SocialScenes HomeSchoolCommunity

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Copyright © 2004 by SUPER DUPER PUBLICATIONS. A division of Super Duper®, Inc. All rights reserved.
Permission is granted for the user to reproduce the material contained herein in limited form for classroom use only.
Reproduction of this material for an entire school or school system is strictly prohibited.
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ISBN 1-58650-479-7
Introduction
“Say and Do” ® Social Scenes for Home, School, and Community is a collection of 60 pragmatic/
social skills for school age children in many different environments. Each lesson contains a stimulus
picture of everyday situations students encounter when in school, at home, or out in the community.
The teacher/therapist/parent reads a description about the scene which focuses on appropriate and
inappropriate responses or behavior by the children in the scene. The student answers a series of
questions that follow every picture. The first question repeats the instructions from the scene; the
second and third questions focus on behaviors; the fourth question reinforces the correct behavior;
and the fifth question varies in content, yet continues to emphasize the theme of the current lesson.
The extra activities help the student practice identifying the targeted behavior and then draw a picture
of him/herself modeling the correct social skill.
Each lesson focuses on a different skill a child needs to function appropriately in the school,
home, and community environments. Students will increase their expressive language skills and
problem-solving abilities through discussions and determine how they would respond in each
situation. These lessons are also appropriate for any child having difficulty in demonstrating adequate
social/pragmatic skills. There is a line on each lesson for a “homework partner” to sign, so that the
students may take it home for follow-up practice and return to their teacher/therapist.
More Options
1. If you want each student to have a larger copy of the scene alone, enlarge the picture
on a copy machine without the questions on the bottom.
2. Reduce the picture scenes (3˝ X 5˝ or 4˝ X 6˝ ) and make a booklet. Use construction
paper for a cover. If you punch holes and use brass fasteners (or a ring), pages can be
added. These reference cards may be used when similar real-life situations occur.
3. Each student can keep a file folder for each of the pragmatic scenes or accumulate
them in a book to keep and practice.
4. Role-play the situations whenever possible. For instance, in the It’s Time To Do Your
Homework lesson, have the student take out his/her homework. Tell the students “It’s
time to do your homework.” Have them find a quiet place to do homework. Discuss
what the student could say and the importance of the lesson.
5. Lessons may be practiced at home with a parent or guardian in order to increase social
skills needed when interacting with family members.
6. Community lessons may be reinforced through reviewing and practicing lessons and
skills in the environment in which they take place (i.e., the bank, grocery store, etc.).
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#BK-316 “Say and Do” Social Scenes for Home, School, and Community • ©2004 Super Duper® Publications • 1-800-277-8737 • Online! www.superduperinc.com
Table of Contents
Home School
Everyone Helps Out Around The House . . . . . . . . . . . . 1 Do Your Own Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Please Turn Down The Sound . . . . . . . . . . . . . . . . . . . . 2 Take Out A Book And Read When You’re Done . . . . . 32
Wait Just A Minute, Please . . . . . . . . . . . . . . . . . . . . . . 3 It’s Okay To Say, “I Don’t Know” . . . . . . . . . . . . . . . . . . 33
Put Your Dirty Clothes In The Wash Pile . . . . . . . . . . . . 4 Choose Someone Who Didn’t Get Chosen First
During The Last Game . . . . . . . . . . . . . . . . . . . . . . . . 34
Knock First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
I Can’t See. May I Move Up? . . . . . . . . . . . . . . . . . . . 35
May I Please Take A Message?. . . . . . . . . . . . . . . . . . . 6
Where Should I Put My Paper? . . . . . . . . . . . . . . . . . 36
Listen To The Babysitter . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Hand Your Work In On Time. . . . . . . . . . . . . . . . . . . . . 37
Always Ask, “Who Is It?” Before You Open The Door . . . . 8
Please Be Quiet While I’m On The Phone. . . . . . . . . . 38
It’s Time To Do Your Homework . . . . . . . . . . . . . . . . . . . 9
It’s Not Polite To Say, “Look What I Have” . . . . . . . . . . 39
It’s Polite To Wait Until Everyone Is Served . . . . . . . . . 10
I’m Lost. Can You Help Me Find The Way?. . . . . . . . . 40
What Would You Like To Do? . . . . . . . . . . . . . . . . . . . . 11
Stand Appropriately For The Pledge Of Allegiance . . . 41
Put Your Things Where They Belong . . . . . . . . . . . . . . 12
I Can Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Leave Your Muddy Shoes Outside . . . . . . . . . . . . . . . . 13
Always Think Of Something Kind To Say. . . . . . . . . . . 43
Ask If You're Not Sure What Something Is. . . . . . . . . . 14
Look Your Best On Picture Day . . . . . . . . . . . . . . . . . . 44
Would You Like Some...? . . . . . . . . . . . . . . . . . . . . . . . 15
It’s Polite To Look At Someone When They Talk To You . . 45
Community May I Sharpen My Pencil, Please? . . . . . . . . . . . . . . . 46
Saying “Yes, Please” or “No, Thank You” . . . . . . . . . . . 16 There’s No Misbehaving On The Bus . . . . . . . . . . . . . 47
There’s No Talking During The Movie . . . . . . . . . . . . . 17 Keep a Conversation Going By Asking A Question
About The Topic! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
It’s Nice To Meet You . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Know Who You’re Talking To! . . . . . . . . . . . . . . . . . . . . 49
There’s No Arguing In The Car . . . . . . . . . . . . . . . . . . 19
Your Homework Is Your Responsibility. . . . . . . . . . . . . 50
Never Run Out Into The Street . . . . . . . . . . . . . . . . . . 20
Don’t All Talk At The Same Time! . . . . . . . . . . . . . . . . 51
This Is Not A Place To Play . . . . . . . . . . . . . . . . . . . . . 21
Can You Please Write That On The Board?. . . . . . . . . 52
Don’t Leave The Area Without Telling Me Where
You’re Going. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 It’s Important To Apologize When You Need To . . . . . . 53
Wait Your Turn In The Ticket Line. . . . . . . . . . . . . . . . . 23 Keep Your Hands To Yourself . . . . . . . . . . . . . . . . . . . . 54
Don’t Forget To Wash Your Hands . . . . . . . . . . . . . . . . 24 Walk Your Scooter Or Bike When You Cross The Street. . 55
Wait For The Walk Signal. . . . . . . . . . . . . . . . . . . . . . . 25 When You Borrow Something, Be Sure You Put It
Back Where You Found It. . . . . . . . . . . . . . . . . . . . . . . 56
If I Say, “No,” Don’t Keep Asking . . . . . . . . . . . . . . . . . 26
Work Together As A Group . . . . . . . . . . . . . . . . . . . . . 57
Don’t Play On The Escalator . . . . . . . . . . . . . . . . . . . . 27
Be Considerate Of Other Students Working . . . . . . . . 58
Check Back With Me (In 10 Minutes). . . . . . . . . . . . . . 28
I Need More Time To Finish, Please!. . . . . . . . . . . . . . 59
Sit Quietly And Wait At The Doctor’s Office . . . . . . . . . 29
Be A Good Sport And Shake Hands . . . . . . . . . . . . . . 60
It’s Important To Be On Time . . . . . . . . . . . . . . . . . . . . 30
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#BK-316 “Say and Do” Social Scenes for Home, School, and Community • ©2004 Super Duper® Publications • 1-800-277-8737 • Online! www.superduperinc.com iii
Parent/Helper Letter
Dear Parent/Homework Partner,
We are working on ways to increase your child’s ability to understand and

