Friendly Greetings Slides Social Skills Stars
Lesson 1 • Friendly Greetings
Hello, Friend! 👋
We can start a conversation in 3 easy steps!
1. Look
2. Smile
3. Say Hello
The 3 Greeting Steps
Step 1
LOOK
Turn your body and look at your friend's face.
Step 2
SMILE & WAVE
Show a gentle smile and a friendly wave.
Step 3
SAY HELLO
Say "Hi!" or "Good morning, friend!"
💡 Remember: Speaking with a calm, friendly voice helps everyone feel safe.
Practice Time: Joining a Friend
Social Situation
Alex is building blocks on the carpet. You want to join!
What are the words you can say?
A
"Hi Alex! Can I build with you?"
B
"Hello! I like your tower!"
Both choices are kind and friendly! Great job!
Classroom Partner Challenge
Try It With Your Partner!
1
Look at your partner's eyes.
2
Smile and give a small wave.
3
Say: "Hi, my name is ______!"
🌟 You are a Friendly Conversation Star! 🌟
Friendly Greetings Worksheet Friendly Greetings Practice
Social Skills Stars • Lesson 1 Activity Sheet
Name: ___________________
Date: _________
My 3 Greeting Steps
1 LOOK with eyes
2 SMILE & wave
3 SAY "Hello!"
1 Part 1: Match the Action to the Picture
Draw a line from each word box to the matching icon.
LOOK AT FRIEND
Wave hand 👋
SMILE & WAVE
Say "Hello!" 💬
SAY HELLO
Eye contact 👀
2 Part 2: Circle the Friendly Words
Circle the choice you can say to start talking to a classmate.
"Hi! My name is Jordan. What is your name?"
Choice A
"Go away! I do not want to talk."
Choice B
3 Part 3: My Friendship Practice Badge
Write your name to complete your friendly greeting script:
"Hello! My name is .
Self Check:
I looked with my eyes I smiled or waved I said hello
Friendly Greetings Teacher Guide Teacher Facilitation Guide Lesson 1 of 3
Starting Conversations & Greetings
Target Group: IDD / Adaptive Needs
Pacing: 25–35 Minutes
IEP Benchmark Objectives
Student initiates greeting using verbal speech, AAC, or gestures with ≤1 prompt in 4/5 trials.
Student turns body toward communication partner and establishes brief visual orientation.
Prompting Hierarchy (Least-to-Most)
Independent → Visual Cue → Verbal Prompt → Model / Gesture
Instructional Sequence
1. Model
Direct Instruction: "I Do" (5-7 mins)
Display Slide 1-2. Exaggerate non-verbal cues: orientation toward student, smiling expression, friendly hand wave, clear greeting word.
2. Guided
Choral & Peer Practice: "We Do" (10-12 mins)
Show Slide 3. Practice choral response: "Look, Smile, Say Hello." Pair students or have paraprofessionals model supportive turns with high praise.
3. Apply
Worksheet & Natural Generalization: "You Do" (10 mins)
Students complete the visual matching activity sheet. Conduct a classroom walkabout where each student greets 2 classmates.
Target Role-Play Scenarios
Scenario A: Morning Arrival
Setup: Peer enters the classroom doorway.
Script: "Look, wave, say 'Good morning, [Name]!'"
Scenario B: Center Table Play
Setup: Peer is playing with puzzles.
Script: "Approach, pause, say 'Hi! Can I play?'"
IEP Goal Data Tracker Codes: I (Indep), V (Visual), VP (Verbal), M (Model)
Student Name Trial 1 Trial 2 Trial 3 Trial 4 Target Notes / Modality 1. 2. 3.
Differentiation Note: For non-verbal students, pre-program greetings onto switches or AAC buttons ("Hello", "My turn"). Pair with high-five or wave.
Taking Turns Slides Social Skills Stars
Lesson 2 • Taking Turns
First You, Then Me! 🎲
Taking turns and sharing helps us play happily together!
1. Ask
2. Wait
3. Play & Thank
How We Take Turns
Step 1
ASK
Say: "May I have a turn please?" or point to the turn card.
