggly. Provide paper for them to draw their favorite calm-down activity or tool.

Teacher Talk: "We learned so many ways to help our bodies and brains feel calm! What is one way that helps you feel calm?"

Objective: Students will practice sequencing the steps of a familiar routine.

Activity: Use simple picture cards (or verbal prompts) to demonstrate a 2-3 step routine like washing hands or getting ready for snack. Mix up the cards and have students put them in the correct

Objective: Students will plan a simple construction before beginning.

Activity: Provide each student (or small group) with a set of small blocks. Before they start building, ask them to

Objective: Students will practice thinking ahead about how to approach a task.

Activity: Give each student a simple 4-6 piece puzzle. Before they begin to assemble it, have them look at the picture on the box and the pieces. Ask them:

Objective: Students will prioritize a task and identify initial steps.

Activity: Present 2-3 simple classroom helper jobs (e.g.,

Objective: Students will plan the steps for tidying a designated area.

Activity: Before cleaning up a specific center (e.g., the block area, the art station), gather students and discuss:

Objective: Students will sort mixed items into categories.

Activity: Provide a bin of mixed toys (e.g., blocks, cars, animals). Have students sort them into designated bins with picture labels (e.g., "Blocks," "Cars," "Animals"). Discuss why we sort.

Teacher Talk: "Look at all these toys! Can we be sorting superheroes and put all the blocks in the block bin? Where do the cars go?"

Objective: Students will organize items on a shelf or in a cubby.

Activity: Focus on a specific shelf or cubby area in the classroom. Guide students to neatly arrange items, ensuring everything has a designated spot. Use picture labels as guides.

Teacher Talk: "This shelf looks a little messy! Can we make it look neat and tidy? Where does this book go? Where should the crayons live?"

Objective: Students will organize puzzle pieces into their correct boxes.

Activity: Mix up pieces from 2-3 simple puzzles. Have students work to find all the pieces for one puzzle and put them back in its correct box.

Teacher Talk: "Oh no, these puzzle pieces are all mixed up! Can you find all the pieces for the 'farm' puzzle and put them in its box?"

Objective: Students will organize art supplies by type and color.

Activity: Have students help organize a small set of art supplies (e.g., crayons, markers, colored pencils). Sort them into containers by type, and then by color within the type (e.g., all red crayons together).

Teacher Talk: "Let's make our art supplies easy to find! Where do all the red crayons go? What about the blue markers?"

Objective: Students will practice organizing a small area.

Activity: Choose a small, messy area of the classroom (e.g., a rug with scattered books, a table with materials). Guide students to work together to tidy and organize the area, putting everything in its place.

Teacher Talk: "Our reading corner needs some tidy-up help! What goes back on the shelf? What belongs in the basket?"

Objective: Students will initiate a simple task upon verbal cue.

Activity: Provide each student with a small container of blocks. Instruct them: "When I say 'start,' you can begin building anything you like with your blocks!" Observe how quickly and independently students begin their task. Offer gentle prompts if needed (e.g., "Remember what we do when I say 'start'?").

Teacher Talk: "Ready, builders? When I say START, you can begin your amazing creations!"

Objective: Students will choose and initiate an activity from a limited selection.

Activity: Offer students a choice between two preferred activities (e.g., drawing with crayons or playing with play-doh). Instruct them to choose one and begin. Observe their ability to make a choice and initiate the chosen activity independently.

Teacher Talk: "Today you can choose to draw or play with play-doh. Which adventure will you start first? Go ahead and begin!"

Objective: Students will follow a 2-step routine to prepare for an activity.

Activity: Practice a familiar 2-step preparation routine, such as getting ready for snack (e.g.,

Objective: Students will initiate a familiar classroom helper job.

Activity: Introduce or review simple classroom helper jobs (e.g.,

Objective: Students will identify and initiate the first step of a multi-step activity.