problem solve in familiar social situations. You can help your child’s progress
by doing these activities at home:
Please complete the activities with a ✔ in the box(es):
Read the picture description and have your child answer the questions.
Read the picture description, have your child answer the questions and
complete the Activities.
Have your child come up with other appropriate responses he/she may
say/do in each social situation.
Good social language is important everywhere. Your child will benefit from
reviewing these lessons.
Thank you for your support!
_______________________________________ ___________________________________
Name/Date Homework Helper
iv ®
Everyone Helps Out Around The House
Directions: Please review this scene with your child and complete the checked (✓) items.
Mom is doing the laundry. She tells Keith and Tisha, “Everyone helps out around the house.” Keith helps by
folding the clean laundry, but Tisha is just playing.
❏ All Questions:
❏ 1. What did Mom tell the children?
❏ 2. What is Keith doing (point to boy)? Should he be doing this?
❏ 3. What is Tisha doing (point to girl)? Should she be doing this? What could she do differently?
❏ 4. What should you do when there is work to be done around the house?
❏ 5. What are some chores that need to be done and who does them at your house? What might
happen if no one helped out around the house? Why is it important that everyone helps out
around the house?
❏ Activities:
❏ 1. Point to the person who is doing what Mom asked. Color something he/she is holding.
❏ 2. Draw an “X” on the person who is not doing what mom asked.
❏ 3. Draw a picture of yourself in this scene, and tell what you would do. Color the picture.
Name Homework Partner Date

