Calm Body Facilitator Guide Week 1 Facilitator Guide • Pre-K Tier 2 SEL
Calm Body Signals
Small Group: 2–4 Students
Target Duration: 15–20 Mins
Instructional Focus
Students learn that big feelings happen in the body (tight fists, fast heart, hot cheeks). Before responding to a "No" or seeking attention, students practice recognizing early physical tension and activating a somatic reset (Belly Breath & Turtle Squeeze).
Materials Needed
Feeling Signals Cards
Handheld mirror
Plush breathing buddy
1 Warm-Up: The Weather Inside Me (3 Mins) Connection
Educator Script: "Friends, touch your chest. Put one hand on your tummy. How does your body feel right now? Is it quiet like a sunny morning, or buzzing like a little bee? Today we are body detectives!"
Pass the plush animal around. Each child holds the buddy and shares one physical sensation (e.g., "my feet are wiggly", "my hands are warm").
2 Direct Instruction: Body Warning Lights (6 Mins) Modeling
Hot Cheeks / Jaw
Teeth press together, face gets warm.
Tight Clenched Fists
Hands squeeze shut like tight rocks.
Speedy Heart Drum
Chest thump-thump feels fast and loud.
Educator Prompt: "When someone says 'it's time to clean up' or 'not right now,' our body gives us clues before our voice gets loud. What happens when hands turn into rocks? Show me rock hands! Now let them melt like warm butter."
3 Guided Practice: The 2-Step Reset (6 Mins) Rehearsal
Step A: Turtle Tuck
Pull shoulders up to ears, squeeze for 3 seconds, then drop and sigh out loud. "Turtle inside... turtle soft!"
Step B: Flower & Candle
Smell the sweet flower through the nose (in 1-2-3), gently blow out the birthday candle through the mouth (out 1-2-3-4).
Calm & Connected Curriculum • Unit 1 Session Guide • Page 1 of 2
Week 1 Facilitation & Transfer
Roleplay & Classroom Generalization
Session Plan 1B
Guided Simulation Prompts (Teacher-Led Practice)
Scenario 1
The Train Track Swap
The teacher gently holds the blue train engine: "I need this train for the station right now."
Action: Student checks hands, melts fists, takes 1 deep breath before speaking.
Scenario 2
Playdough Clean-Up Bell
Teacher rings the chime: "Two more minutes of playdough, then it goes into the yellow bin."
Action: Student touches stomach, identifies "fluttery feeling", does the Turtle Tuck.
Lead Teacher & Aide Co-Regulation Cues
To build habit strength, the general education staff must use identical verbal and visual prompts across free choice, centers, and snack time.
Primary Nonverbal Cue
Place one open hand flat against your own chest and take a visible, audible breath while maintaining warm eye contact.
Target Verbal Whisper
"Check your hands, Leo. Are they rocks or melted butter? Let's blow out the birthday candle together."
Baseline & Weekly Progress Tracker
Observed Skill Emerging (1) Prompted (2) Independent (3) Identifies body cue when asked ("My hands feel tight") Unaware / ignores Identifies with mirror/cue States sensation verbally Engages in Turtle Tuck or Deep Breath upon prompt Refuses / escalates Needs physical co-breath Takes 1 calm breath Maintains safe hands & body when denied item < 30% of trials 50%–75% of trials > 80% of trials
Caregiver Connection: Send home the "Melted Butter Hands" fridge cue card so parents model the identical 3-second breathing phrase before dinner or bedtime transitions.
Calm & Connected Curriculum • Unit 1 Session Guide • Page 2 of 2
Feeling Signals Activity Cards Week 1 Visual Tools • Pocket Cue Cards
Feeling Signals Cards
Laminate & Cut Out (6 Cards)
Cut along the dashed lines. Use these high-contrast visual cues during small group practice and clip to an educator lanyard or table stand for real-time prompting.
Body Signal 1
Hot Cheeks
My face feels warm and tight.
"I notice my warm cheeks!"
Body Signal 2
Rock Hands
My fingers squeeze into fists.
"Time to melt into butter!"
Body Signal 3
Fast Heart Drum
My chest beats thump-thump-thump.
"I place my hand on my chest."
Body Signal 4
Buzzy Tummy
My belly feels twisty or fluttery.
"I breathe deep into my tummy."
Calm Reset 1
Turtle Tuck
Squeeze shoulders up... and drop!
