- Figurative Language
DISAGREEMENTS & ARGUMENTS
Disagreements and arguments are inevitable. For our students with pragmatic deficits, or other language impairments, knowing how to work through these situations is vital. This packet is designed to help students recognize disagreements and work through them using a 5 step process (recognize the disagreement, identify the difference, remain calm, present your opinion, listen to others). First, students sort statements by whether or not they share that opinion or not. Doing this as a group (printing sorting cards for each student in the group), allows student to recognize how their own opinions differ from others. It also provides an opportunity for students to discuss differences with their peers. Next, students can analyze disagreements and arguments using the 5 steps described on the anchor page.
RULES & EXPECTATIONS
Review social rules/expectations, identify social roles in use, and practice social rules with this packet! Covered in this packet are 13 social rules that we are commonly expected to follow in daily life. Each rule is briefly described on individual task cards. Additional tasks cards depicting 10 simple scenarios and the conversation that results from each scenario are provided so that students can discuss what social rules the participants are following. Finally, 18 tasks cards provide a scenario that students are to role-play, along with some of the social rules and expectations they should follow while doing so.
Don't Sweat the Small Stuff contains activities to help students differentiate between the "big deals" and "not a big deals" in life. Activities include differentiating good from bad, differentiating "big deals" from "not a big deals", determining where to receive help based on the situation, and determining what to say based on the situation.
Please note, that this was developed with more mature, middle to high school grade students in mind. Topics covered include: drug/tobacco use, violence, family disputes, cheating, stealing, inappropriate electronics use, etc... in addition to more common problems such as fights between friends, being teased, etc... This is not meant for young or immature students. It is intended to help older students differentiate between problems in life that are truly serious and those that are not, as well as to help them learn how to handle a variety of situations.
FUNCTIONAL PROBLEM SOLVING
This packet contains 9 problem solving scenarios aimed at upper-elementary-middle school students plus a 6 step process for developing solutions to problems. The 6 steps are outlined on an anchor chart.
(1) identify the problem
(2) identify your goal
(3) come up with solutions
(4) pick the best solution
(5) decide if your solution worked
(6) try another solution, as needed
Each scenario is accompanied by 6 questions that guide students through this 6 step process.
Looking for quick social reasoning practice with your middle schooler? This packet includes 10 brief school-related social situations written in 3rd person. Beneath each situation is 4 questions:
What is the problem?
How do you think _____ feels during this situation?
How did ______ react to this situation? Was it right or wrong?
How could _______ handle this situation better next time?
This activity includes 4 short scenarios that can be used with middle-schoolers to encourage using comparing and contrasting to make decisions. The scenarios are relevant to the middle school population in nature (choosing music for a school dance, choosing a Student Body President, choosing a computer for the school, and choosing a class trip). Each prompt includes the scenario, additional information to guide decision making, and descriptions for 2 choices for each prompt. Use this activity to specifically target comparing/contrasting and/or decision making OR to practice a myriad of other skills including problem solving/reasoning and information integration.
Staying On Topic
Working with older students on social skills can be difficult at times. Convincing students with pragmatic deficits to role-play can be challenging and monitoring spontaneous conversations can be difficult. This activity set was developed to facilitate staying on topic in a structured setting and provide students with the opportunity to analyze social interactions.
An anchor page is provided with tips for maintaining conversations. Following this, students can sort short conversations by whether or not they stayed on topic. Next, five conversations are provided for students to fix conversations that did not stay on topic. Six questions are provided for students to break down the conversation before repairing it. Last, five conversations are provided for students to complete. Again, six questions are provided for analysis before students choose how they would complete the conversation.
Many of our students with deficits in pragmatic language, semantics, or both will use vague vocabulary to describe emotions and feelings. For my students, all positive emotions are described as "happy" while all negative emotions are described as "mad" or "sad". This 3 activity packet is designed to help your student begin identifying a variety of positive and negative emotions. The first activity encourages students to sort 20 emotion words as either positive or negative. The second activity encourages students to sort 40 additional emotion words into synonym groups. The final activity asks students to read (or listen to) a short story and analyze the emotion by: (1) identifying it as positive or negative (2) choosing the best word to describe it (3) provide evidence for their answer (4) list synonyms or other appropriate emotion words
SOCIAL SKILLS WORD WALL
Teaching social skills explicitly is a need for many students with deficits ranging from language disorders to Autism to ADHD. This set of word wall cards targets 15 social skills terms (staying on topic, body language, responsibility, etc...) and 16 emotion words. Each social skill term is simply defined. Each emotion word is defined as negative, positive, or neutral as well as synonyms and an example sentence.
Want individual products? All my social skills activities for older children can be bought individually in my store!