Scenario Dice and Role-Play Cards

Use a six-sided die to select a scenario card. Partners take turns rolling the die, reading the corresponding card, and role-playing the Solve-It steps together.

Number → Card ID Mapping:
1 → scenario-card-red-crayon

2 → scenario-card-same-ball

3 → scenario-card-line-up

4 → scenario-card-blocks-turn

5 → scenario-card-puzzle-piece

6 → scenario-card-tag-game


Role-Play Cards:

1. Red Crayon Conflict (ID: scenario-card-red-crayon)
   Your friend is using the red crayon. You need it to finish your picture. Use the Solve-It steps to decide what to do.

1. Same Ball (ID: scenario-card-same-ball)
   Two friends reach for the same ball at the same time and both want to play first. Try Solve-It to find a fair solution.

1. Line-Up Problem (ID: scenario-card-line-up)
   You and a friend both think you are next in line for the slide. Use the four steps to figure out who goes first or another idea.

1. Blocks and Sharing (ID: scenario-card-blocks-turn)
   You built a tall block tower. A friend wants to play with the blocks now. Solve-It your way to share or take turns.

1. Missing Puzzle Piece (ID: scenario-card-puzzle-piece)
   You need one puzzle piece that your friend has. Use the Solve-It routine to ask for it or find another idea.

1. Tag Game Disagreement (ID: scenario-card-tag-game)
   You said “no tag backs,” but a friend tagged you right away. Practice using Solve-It to talk it out.

Teacher Facilitation Guide with Sample Choices

This guide provides sample teacher prompts and student responses aligned to each role-play scenario. Use these to coach pairs as they work through the four Solve-It steps.

General Coaching Notes

• Reinforce deep breaths and counting quietly before speaking.
• Encourage “I” statements: “I feel…, because…”
• Validate all ideas during brainstorming (no wrong answers).
• Help partners reach a clear agreement and follow through.

Scenarios and Sample Choices

1. Red Crayon Conflict (ID: scenario-card-red-crayon)

Step 1: Pause

• Teacher Prompt: “Let’s take a deep breath together before we talk.”
• Sample Student Response: Takes a deep breath and quietly counts to three.

Step 2: Name the Problem

• Teacher Prompt: “Can you tell your friend what’s happening and how you feel?”
• Sample Student Response: “I feel upset because you’re using the red crayon and I need it.”

Step 3: Brainstorm Choices

• Teacher Prompt: “What are some ways you two could solve this?”
• Sample Student Responses:
  • “We could share the crayon, each draw two lines.”
  • “I could finish the red parts first, then you use it.”
  • “We could trade crayons for different parts of our pictures.”

Step 4: Agree & Try

• Teacher Prompt: “Which idea do you both like best?”
• Sample Student Response: “Let’s share the red crayon. I’ll draw with it for two minutes, then you can.”

2. Same Ball (ID: scenario-card-same-ball)

Step 1: Pause

• Teacher Prompt: “Pause—take a breath so we can listen.”
• Sample Student Response: Child closes eyes, breathes in and out.

Step 2: Name the Problem

• Teacher Prompt: “Use an ‘I’ statement to say what’s going on.”
• Sample Student Response: “I feel mad because we both want to play with the ball first.”

Step 3: Brainstorm Choices

• Teacher Prompt: “Let’s think of three ways to be fair.”
• Sample Student Responses:
  • “We could take turns every five throws.”
  • “We could play catch with another friend too.”
  • “We could count to ten before stealing the ball back.”

Step 4: Agree & Try

• Teacher Prompt: “Which solution works for both of you?”
• Sample Student Response: “Let’s take turns—each of us gets the ball for five throws.”

3. Line-Up Problem (ID: scenario-card-line-up)

Step 1: Pause

• Teacher Prompt: “Remember to pause and calm before we speak.”
• Sample Student Response: Student takes a breath.

Step 2: Name the Problem

• Teacher Prompt: “Tell your friend exactly what’s happening.”
• Sample Student Response: “I thought I was next for the slide, and you did too.”

Step 3: Brainstorm Choices

• Teacher Prompt: “What are some fair ways to decide who goes first?”
• Sample Student Responses:
  • “We could flip a coin.”
  • “We could ask an adult to pick.”
  • “We could walk around the slide and come back.”

Step 4: Agree & Try

• Teacher Prompt: “Pick one idea and try it.”
• Sample Student Response: “Let’s flip a coin—heads you go first, tails I do.”