"Squeeze 1-2-3... Soft!"
Calm Reset 2
Flower & Candle
Smell the flower, blow the candle.
"In through nose, soft out mouth."
Calm & Connected Curriculum • Unit 1 Card Set • Page 1 of 2
Interactive Small Group Mat
My Body Detective Mat
Trace & Point
Name: ___________________________ Date: _______________
Detective Mission: When teacher says "not right now" or "it's time to wait," where does your body feel it first? Touch each detective badge and draw or color your feeling spot!
Warm Cheeks
I touch my face
Squeeze Hands
I open my fingers
Thump Chest
Fast heart beat
Flutter Belly
Buzzy butterflies
Draw or Stick Stickers on Your Clues
Face / Jaw
Chest Belly
Hand Hand
My Superpower Promise
"When my body feels tight, I pause and breathe soft!"
Star Stamp
Calm & Connected Curriculum • Unit 1 Detective Mat • Page 2 of 2
Accepting No Facilitator Guide Week 2 Facilitator Guide • Pre-K Tier 2 SEL
Accepting No Routine
Small Group: 2–4 Students
Target Duration: 15–20 Mins
Target Skill & Replacement Behavior
Students replace protest behaviors (screaming, dropping to the floor, grabbing items back) with the explicit 3-step sequence: 1. Stop Body, 2. Deep Breath, 3. Say "Okay" or "Can I do it later?" followed by selecting an alternate choice.
Session Props
Saying Okay Social Story
Toy cars or blocks (high preference)
"Okay Champ" visual cards
1 Hook: The "No" Mystery Box (3 Mins) Warm-Up
Teacher Script: "Sometimes we hear a tiny word that feels super huge: N-O, NO! Grown-ups say 'No' to keep us safe or because it's someone else's turn. When you hear 'No', how does your belly feel? Today, we learn the secret super-power of Saying Okay!"
2 Direct Instruction: The 3-Step Champion Move (6 Mins) Model & Chant
Step 1: STOP
Feet on floor, freeze hands, quiet mouth.
Step 2: BREATHE
One deep flower breath into belly.
Step 3: SAY OKAY
Calm voice: "Okay" or "Can I try later?"
Group Chanting & Movement: "Stop my body, breathe real slow, say 'okay' and watch me grow!" Practice doing the physical freeze, deep sniff/blow, and thumb-up "Okay".
3 Guided Read: Social Narrative (6 Mins) Guided Analysis
Read aloud the companion material: "Saying Okay Social Story" . Stop at Panel 2: "Leo wanted the big dump truck. Teacher said 'Not right now.' What does Leo's face want to do? What does his superpower voice do instead?"
Calm & Connected Curriculum • Unit 2 Session Guide • Page 1 of 2
Week 2 Behavioral Drills
Graduated Exposure & Positive Reinforcement
Session Plan 2B
Graduated Exposure Roleplay Protocol
Conduct 3 graduated trials per student. Immediately reinforce calm compliance with immediate high praise or access to an approved alternative.
L1
Low Frustration Trial (Neutral Object)
Child reaches for a marker cap. Teacher: "No thank you, put it in the tray." Prompt: Stop -> Breathe -> "Okay". Give instant verbal high-five!
L2
Medium Frustration Trial (Preferred Toy Transition)
Child is rolling a car. Teacher: "Car needs to sleep in the garage now." Assist student in saying "Okay, sleep car" and picking up a puzzle.
L3
High Frustration Trial (Denied Immediate Request)
Saying Okay Social Story Week 2 Social Story • Read Together
Leo Says Okay
Social Narrative
1 Play Time
"I really want the red rocket!"
Leo is playing in the block area. He sees his favorite shiny rocket. He wants to grab it right now!
2 Hearing "No"
"Teacher says: Not right now, Leo."
Another friend is holding it. Teacher says, "Not right now, Leo." Leo feels his hands get tight like rocks!
3 Super Power Reset
Freeze & Deep Breath
Leo remembers his secret power! He stops his hands. He smells the flower and blows the big candle. Ahhh...
4 Saying Okay
"Okay! I will build a tower!"
Leo smiles and says, "Okay!" Teacher says, "Proud of you, Leo!" Leo picks a new puzzle and has fun!
Let's Say It Together: "Stop my body, breathe real slow, say 'okay' and watch me grow!"
