Bumpy Road Slides Lesson 1
THE BUMPY
ROAD
How does it feel to be stuck?
2nd Grade
Self-Monitoring
Smooth Sailing
This is how it feels when everything is working well!
I know what to do next.
My brain feels calm.
My hands are moving.
The Bumpy Road
This is how it feels when we get STUCK .
I stopped moving.
I feel confused or mad.
There is an OBSTACLE !
How does your body tell you?
The Face
Cheeks feel hot or eyebrows get squished.
The Stomach
Feels tight or like it has "butterflies."
The Hands
They stop working or squeeze into fists.
Challenge: What is your body signal?
PRESS PAUSE
When you feel the Bumpy Road signals...
Stuck Signals Worksheet Body Signals Scavenger Hunt
How does your body feel when you are on a Bumpy Road ?
Name:
Date:
1 Draw your "Stuck" Face
Draw your eyes, eyebrows, and mouth here!
Check the boxes that happen to you:
My face feels hot
My eyebrows go down
My mouth feels tight
Other: _________________
2 Where else do you feel it?
My Hands
Squeeze into fists
Stop moving
Tap on the table
My Tummy
Feels like butterflies
Feels hard/tight
Feels hungry
The Pause Promise
When I feel these signals, I will PAUSE and say:
"I am on a bumpy road. I need to find the obstacle!"
Stuck Signals Teacher Guide Teacher Guide Lesson 1
The Bumpy Road Hook
Touch Box Activity & Discussion Guide
Materials Needed
2 Shoeboxes (labeled A and B)Smooth Object: Polished stone, silk scarf, or a smooth plastic toy.Bumpy Object: Sandpaper, pinecone, or a crinkled piece of foil.
Key Vocabulary
Smooth Sailing
When work is going well and we know what to do.
Bumpy Road
When we feel stuck, confused, or frustrated.
Obstacle
The thing that is stopping us (the bump).
Facilitation Steps
1
The Mystery Touch
Have students take turns reaching into the boxes without looking. Ask them to describe the texture of each object using only their hands.
"It's slippery, soft, and easy to move my hand over."
"It's scratchy, rough, and my hand keeps getting caught."
2
Connecting to Work
Ask: "How is Box B like when we get stuck on a math problem?"
Target Response:
"The bumps are like the parts that make me want to stop or make my brain feel scratchy."
3
The "Stuck" Signals Discussion
Use these prompts to lead into the Body Signals worksheet:
"What does your face do when you feel the bumps?"
"Where do you feel the 'bumpy road' in your body?" (Tummy, hands, chest)
"What is the first thing we should do when we feel a bump?" (PAUSE)
SpEd Tip: Sensory Sensitivities
Some students may find the scratchy texture of sandpaper aversive. Offer a visual alternative (a picture of a rocky road vs. a paved road) if they prefer not to touch the objects.
Toolbox Trouble Slides Lesson 2
Toolbox
Trouble
Is it a "Tool Problem"?
Material Barriers
Our School Tools
To do our work, we need our tools . If a tool is missing or broken, we are STUCK !
Pencil
iPad
Book
Glue
What's the Problem?
It's BROKEN
"My pencil lead snapped!"
It's MISSING
"I don't have my eraser!"
Detective Work
If you are STUCK,
Do I have a pencil?
Do I have my paper?
Is my tool ready?
READY TO PLAY?
We are going to look at some pictures.
Let's Hunt!
Missing Piece Detectives Worksheet Material Detective Hunt
Circle the OBSTACLE that is stopping the work.
Name:
Date:
Empty Desk
1. Time to write your story!
Leo has his paper, but he is STUCK . What is missing?
Pencil
Snack
Music
Black Screen
2. Science App Time!
Maya's iPad won't turn on. She is STUCK . What is the obstacle?
Book
Charger
A Friend
They won't stick!
3. Art Project!
Sam needs to put the stars on his paper. What tool does he need?
Scissors
Paint
Glue
Material Obstacle Flashcards Material Barrier Flashcards
Cut these out and keep them in your toolbox. Hold one up if you have a material obstacle!
No Pencil
"I need a tool to write."
Dead Battery
"I need a charger."
No Paper
"I need my worksheet."
Broken
"My tool is not working."
Cut along the lines
Missing Piece Answer Key Answer Key Lesson 2
Detective Hunt Key
Missing Piece Detectives Worksheet Answers
1
Leo has paper, but is stuck. What is missing?
Correct Answer: Pencil
2
Maya's iPad won't turn on. What is the obstacle?
Correct Answer: Charger
3
Sam needs to put stars on his paper. What tool does he need?
Correct Answer: Glue
Teaching Note:
This activity assesses visual scanning and logical reasoning . If a student struggles, prompt them to look at the visual clue in the box on the left and ask, "What would make this tool work?" or "What do we use to put things together?"
Detective Hunt Teacher Guide Teacher Guide Lesson 2
Detective Tool Hunt
Activity Guide for Material Barriers
Prep
Choose one simple task for the class to do (e.g., color a star, write their name, or cut a circle).