4. Blocks and Sharing (ID: scenario-card-blocks-turn)

Step 1: Pause

• Teacher Prompt: “Pause so we can talk nicely.”
• Sample Student Response: Child breathes and nods.

Step 2: Name the Problem

• Teacher Prompt: “Use ‘I’ to name how you feel.”
• Sample Student Response: “I feel sad because I want to build too.”

Step 3: Brainstorm Choices

• Teacher Prompt: “What could you try so both of you can play?”
• Sample Student Responses:
  • “We could build two towers side by side.”
  • “We could take turns adding two blocks at a time.”
  • “We could build one big tower together.”

Step 4: Agree & Try

• Teacher Prompt: “Which do you like best?”
• Sample Student Response: “Let’s take turns—two blocks each until it’s done.”

5. Missing Puzzle Piece (ID: scenario-card-puzzle-piece)

Step 1: Pause

• Teacher Prompt: “First, let’s take a calm pause.”
• Sample Student Response: Child places hands on knees and breathes.

Step 2: Name the Problem

• Teacher Prompt: “Tell your friend what you need.”
• Sample Student Response: “I need the blue puzzle piece you have.”

Step 3: Brainstorm Choices

• Teacher Prompt: “Brainstorm some ways to get the piece or another idea.”
• Sample Student Responses:
  • “You could give it to me after you use it.”
  • “We could look for another blue piece.”
  • “I could use a yellow piece and switch later.”

Step 4: Agree & Try

• Teacher Prompt: “Which option feels fair?”
• Sample Student Response: “Let’s use it one at a time—three minutes each.”

6. Tag Game Disagreement (ID: scenario-card-tag-game)

Step 1: Pause

• Teacher Prompt: “Pause and look at each other before speaking.”
• Sample Student Response: Child makes eye contact and exhales.

Step 2: Name the Problem

• Teacher Prompt: “Say what happened and how you feel.”
• Sample Student Response: “I said ‘no tag backs,’ but you tagged me right away. I feel frustrated.”

Step 3: Brainstorm Choices

• Teacher Prompt: “Let’s think of ways you could play by the rules.”
• Sample Student Responses:
  • “We could count ‘1–2–3 go’ before tagging back.”
  • “We could agree on a new rule like ‘three steps’.”
  • “We could switch roles after each tag.”

Step 4: Agree & Try

• Teacher Prompt: “Pick a rule and try it out.”
• Sample Student Response: “Let’s do ‘three steps back’ rule—then you can tag.”

Use this guide flexibly—adapt prompts to fit your students’ language levels and personalities. Celebrate each successful use of Solve-It!

Solve-It Floor Path

Create a movement-based path on the classroom floor that guides students through each of the four Solve-It steps. Use colored mats, tape, or printed posters to mark each station.

Materials Needed:

• Four colored floor mats or large cardstock squares
• Marker or printed labels/icons for each step
• Arrow stickers or tape to show direction of travel

Setup Instructions

1. Lay out the four mats in a line or circle in an open space.
2. At each mat, place a label (and optional icon) for the step:
   1. Pause (Station 1)
      • Icon: Pause symbol or person taking a deep breath
      • Prompt: “Take a deep breath and calm your body.”
   2. Name the Problem (Station 2)
      • Icon: Speech bubble
      • Prompt: “Use an ‘I’ statement: ‘I feel… because…’”
   3. Brainstorm Choices (Station 3)
      • Icon: Lightbulb
      • Prompt: “Think of at least three ways to solve it.”
   4. Agree & Try (Station 4)
      • Icon: Handshake or thumbs up
      • Prompt: “Pick one idea and say, ‘Let’s try it!’”
3. Use arrows (tape or stickers) on the floor between stations to show the order: 1 → 2 → 3 → 4.

How to Use During the Lesson

• Whole-class intro: Guide students along the path step by step as you model a scenario.
• Paired practice: Partners start at Station 1 and role-play a scenario, moving through each mat together.
• Coaching stops: At each station, prompt pairs with a question:
  • “Did you take a calm breath?”
  • “How will you tell your friend what’s happening?”
  • “Can you think of three ideas?”
  • “Which idea will you try?”
• Reflection: After reaching Station 4, partners share aloud which solution they chose and briefly act it out.

Tip: Leave the path set up during the week so students can independently walk through the four steps whenever a conflict arises.