Activity: Present a simple 3-step activity (e.g., making a simple craft like gluing pre-cut shapes onto paper to make an animal). Before handing out materials, show them the finished product and ask,

Objective: Students will check their drawing against a model.

Activity: Provide students with paper and crayons. Show a simple drawing (e.g., a stick figure, a house with a door and window). Instruct them to draw the same picture. After they finish, have them "check their work" by comparing their drawing to the model. Ask, "Did you remember everything? What's the same? What's different?"

Teacher Talk: "Look at my picture, and now look at your picture. Are they the same? Did you remember to draw the chimney on the house?"

Objective: Students will identify and correct mistakes in a simple puzzle.

Activity: Provide students with a simple 4-6 piece puzzle. Deliberately place one piece incorrectly or offer one wrong piece. Ask students to complete the puzzle and then "be a detective" to find any mistakes. Guide them to correct the error.

Teacher Talk: "Does this piece look right here? Is something a little bit off? Let's use our detective eyes to find the puzzle mistake!"

Objective: Students will check their sorting for accuracy.

Activity: Provide a small group of students with a mix of colored blocks or counting bears. Ask them to sort them by color into designated piles. Once sorted, have them "check their work" by pointing to each pile and naming the color, ensuring no wrong colors are present.

Teacher Talk: "You sorted your colors! Now, let's be super checkers. Are all the red blocks in the red pile? Is this blue one in the blue pile?"

Objective: Students will compare their creation to their original intention and make adjustments.

Activity: Give each student a piece of play-doh. Ask them to create something specific (e.g., a snake, a ball, a pancake). After they finish, ask them to "look closely" at their creation and compare it to what they intended to make. Encourage them to make any changes or improvements.

Teacher Talk: "You wanted to make a long snake! Does your play-doh look like a long snake? Can you make it even longer or wiggle it more?"

Objective: Students will self-monitor their adherence to multi-step auditory directions.

Activity: Give a 2-step drawing instruction (e.g., "Draw a circle, then draw two dots inside the circle"). Have students complete it. Then, review the instructions together. Ask, "Did you do both steps? What did you draw first? What did you draw next?"

Teacher Talk: "I asked you to draw a circle, AND THEN two dots! Did you remember both parts? Let's check!"

Objective: Students will identify a problem in a construction and brainstorm solutions.

Activity: Build a block tower with a deliberate, easily identifiable problem (e.g., a wobbly base, a gap where a block is clearly missing, a tower that's about to fall). Ask students, "What's the problem here? How can we fix it so it doesn't fall?" Encourage multiple ideas and then try one of their solutions.

Teacher Talk: "Uh oh, look at our block tower! What do you notice? Does it look strong? What could we do to make it stronger?"

Objective: Students will identify a problem with an item and brainstorm how to

Objective: Students will identify social problems and generate appropriate solutions.

Activity: Show picture cards depicting simple social conflicts common in Pre-K (e.g., two children wanting the same toy, a child sad because someone broke their block tower). Ask, "What is the problem in this picture? What do you think [character] should do? What could [other character] do?" Discuss various kind and fair solutions.

Teacher Talk: "Look at these friends. What problem do they have? How can they solve it so everyone feels happy?"

Objective: Students will identify problems during play and find solutions.

Activity: During dress-up play, subtly introduce a minor

Objective: Students will identify and overcome challenges in a physical activity.

Activity: Set up a very simple

Objective: Students will persist in building a tower even if it falls.

Activity: Provide small blocks or stacking cups. Encourage students to rebuild if their tower tumbles, focusing on not giving up. Discuss how trying again helps them learn and get stronger.

Teacher Talk: "Uh oh, your tower fell! That can be frustrating, but it's okay! What can we do? Can you try again? You are a super builder!"

Objective: Students will persist in lacing beads despite fine motor challenges.

Activity: Provide large lacing beads and strings. Encourage students to keep trying even if it's tricky to get the string through the hole, celebrating each bead laced. Offer help as needed, but emphasize continued effort.