Step 2
WAIT
Keep calm hands and watch the sand timer or peer play.
Step 3
MY TURN
Say "Thank you!" and take your fun turn!
⭐ Waiting is hard, but waiting means everyone gets to have fun!
What Can I Do While I Wait?
Take 3 Deep Breaths
Breathe in slow, breathe out slow.
Watch & Cheer
Say: "Nice job!" or watch your friend roll the dice.
Hold Turn Card
Hold your "Next Turn" card with quiet hands.
🐢 Slow like a turtle, calm like a quiet breeze!
Turn Taking Game Time
Pass the Ball or Roll the Dice!
1
Friend has the ball: "Your turn!"
2
I wait with calm hands and a calm body.
3
Friend passes to me: "My turn! Thank you!"
🌟 You are a Super Turn-Taker! 🌟
Taking Turns Worksheet Taking Turns Practice
Social Skills Stars • Lesson 2 Activity Sheet
Name: ___________________
Date: _________
Turn-Taking Rule: Ask • Wait • Say Thanks
1 ASK: "My turn?"
2 WAIT: Calm hands
3 SAY: "Thank you!"
1 Part 1: What Can You Do While Waiting?
Circle the 2 calm choices you can do while a friend has their turn.
Take 3 slow breaths
Snatch toy away
Cheer for friend
2 Part 2: Classroom Turn Scenario
A classmate is coloring with the green marker. You need the green marker. Circle what you say:
"Can I use the green marker when you are finished?"
Choice 1
"Give me that marker right now!"
Choice 2
3 Part 3: My Desk Turn Cue Card
Practice writing the word WAIT on the card:
My Reminder
I CAN WAIT CALMLY
Self Check:
I used calm hands I waited for my turn I said thank you
Taking Turns Teacher Guide Teacher Facilitation Guide Lesson 2 of 3
Taking Turns & Waiting Calmly
Target Group: IDD / Adaptive Needs
Pacing: 25–35 Minutes
IEP Benchmark Objectives
Student waits calmly for 30–60 seconds using a visual timer or token without grabbing materials in 4/5 opportunities.
Student passes game object to a peer stating "Your turn" or handing over the turn card with ≤1 prompt.
Visual Timer Intervention Protocol
Pair high-interest items with predictable visual boundaries:
1. Visual Indicator: Use 1-minute visual sand timer or Time Timer app.
2. First/Then Board: "First wait with quiet hands, then your turn on iPad."
3. Holding Token: Give student the tactile "Next Turn" badge while waiting.
Instructional Implementation
Step 1
Concrete Demonstration: Slides 1-2 (5 mins)
Model both expected behavior (waiting with hands on table) and common impulsive behavior (snatching, with immediate verbal label: "Uh oh, snatching hurts feelings. Let's use our words!").
Step 2
Guided Board Game / Rolling Activity (12 mins)
Form dyads. Use a simple 6-sided dice or large soft ball. Enforce the verbal exchange: "My turn → Pass → Your turn." Provide immediate token reinforcement for calm waiting.
Step 3
Worksheet & Desk Token Preparation (10 mins)
Students complete the visual choice activity and laminate or tape the "I Can Wait Calmly" desk prompt card onto their workstations.
Waiting Distress: De-escalation Scripts
If student reaches or grabs:
Gently block and guide hands back down. Prompt: "Calm hands. Look at the timer. 10 seconds left."
If student vocalizes distress:
Acknowledge emotion: "You really want that ball! I hear you. Let's do 2 big breaths together."
Turn-Taking Interval Data Tracker Rating: 3 = Independent, 2 = Prompted, 1 = Physical block needed
Student Name Trial 1 (30s) Trial 2 (45s) Trial 3 (60s) Yielded Turn? Behavior Notes 1. 2. 3.
Staff Coaching: Catch students being calm *during* the wait with whispered verbal praise ("I love how calm your hands are!"). Do not wait until their turn to praise.
Feelings and Space Slides Social Skills Stars
Lesson 3 • Feelings & Boundaries
Feelings & Space Bubbles 💖
Understand your feelings, protect your personal space, and ask for help!