All Voices
Calm & Connected Curriculum • Unit 2 Social Narrative • Page 1 of 2
Student Routine & Choice Mat
My Okay Champion Mat
Champion Badge
Name: ___________________________ Date: _______________
When I Hear "No", I Do 3 Things:
1
STOP
Freeze hands and mouth.
2
BREATHE
One deep flower breath.
3
SAY OKAY
Calm voice: "Okay!"
After I Say "Okay", I Choose What's Next! (Color or Circle)
Build Blocks
Read Books
Do Puzzles
Draw Pictures
Today I was an Okay Champion!
I stopped my body, took a breath, and said okay.
⭐
⭐
⭐
Calm & Connected Curriculum • Unit 2 Champion Mat • Page 2 of 2
Gentle Attention Facilitator Guide Week 3 Facilitator Guide • Pre-K Tier 2 SEL
Gaining Adult Attention
Small Group: 2–4 Students
Target Duration: 15–20 Mins
Functional Communication Target
Pre-K learners often pull clothing, yell across the room, or melt down when adults are engaged with others. This lesson establishes the "Tap, Look, and Wait" sequence: standing an arm's length away, providing 1–2 gentle shoulder taps, and using an inside voice.
Key Vocabulary
Personal bubble
Butterfly tap (soft)
Inside whisper voice
1 Warm-Up: The Magic Arm Bubble (4 Mins) Body Space
Teacher Script: "Friends, reach your arms straight out like wings! Turn in a slow circle. This is your personal bubble. If we stand too close and pull on someone's shirt, we pop their bubble. How do we ask for eyes and ears safely? Let's check our butterfly fingers!"
2 Direct Instruction: The 3 Gentle Rules (6 Mins) Explicit Steps
1. Walk Close
Stop one arm away. Do not yell from across the room.
2. Butterfly Tap
Two gentle fingers on the shoulder. Soft like a feather.
3. Polite Words
"Excuse me, [Name]." Wait for eye contact.
Contrasting Examples: Model "Heavy Bear Tap" (rough poking/shirt tugging) vs. "Butterfly Tap" (two gentle fingertips). Have children vote thumbs-up or thumbs-down on teacher demonstrations.
3 Guided Practice: Tap & Freeze (5 Mins) Active Drill
Educator turns sideways pretending to read a book. Each child practices walking up, maintaining arm bubble space, executing two butterfly taps, and saying, "Excuse me, Teacher." Educator immediately turns with warm praise: "Thank you for that gentle tap, Maya! My eyes and ears are all yours."
Calm & Connected Curriculum • Unit 3 Session Guide • Page 1 of 2
Week 3 Implementation Protocol
Adult Response Fidelity & Reinforcement
Session Plan 3B
The 3-Second Golden Rule for Classroom Staff
When teaching replacement behaviors, educator responsiveness determines whether the new skill extinguishes or thrives.
DO
Reinforce Instantly on Polite Tap
Acknowledge within 3 seconds: "I felt your gentle butterfly tap! Give me 5 seconds to put down this marker, then I am all yours." Even delayed attention must acknowledge the tap immediately.
DON'T
Do Not Respond to Screaming or Tugging
If a child pulls clothing or yells, provide zero verbal engagement. Silently place your own finger on your shoulder as a non-verbal prompt. When they tap politely, turn and engage warmly.
Ask Politely Activity Mats Week 3 Visual Tools • Classroom Cue Chart
Ask Politely Steps
Display at Kid-Eye Level
1
Personal Bubble
Stand one arm's length away. Keep safe space.
2
Butterfly Tap
Two soft fingertips on the grown-up's shoulder.
3
Magic Words
Say calmly: "Excuse me, Teacher [Name] please."
4
Patient Eyes
Keep feet quiet and wait for teacher to turn.
My Asking Voice Dial
Level 0
Quiet Zip
Listening ears
Level 1
Secret Whisper
In the library
Level 2 ⭐
Table Voice
Just Right for Asking!
Level 3
Playground Shout
Outside games only
Calm & Connected Curriculum • Unit 3 Cue Chart • Page 1 of 2
Student Interactive Activity Mat
Polite Asking Mat
Circle the Gentle Ways
Name: ___________________________ Date: _______________
Mission: Look at each pair of pictures. Put a big green circle around the polite & gentle way to ask a grown-up for help!
Pair 1: How Do My Hands Ask?