Teacher Talk: "Lacing can be tricky, but you are being so persistent! Don't give up! Look, you got one! Keep trying, you can do it!"

Objective: Students will persist in a sorting task with a slight increase in difficulty.

Activity: Provide mixed items with a subtle sorting rule (e.g., sort by color, but include a few items of a similar but not exact shade; sort by shape, but include items that are almost the same shape). Encourage them to re-evaluate and persist in sorting correctly, even if it takes more thought.

Teacher Talk: "These colors look very similar! Is this blue or purple? Let's look closely and really think about where it belongs. You've got this!"

Objective: Students will persist in completing a drawing task.

Activity: Give students a simple drawing prompt (e.g., "Draw your favorite animal," "Draw your family"). Encourage them to add details and complete their drawing, even if they initially find it challenging or want to switch tasks. Praise their effort in finishing.

Teacher Talk: "You started drawing a dog! What else can you add to your dog? Does it have ears? A tail? Let's finish your amazing dog picture!"

Objective: Students will persist through a simple physical challenge.

Activity: Set up a very simple indoor obstacle course (e.g., crawl under a table, step over a pillow, walk on a line, throw a beanbag into a basket). Encourage students to complete the course even if they stumble or need to restart a section. Emphasize that it's okay to try again.

Teacher Talk: "That was a big jump! If you wobble, just try again! You are strong and can conquer this course!"

Objective: Students will identify and mimic a wider range of emotions using mirrors.

Activity: Provide each student with a small, unbreakable mirror. Hold up emotion cards (e.g., happy, sad, angry, surprised, frustrated, excited, shy) and model the facial expressions. Have students look in their mirrors and try to copy the expressions. Discuss what each emotion feels like in their bodies.

Teacher Talk: "Look in your mirror! Can you make a happy face? Now, what about a frustrated face? What does that feel like in your body?"

Objective: Students will express emotions creatively using play-doh.

Activity: Give each student a piece of play-doh. Ask them to sculpt what a certain feeling

Objective: Students will use a glitter jar as a calming tool.

Activity: Introduce a pre-made glitter jar or create one together (water, glitter glue, extra glitter). Explain that when we feel

Objective: Students will identify characters' emotions in a story.

Activity: Read a picture book that features characters experiencing various emotions. Pause during the story to ask,

Objective: Students will identify their current emotional state using a simple tool and brainstorm strategies.

Activity: Introduce a visual

Objective: Students will understand and respond to a visual timer as a cue for starting/stopping.

Activity: Introduce a visual timer (e.g., a sand timer or a digital timer with a clear visual representation). Explain that when the sand runs out or the color disappears, it's time to stop/start. Practice a simple task, like building with blocks, for 2-3 minutes, using the timer.

Teacher Talk: "Look at our sand timer! When all the sand falls to the bottom, our building time will be all done. Let's see if we can build until then!"

Objective: Students will sequence major parts of their school day using a picture schedule.

Activity: Use a visual picture schedule of the school day (e.g., arrival, circle time, snack, play, clean-up, dismissal). Review the order of events. Ask students, "What do we do first in the morning? What comes after snack?" Have them point to the pictures as you discuss the sequence.

Teacher Talk: "Our day has a special order, just like a story! What picture shows what we do right after circle time?"

Objective: Students will respond to a time limit for a clean-up task.

Activity: Before free play or an activity where materials are used, announce a "speed clean-up challenge." Set a timer (visible to students if possible) and play a clean-up song. Encourage students to put away as many items as they can before the song ends or the timer goes off.

Teacher Talk: "Let's be super fast clean-up helpers! Can we put all the blocks away before our clean-up song finishes?"

Objective: Students will begin to understand the concept of "a minute" by completing short tasks.

Activity: Explain that "a minute" is a short amount of time. Give students simple, quick tasks (e.g., "Can you put 5 red blocks in the basket in one minute?", "Can you hop 10 times in one minute?"). Use a minute timer and celebrate their efforts.