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#BK-316 “Say and Do” Social Scenes for Home, School, and Community • ©2004 Super Duper® Publications • 1-800-277-8737 • Online! www.superduperinc.com 1
Please Turn Down The Sound
Dad is working on the computer. Blake is watching TV and Jenn is listening to music. Dad says, “Please turn
down the sound.” It’s disturbing him while he works. Blake does not turn down the sound on the TV, but Jenn puts
on headphones so that she does not make noise with her music.
❏ All Questions:
❏ 1. What did Dad ask the children to do?
❏ 2. What is Jenn doing (point to girl)? Should she be doing this?
❏ 3. What is Blake doing (point to boy)? Should he be doing this? What could he do differently?
❏ 4. What should you do if you are making too much noise and disturbing someone?
❏ 5. Have you ever tried to study or do homework with loud noise? How did you feel? What else
could you say to someone who has the TV or music on too loud?
❏ Activities:
❏ 1. If the child who did what Dad asked is holding the remote control, circle the remote. If the child
who did what Dad asked is listening to music, circle the music player.
❏ 2. If the child who did not do what Dad asked is holding the remote control, put an “X” on the
remote. If the child who did not do what Dad asked is listening to music, put an “X” on the music
player.
2 ®
Wait Just A Minute, Please
Mom tells the children that if someone calls for her, they should say, “Wait just a minute, please,” and go get
her. She doesn’t want them to yell for her. It’s not polite to the person waiting on the phone. Max forgot and is
yelling “MOM” at the top of his lungs. Buffy is reaching for the phone to tell the person, “Wait just a minute, please.”
❏ All Questions:
❏ 1. What did Mom tell the children to say when someone calls for her?
❏ 2. What is Buffy doing (point to girl)? Should she be doing this?
❏ 3. What is Max doing (point to boy)? Should he be doing this? What could he do differently?
❏ 4. What should you say when you take a phone call for someone who is at home? How do you get
his/her attention?
❏ 5. Why is it impolite to yell across a room for someone to come to the phone? How do you answer
the phone at home? Demonstrate for your group.
❏ Activities:
❏ 1. Draw an arrow from Mom to the child who did not remember to say, “Wait just a minute, please.”
❏ 2. Draw a star above the child who did remember to say, “Wait just a minute, please.”

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Put Your Dirty Clothes In The Wash Pile
Aunt Layla always tells the girls, “Put your dirty clothes in the wash pile.” This way, she can wash and dry them
so they’ll have clean clothes to wear. Becca put her clothes in the wash pile and has nice clean things to wear.
Alma did not put her clothes in the wash pile. She is sad because all her clothes are dirty.
❏ All Questions:
❏ 1. What did Aunt Layla tell the girls about their dirty clothes?
❏ 2. What did Alma do (point to girl on left)? Should she have done this?
❏ 3. What did Becca do (point to girl on right)? Should she have done this? What could she do
differently?
❏ 4. Where should you put your dirty clothes? Why is this important?
❏ 5. Have you ever had a time when you didn’t have any clean clothes to wear? How did that
happen? What did you do? Why is it important to have clean clothes to wear? What could
happen if you wear dirty clothes?
❏ Activities:
❏ 1. Point to the girl who put her dirty clothes in the wash pile and now has clean clothes. Draw a
star above her.
❏ 2. Point to the girl who did not put her dirty clothes in the wash pile and does not have clean
clothes. Circle her.
4 ®
Knock First
Tanya and Tim’s older brother Stanley is home for the weekend from college. Since they’re going to be sharing
the bathroom, he told them, “Knock first,” before they enter. Tim knocked on the door, but Tanya forgot and pushed
the door open while Stanley was brushing his teeth.
❏ All Questions:
❏ 1. What did Stanley tell his brother and sister to do?
❏ 2. What did Tim do (point to boy on left)? Should he have done this?
❏ 3. What did Tanya do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you do when the door is closed to a room you’d like to enter, such as the
bathroom?
❏ 5. If you have your bedroom or bathroom door closed, would you like someone to knock or just
open the door? Why? How does this show consideration to someone else to knock first?
❏ Activities:
❏ 1. Circle the child who knocked first.
❏ 2. Draw a line through the child who did not knock first.