Set up desks with paper, but hide the pencil or crayon.
Prepare "Material Flashcards" for students to use.
Scanning Skill
The goal is for students to look at their desk and mentally check: "What do I need?" and "What do I have?"
Activity Steps
1
The "Go!" Command
Give a simple instruction: "Everyone, please color this star purple!" Watch for the pause. Many students will sit quietly or look confused.
2
The Scan Prompt
"Wait! I see some Bumpy Roads. Hands are still. No one is coloring. Let's do a Detective Desk Scan ."
Guided Scanning Script:
"Do you have a purple crayon? Check your desk."
"Is there one in your box? No? Then what is missing?"
3
Labeling the Barrier
Ask students to hold up the "No Pencil" (or Crayon) flashcard. Celebrate the identification! "You found the obstacle! It's a Material Barrier !"
SpEd Strategy: Specific Feedback
Instead of saying "Good job," say, "Great job noticing that you were missing your tool! You solved the mystery!" This reinforces the specific executive function skill.
Confusion Fog Slides Lesson 3
The Confusion
Fog
What happens when we don't understand?
Comprehension Barriers
The Foggy Brain
Sometimes we have all our tools, but our brain feels FOGGY .
"What did the teacher say?"
"What do I do first?"
"I don't know this word."
?
Is it the Toolbox or the Brain?
Material Problem
"I need a pencil to start."
Confusion Problem
"I have a pencil, but I don't know what to write."
Say it Out Loud!
When the fog hits, try saying:
1
"I am stuck. I don't know the next step."
2
"I am stuck. The directions are confusing."
ASK FOR HELP!
We are going to make Stuck Signs for your desk.
Think Aloud Script Guide Teacher Resource Lesson 3
Modeling the Fog
Metacognition Think-Aloud Script
Goal
The goal is to show students that confusion is an obstacle, just like a missing pencil. By thinking out loud, you normalize the feeling of being "stuck in the fog."
The Nonsense Hook
Before the script, give instructions in a made-up language (e.g., "Please florp your bleep-blop on the glib-glob.")
Ask: "How did that feel?"
The Scripted Think-Aloud
Set the Scene:
Sit at a desk with a worksheet. Have all tools (pencil, eraser, chair) ready. Stare at the paper with a frustrated face.
The Internal Dialogue (Say Aloud):
"Okay, it's time for math. I feel the Bumpy Road signals. My eyebrows are squished. My heart is fast. I must be stuck."
"Wait, let me scan my tools. Do I have my pencil? Yes. Do I have my eraser? Yes. Do I have my iPad? Yes. It's not a Material Obstacle."
"So why am I stuck? Oh! I'm looking at the directions and I don't know what the word 'Compare' means. I'm in the Confusion Fog ! I don't know the next step."
"Now that I know the obstacle is confusion, I can use my Stuck Sign to ask for help!"
Debrief Question:
"Class, was my pencil the problem? What was the real bump in the road?"
SpEd Strategy: Visual Anchors
For non-verbal students or those with high anxiety, the "Stuck Sign" should be physical and high-contrast. Use a single large question mark or the "Confusion Fog" icon from the slides.
Stuck Sign Desk Card The Stuck Sign
Fold this card and put it on your desk. Show the teacher when you need help!
Back Side
FOLD HERE
STUCK IN
THE FOG
"I don't know the next step!"
Name:
Cut Outer Line
Fold Middle Line
Stand on Desk
Focus Thieves Slides Lesson 4
Focus
Thieves
What is stealing your attention?
Environmental Barriers
The Focus Thieves
Sometimes we have our tools and we understand, but something else STOPS us.
Noise
Too much talking or loud sounds.
Clutter
Too many things on your desk.
Movement
People walking or playing nearby.
The "Look Around" Check
What do you HEAR?
Is it too loud to think?
What do you SEE?
Are there "toys" on your desk?
Identify and Protect
When a Focus Thief arrives, NAME it:
"The noise is stealing my focus!"
"The toys are stealing my focus!"
THE BLOCK CHALLENGE
We are going to try to build a tower while Focus Thieves try to distract us.
Get Ready!
Focus Audit Checklist Focus Detective Audit
Is a Focus Thief stealing your attention right now?
Name:
Date:
Step 1: Use your Ears
Listen closely. What do you hear?
People talking loudly
Noises in the hallway
It is quiet! (Smooth Sailing)
Step 2: Use your Eyes
Look at your desk. What do you see?
Toys or fidgets
Open books not for now
Scraps of paper
Can you clear the clutter before you start?
My Focus Thief Label
Finish the sentence below:
"The is stealing my focus!"
Focus Guard Desk Card The Focus Guard
Fold this card and put it on your desk to help keep the Focus Thieves away!
Back Side
FOLD HERE
FOCUS MODE
ACTIVATED
"I am ignoring Focus Thieves!"