Gentle Butterfly Tap
2 soft fingers on the shoulder
Pulling Teacher's Shirt
Tugging hard on clothes
Pair 2: How Does My Voice Ask?
Yelling Across Room
"LOOK AT ME RIGHT NOW!"
Calm Magic Words
"Excuse me, teacher please."
Super Asker Badge
"I stand in my bubble, tap softly, and use polite words!"
Teacher Stamp
Calm & Connected Curriculum • Unit 3 Activity Mat • Page 2 of 2
Patient Waiting Facilitator Guide Week 4 Facilitator Guide • Pre-K Tier 2 SEL
Patient Waiting Pros
Small Group: 2–4 Students
Target Duration: 15–20 Mins
Skill Synthesis & Delay Tolerance
Students integrate previous skills: when an adult says "Wait a moment" or "Not yet," students do not escalate into repeat tapping or whining. Instead, they engage in an active waiting strategy (Waiting Hands, 1-Minute Sand Timer, or quiet busy-body song).
Concrete Prompts
1-minute liquid or sand timer
Waiting Choices Cards
Champion Stickers
1 Hook & Recap: The 3 Superpowers (4 Mins) Review
Review Chant: "Week 1: We notice our body clues! Week 2: We say OKAY! Week 3: We tap gently! But what happens if teacher is tying a shoe or talking to the nurse and says, 'Wait 1 minute, sweet friend'? What can our busy hands do?"
2 Direct Teaching: Active Waiting Choices (6 Mins) Skill Building
1. Waiting Hands
Fold hands in lap or tuck thumbs in pockets. Safe & still.
2. Silent Counting
Gently touch each finger 1 to 5: "1, 2, 3, 4, 5... breathe."
3. Pocket Toy / Book
Look at picture book or squeeze small tactile squishy.
3 Graduated Delay Drill: The Sand Timer Challenge (6 Mins) Simulation
1. Student executes gentle shoulder tap: "Excuse me, Teacher."
2. Teacher acknowledges immediately: "I see you, Leo! Watch the blue sand fall for 15 seconds."
3. Student selects an active waiting choice and waits quietly without repeat tapping.
4. At exactly 15 seconds, teacher delivers lavish enthusiastic praise: "You waited so calmly! How can I help?"
Calm & Connected Curriculum • Unit 4 Session Guide • Page 1 of 2
Curriculum Culmination
Generalization & Outcome Assessment
Session Plan 4B
Transitioning to Natural Classroom Routines
Fade the small group facilitator out by having classroom assistants run brief 1-minute practice trials during snack line, cubby transitions, and playground departures.
Free Play / Choice Centers
When favorite block is in use, prompt: "What does our Okay Champion do?" Celebrate immediate redirection.
Teacher Small Group / Reading Table
If child approaches while teacher is reading to another student, prompt the visual "Waiting Hand" cue card silently.
4-Week Tier 2 SEL Mastery Assessment
Targeted Competency Baseline
Waiting Choices Visual Board Week 4 Visual Tools • Pocket Waiting Ring
Waiting Choices Cards
4 Ring Cue Cards
When teacher says: "Wait 1 minute, please," pick one of these quiet waiting powers to keep your body calm and safe!
Waiting Power 1
Waiting Hands
Fold hands gently in my lap.
"My hands rest quietly like sleeping birds."
Waiting Power 2
Magic Counting
Touch each finger 1 to 5.
"1, 2, 3, 4, 5... breathe in, breathe out!"
Waiting Power 3
Hum a Song
Quietly hum the ABC song inside.
"I keep my brain busy with a quiet tune."
Waiting Power 4
I Spy Colors
Find 3 blue things in the room.
"Look with eyes, feet stay still."
Teacher Tip: Punch a hole in the corner and place cards on a binder ring!
Pocket Ring Ready
Calm & Connected Curriculum • Unit 4 Card Set • Page 1 of 2
Official Superpower Award
Calm & Connected Champion
This certifies that our superstar learner:
_______________________________________
Student Champion Name
I Can Say Okay!
When grown-ups say "no", I stop my body, take a deep breath, and say "okay" with a calm voice.
I Tap and Ask!
I keep a safe bubble, give a gentle butterfly shoulder tap, and wait patiently for eyes and ears.
Calm Body
Gentle Hands
Patient Waiter
_____________________________
Teacher / Specialist Signature
_____________________________
Date of Celebration
Calm & Connected Curriculum • Unit 4 Champion Award • Page 2 of 2