Teacher Talk: "Wow, that was a whole minute! You did so many hops! A minute is not a very long time, is it?"

Objective: Students will anticipate the next event in a familiar routine.

Activity: During a transition (e.g., before story time, before outdoor play), ask students to predict what will happen next. "We just finished snack, what is the next thing we do on our schedule?" Reinforce the concept of sequence and anticipation.

Teacher Talk: "Our schedule helps us know what comes next! We just cleaned up, so what do you think is our very next fun thing to do?"

Objective: Students will make independent choices about their play area.

Activity: Offer a choice of 2-3 preferred learning centers (e.g., blocks, dramatic play, art station). Instruct students to choose one and begin playing independently. Observe their decision-making and initiation of play.

Teacher Talk: "It's time for free choice! Which station will you choose to play in today? Go ahead and get started!"

Objective: Students will direct their own creative art project.

Activity: Provide open-ended art supplies (paper, crayons, markers, glue sticks, pre-cut shapes). Instruct students to create anything they like. Observe their ability to generate an idea and follow through with their personal artistic vision.

Teacher Talk: "Today you get to be the artist! What will you create? I can't wait to see your own special art!"

Objective: Students will independently build with chosen materials.

Activity: Offer a selection of various building materials (e.g., LEGO Duplos, magnetic tiles, large wooden blocks). Encourage students to build freely, deciding what and how they want to construct. Observe their independent planning and execution.

Teacher Talk: "Look at all these building toys! What will you build today? It's your choice!"

Objective: Students will make an independent choice about a reading activity.

Activity: Set out 2-3 engaging picture books at a quiet reading area. Instruct students to choose one book to

Objective: Students will select and complete a simple independent task.

Activity: Prepare a tray with various simple, easily completable tasks (e.g., a small 4-piece puzzle, a sorting shapes activity, a lacing card, a short coloring page). Instruct students to choose one activity and complete it. Observe their independent selection and task completion.

Teacher Talk: "On this tray are some fun activities. You can choose just one to work on. Which one will you pick and finish?"

Objective: Students will make a simple food choice.

Activity: Offer two healthy snack options (e.g., apple slices, banana). Have students choose one and articulate their choice. Discuss why they chose it (e.g., "I like apples because they are crunchy").

Teacher Talk: "Look at these yummy snacks! Which one will you choose today? Tell me why!"

Objective: Students will make a simple clothing choice and consider suitability.

Activity: Present a doll or a paper doll with two different weather-appropriate outfit choices (e.g., a warm coat for cold weather vs. a light jacket for cool weather). Ask students to decide which outfit is best and explain why, considering the "weather" you describe.

Teacher Talk: "It's a chilly day outside! Should our doll wear the thick coat or the light jacket? What's your smart choice and why?"

Objective: Students will decide on a building plan before beginning construction.

Activity: Provide students with a small set of blocks. Before they start building, ask them to close their eyes and imagine what they want to build. Then, ask them to share their idea and how they will start. Observe their ability to form a plan.

Teacher Talk: "Before we build, let's think! What amazing thing will you build with these blocks? How will you start?"

Objective: Students will make a choice within a narrative and see a simple consequence.

Activity: Read a simple "choose your own adventure" style picture book or tell a story with two clear decision points (e.g., "Should the bunny go left to the carrots or right to the berries?"). Have students vote or decide which path the character should take and discuss the outcome.

Teacher Talk: "Oh no! The puppy is lost! Should he ask the tall tree for help or the busy squirrel? What's our smart choice for the puppy?"

Objective: Students will decide on an independent play activity and initiate it.

Activity: Offer a clear choice of 2-3 independent play activities (e.g., puzzles, drawing, play-doh). Instruct students to choose one activity and begin playing without further prompting. Observe their self-direction in choosing and starting.

Teacher Talk: "It's time for independent play! You can choose to do a puzzle, draw a picture, or play with play-doh. Which activity will you choose to start first?"