No Noise Please
Cut Outer Line
Fold Middle Line
Block Challenge Teacher Guide Teacher Guide Lesson 4 Hook
The Block Challenge
Activity Guide for Environmental Distractions
Materials
Wooden blocks or Lego bricks (enough for pairs).Sound source: YouTube "funny cartoon noises" or a recording of loud talking.Timer (set for 2 minutes).
The Secret
The task should be easy! The difficulty comes entirely from the environment. This makes the "Focus Thief" the clear obstacle.
Facilitation Steps
1
The Challenge Setup
Tell students: "You have 2 minutes to build the tallest tower you can. It's smooth sailing—you have all your blocks and you know what to do! Go!"
2
Enter the Focus Thieves
After 30 seconds of quiet building, turn on the loud/funny noises. You can also walk around and gently drop a few extra blocks (clutter) on their desks.
Watch for students stopping, looking up, or laughing. These are the "Stuck" signals!
3
The Debrief
Stop the timer. Ask: "Raise your hand if you felt a Bumpy Road when the noise started."
"Was it because you didn't have blocks?" (No)
"Was it because you forgot how to build?" (No)
"So what was the thief that stole your focus?" (THE NOISE!)
Safety Check: Noise Sensitivity
For students with auditory processing disorders or severe noise sensitivity, provide noise-canceling headphones before the activity so they can participate without distress, or use visual clutter (flickering lights/extra toys) instead of sound.
Labeling Obstacle Slides Final Lesson
Obstacle
Experts
Are you a master problem-solver?
Obstacle Identification Mastery
The Big Three
Material
"I'm missing a tool."
Confusion
"I don't get the steps."
Distraction
"Something stole my focus."
What is the Obstacle?
"I have my paper. I have my pencil. But I forgot what the teacher said to do first."
A. Material
B. Confusion
C. Distraction
What is the Obstacle?
"I'm trying to read, but the kids at the next table are laughing really loud."
A. Material
B. Confusion
C. Distraction
EXPERT PLEDGE
"When I feel a bump, I will PAUSE.
Obstacle Choice Board Worksheet The Obstacle Choice Board
Draw a line from the story to the correct Obstacle Type .
Name:
Date:
Scenario 1:
"I am trying to draw a sun, but my pencil lead broke and I don't have a sharpener."
Scenario 2:
"I'm listening to the story, but the lawn mower outside is making a very loud VROOM sound."
Scenario 3:
"I have my math book open, but I don't know how to do the first problem."
Material
"I need a tool."
Confusion
"I don't understand."
Distraction
"A focus thief!"
Obstacle Expert Check:
What is the very first thing you do when you feel the "Bumpy Road"?
Puppet Show Script Guide Teacher Resource Lesson 5 Mastery Activity
Obstacle Puppet Show
Scenarios for Identifying and Labeling Barriers
How to Play
Use two puppets (or simple stuffed animals). Perform these short 30-second skits. After each skit, the "Expert" puppet asks the class: "What kind of obstacle is keeping us stuck?"
Scenario 1: Missing Tool
Puppet A: "Oh boy! I'm so excited to draw my favorite animal!" (Sits at desk)
Puppet B: "Smooth sailing! Go for it!"
Puppet A: "Wait. (Looks around) I have my paper. I have my markers. But I don't have my... special gold crayon! It's gone! I can't finish!" (Starts to cry/get upset)
Label: MATERIAL OBSTACLE
Scenario 2: The Focus Thief
Puppet A: "Time to read my book. Chapter one..."
Puppet B: (Nearby, starts humming loudly and playing with a noisy toy car: Vroom! Beep!)
Puppet A: (Stops reading, looks at B, then back at book) "Ugh! I keep looking at what you're doing. I can't read my words!"
Label: DISTRACTION / FOCUS THIEF
Scenario 3: The Brain Fog
Puppet A: (Holding a worksheet) "I have my pencil. It's quiet in the room. Everything is ready."
Puppet B: "Great! Why aren't you working?"
Puppet A: "I'm looking at the paper and... I don't know what to do. The directions are too long. My brain feels like it has a big grey cloud inside of it."
Label: COMPREHENSION / CONFUSION FOG
Strategy: The "Wait" Time
After the "Expert" puppet asks the class for the label, count to 10 in your head before accepting an answer. This allows students with processing delays to scan their memory of the three categories (Material, Confusion, Distraction) and select the correct one.
Obstacle Choice Answer Key Answer Key Lesson 5 Mastery
Obstacle Choice Key
Obstacle Choice Board Worksheet Solutions
Scenario Correct Obstacle Type Scenario 1:
"Pencil lead broke and I don't have a sharpener."
|
Material
|
|
Scenario 2:
"Lawn mower outside is making a very loud VROOM sound."
|
Distraction
|
|
Scenario 3:
"Don't know how to do the first problem."
|
Confusion
|
Reflection Answer:
"What is the very first thing you do when you feel the 'Bumpy Road'?"
PAUSE
Teacher Note: Acceptance of synonyms like "Stop," "Take a breath," or "Wait" is encouraged. The core skill is the cessation of task-related effort to assess the barrier.