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May I Please Take A Message?
Mom was painting and had her hands full of paint. She told Melana and Ricardo that if the phone rang, to
answer it and say, “May I please take a message?” Melana forgot and asked, “What do you want?” Ricardo knows
what to do. He is going to take the phone and ask, “May I please take a message?”
❏ All Questions:
❏ 1. What did Mom tell the children to say?
❏ 2. What is Ricardo going to do (point to boy)? Should he do this?
❏ 3. What did Melana say (point to girl)? Should she have said this? What could she say differently?
❏ 4. What should you say to a caller if the person they are calling is not home or is busy?
❏ 5. What do you say when you answer the phone?
❏ Activities:
❏ 1. Point to the child who said, “May I please take a message?” Circle him/her.
❏ 2. Draw an “X” on the child who forgot to say, “May I please take a message?”
❏ 3. Draw yourself in the picture, and tell what you would do. Color the picture.
6 ®
Listen To The Babysitter
Dad had to go into the city for two hours. The next door neighbor, David, came to stay with Benny and Dana.
Before he left, Dad said, “Listen to the babysitter.” David called the children to eat lunch. Dana stopped playing and
went to the table. Benny kept playing video games.
❏ All Questions:
❏ 1. What did Dad tell the children before he left?
❏ 2. What did Dana do (point to girl)? Should she have done this?
❏ 3. What did Benny do (point to boy)? Should he have done this? What could he do differently?
❏ 4. How should you behave when you have a babysitter?
❏ 5. Why should you listen to the babysitter? What could happen if there was an emergency and you
didn’t follow the babysitter’s instructions?
❏ Activities:
❏ 1. Circle the child who did not listen to the babysitter.
❏ 2. Draw a star on the child who did listen to the babysitter.

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Always Ask, “Who Is It?” Before You Open The Door
Aunt Parita is reading a magazine when the doorbell rings. Aunt Parita tells the children, “Always ask, ‘Who is
it?’ before you open the door.” The doorbell rang, so Chase and Melody ran to the door. Melody started to open the
door, but Chase remembered and asked, “Who is it?”
❏ All Questions:
❏ 1. What did Aunt Parita tell the children?
❏ 2. What did Chase do (point to boy)? Should he have done this?
❏ 3. What did Melody do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you say and do when there is a knock at the door and you don’t know who it is?
❏ 5. Why is it important to always ask who is at the door? What do you do at home when your
doorbell rings or someone knocks on your door? How else can you find out who it is?
❏ Activities:
❏ 1. Draw a line under the person who did not remember to ask, “Who is it?” before opening the door.
❏ 2. Draw a line above the child who did remember to ask, “Who is it?” before opening the door.
8 ®
It’s Time To Do Your Homework
Every day after school Marta and Regina come in, have a snack, and play for a few minutes. Then Dad says,
“It’s time to do your homework.” This is their routine every day. Marta started doing her homework, but Regina did
not stop playing with the dog.
❏ All Questions:
❏ 1. What did Dad tell the girls?
❏ 2. What did Marta do (point to girl at table)? Should she have done this?
❏ 3. What did Regina do (point to girl on floor)? Should she have done this? What could she do
differently?
❏ 4. What should you do when it’s time to do your homework?
❏ 5. When is your homework time or what is your routine? Why is it a good idea to have the same
homework time every day?
❏ Activities:
❏ 1. Draw a star on the child who stopped playing and did her homework.
❏ 2. Draw a line through the child who did not stop playing and do her homework.

