Counselora · Small Groups
Keeping hands on your own work while waiting: small-group series
Grades K–2 · Ready-made original
Learning goal
Choose a safe hand activity while waiting.
Materials
These three story cards, the response page below, and pencils.
Read aloud. Point, draw, tell, or pass.
Session 1: Find a first response
Opening · 4 minutes
“What could their hands do while waiting?”
Story · 6 minutes
Sol is waiting for the glue. Sol starts tapping a classmate’s paper. The classmate wants the paper left alone.
A response to compare · 5 minutes
Sol puts hands on their own paper and draws three dots while waiting. The adult offers another safe hand activity if needed.
Practice · 10 minutes
One partner reads the story above. The other tries the words or actions in the supplied response. Switch readers if you want. Writing, drawing, watching, or passing is also a choice.
Student response · 3 minutes
What could their hands do while waiting?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could their hands do while waiting?”
Session 2: Try a second situation
Opening · 4 minutes
“What could their hands do while waiting?”
Story · 6 minutes
A child is waiting for a pencil and reaches for someone else's work.
A response to compare · 5 minutes
Keep hands on their own paper and ask for a spare pencil.
Practice · 10 minutes
Use the story above. Try a first response, then compare it with the supplied response. A partner can read the response instead of acting.
Student response · 3 minutes
What could their hands do while waiting?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could their hands do while waiting?”
Session 3: Try a different situation
Opening · 4 minutes
“What could their hands do while waiting?”
Story · 6 minutes
A child has to wait for help with a drawing.
A response to compare · 5 minutes
Draw small dots on their own scrap paper or rest hands while waiting.
Practice · 10 minutes
Use the story above. Write or say a response before reading the supplied response. Compare them. Choose one word or action that makes the response clearer.
Student response · 3 minutes
What could their hands do while waiting?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could their hands do while waiting?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What could their hands do while waiting?”
Story · 6 minutes
Sol is waiting for the glue. Sol starts tapping a classmate’s paper. The classmate wants the paper left alone.
A response to compare · 5 minutes
Sol puts hands on their own paper and draws three dots while waiting. The adult offers another safe hand activity if needed.
Practice · 10 minutes
Choose story 1, 2, or 3 from the cards below. One partner reads it; the other gives a response. Switch readers if you want. Use the supplied responses to check whether the action fits the problem.
Student response · 3 minutes
What could their hands do while waiting?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could their hands do while waiting?”
Story cards to print
Card 1
Sol is waiting for the glue. Sol starts tapping a classmate’s paper. The classmate wants the paper left alone.
What could their hands do while waiting?
Card 2
A child is waiting for a pencil and reaches for someone else's work.
What could their hands do while waiting?
Card 3
A child has to wait for help with a drawing.
What could their hands do while waiting?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Sol puts hands on their own paper and draws three dots while waiting. The adult offers another safe hand activity if needed.
2. Keep hands on their own paper and ask for a spare pencil.
3. Draw small dots on their own scrap paper or rest hands while waiting.