1. Notice Feelings
2. Space Bubble
3. Ask for Help
How Are You Feeling Today?
HAPPY
Big smile, relaxed body.
SAD
Mouth turns down, needs comfort.
MAD
Tight hands, needs a deep breath.
CALM
Quiet hands, ready to learn.
💡 All feelings are okay! When we feel mad or sad, we can ask an adult for help.
My Personal Space Bubble
The One-Arm Rule
Reach your arm out. That is your invisible space bubble!
Good Space
Standing one arm away lets friends feel comfortable and safe.
Popping the Bubble
Standing too close or touching without asking can feel uncomfortable.
✋ Ask First: "Can I give you a high five?"
Super Power: Asking for Help
When You Need Help, Use Your Voice or Card!
Option 1: Raise Hand
Raise your hand high and say: "Help please!"
Option 2: Show Help Card
Hand your red Help Card to a teacher or aide.
🌟 Asking for help is smart and brave! 🌟
Feelings and Space Worksheet Feelings & Personal Space
Social Skills Stars • Lesson 3 Activity Sheet
Name: ___________________
Date: _________
Remember: My Space Bubble is One Arm Long!
😊 Notice My Feelings
🫧 Give Friends Space
🙋 Ask For Help
1 Part 1: Match the Feeling Face
Draw a line from the face to the correct feeling word.
Big Smile 😊
SAD
Tears / Mouth Down 😢
HAPPY
Frowning / Red Face 😡
MAD
2 Part 2: Safe Personal Space Bubble
Circle the picture that shows safe personal space:
Standing one arm away with calm hands.
Choice A (Safe Space)
Pushing very close and touching a peer's hair without asking.
Choice B (Too Close)
3 Part 3: My Desk Help Card
When I feel mad, sad, or stuck, I can show this card:
I Need Help Please
I can raise my hand or hand this card to my teacher.
✋ HELP
Self Check:
I recognized feelings I used my space bubble I know how to ask for help
Feelings and Space Teacher Guide Teacher Facilitation Guide Lesson 3 of 3
Feelings, Personal Space & Asking for Help
Target Group: IDD / Adaptive Needs
Pacing: 25–35 Minutes
IEP Benchmark Objectives
Student maintains an arm's-length distance during circle time and hallway transitions in 80% of opportunities.
Student emits a functional help request (speech, gesture, or help icon) prior to behavioral escalation in 4/5 recorded instances.
Kinesthetic "Bubble" Teaching Tools
Make invisible boundaries concrete with physical manipulatives:
1. Hula Hoop Demonstration: Stand inside a hula hoop to feel personal boundary size.
2. Arm Extension: Teach the "Airplane Wings" check before walking or sitting.
3. Floor Tape Markers: Place colored tape squares or sit-spots on carpet areas.
Instructional Implementation
Step 1
Emotion Check-In: Slides 1-2 (6 mins)
Review the 4 emotion faces. Have students point to the feeling meter showing how they feel right now. Emphasize that "all feelings are okay, but our hands must stay safe."
Step 2
Bubble Drill & Consent Practice: Slide 3 (12 mins)
Have students stand up and stretch out one arm. Practice asking permission before physical touch: "Can I have a high-five?" If peer says no or shakes head, respect the answer with a wave instead.
Step 3
Help Request & Activity Sheet: Slide 4 (10 mins)
Model holding up the Help Card when a task is frustrating. Students complete the worksheet and attach their Help Card to the corner of their desk.
Co-Regulation & Sensory Overload Protocols
Sensory / Crowding Overwhelm:
Provide a quiet calm-down corner with noise-reducing headphones and a weighted lap pad. Validate space needs: "You need room right now."
Intrusive Space (Touching / Leaning):
Use non-judgmental prompt: "Space check! Remember our one-arm bubble." Provide two feet distance marker on floor.
Personal Space & Help Seeking Data Tracker Codes: + (Success), P (Prompted), 0 (Bubble intrusion/No help signal)
Student Name Emotion ID Bubble Line-Up Circle Time Help Request Generalization Notes 1. 2.