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It’s Polite To Wait Until Everyone Is Served
Every night when they sit down for dinner, Mom and Dad tell the children, “It’s polite to wait until everyone is
served.” Hank is waiting until everyone is served before he starts. Grace forgot and has started eating.
❏ All Questions:
❏ 1. What did Mom and Dad tell the children?
❏ 2. What is Hank doing (point to boy)? Should he be doing this?
❏ 3. What is Grace doing (point to girl)? Should she be doing this? What could she do differently?
❏ 4. What should you do at mealtimes when others are waiting for their food?
❏ 5. What are some other good table manners? Discuss them.
❏ Activities:
❏ 1. Point to the child who is waiting until everyone is served. Circle his/her plate.
❏ 2. Point to the child who is not waiting until everyone is served. Draw an “X” on his/her plate.
10 ®
What Would You Like To Do?
James came over to play with Santiago and Katie. Their dad said to be sure to ask James, “What would you like
to do?” since he was their guest. Katie has a frisbee and a baseball. She asks James, “What would you like to do?”
Santiago just wants to play basketball, so he tells James, “Come here!”
❏ All Questions:
❏ 1. What did Dad tell the children to ask?
❏ 2. What is Katie doing (point to girl)? Should she be doing this?
❏ 3. What is Santiago doing (point to boy on right)? Should he be doing this? What could he do
differently?
❏ 4. What could you say to a visitor to make sure they are enjoying their visit? What could you ask
them to find out what they’d like to do?
❏ 5. When you go to someone’s house, do they ask you what you’d like to do? Do you like to have
choices of what to do?
❏ Activities:
❏ 1. Point to the child who did not ask, “What would you like to do?” Circle an object he/she is
holding.
❏ 2. Point to the child who did ask, “What would you like to do?” Draw a triangle around an object
he/she is holding.

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#BK-312 “Say and Do” Early Social Scenes for School • ©2004 Super Duper® Publications • 1-800-277-8737 • Online! www.superduperinc.com 11
Put Your Things Where They Belong
When Jared and Montel get home from school Mom always tells them, “Put your things where they belong.”
Jared puts his things where they belong, but Montel doesn’t remember and leaves his things behind him as he runs
into the house.
❏ All Questions:
❏ 1. What does Mom tell the boys every day about their things?
❏ 2. What is Jared doing (point to boy on right)? Should he be doing this?
❏ 3. What is Montel doing (point to boy on left)? Should he be doing this? What could he do
differently?
❏ 4. What should you do with your coat and other belongings when you get home from school?
❏ 5. What might happen if everyone left their things on the floor? Who should be responsible for
putting your things away, you or someone else? What is another good reason for putting your
things in the same place everyday?
❏ Activities:
❏ 1. Point to the child who did not put his things where they belong. Color his shirt.
❏ 2. Point to the child who did put his things where they belong. Draw a star above him.
❏ 3. Draw a picture of yourself in the scene, and tell what you would do. Color the picture.
12 ®
Leave Your Muddy Shoes Outside
Lisa and Luke wanted to go out and play in the rain. Mom said they could go, but if they got mud on their shoes
she told them, “Leave your muddy shoes outside.” She didn’t want them tracking mud into the house. Luke took his
shoes off and left them by the door. Lisa was in such a hurry to come in, she forgot and got the clean floor all
muddy.
❏ All Questions:
❏ 1. What did Mom tell the children about their muddy shoes?
❏ 2. What did Luke do (point to boy)? Should he have done this?
❏ 3. What did Lisa do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you do with your muddy shoes before you go inside?
❏ 5. When are some other times you should leave your shoes outside? Who do you think should
clean up the muddy floor? Why? What would happen if mud got on the carpet?
❏ Activities:
❏ 1. Draw a star above the child who took off his/her shoes.
❏ 2. Draw a line under the child who did not take off his/her shoes.

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Ask If You’re Not Sure What Something Is
Charles and Fred wanted to wash their bikes. Their dad told them to look in the garage for the car washing
detergent, but not to touch anything else. “Ask if you’re not sure what something is,” he told them. Charles reached
for the bottle with the warning on it, but Fred knew not to touch it. He was going to go in and ask Dad what it was.
❏ All Questions:
❏ 1. What did Dad tell the boys?
❏ 2. What is Fred doing (point to boy on right)? Should he be doing this?
❏ 3. What did Charles do (point to boy on left)? Should he have done this? What could he do
differently?
❏ 4. What should you do if you find a bottle of something and you aren’t sure what it is?
❏ 5. Why is it important to ask if you aren’t sure what something is? What would be a good place to
keep things that aren’t safe, so that they’re out of reach?
❏ Activities:
❏ 1. Circle the bottle of the child who is doing what Dad asked.
❏ 2. Color the bottle of the child who is not doing what Dad asked.
14 ®
Would You Like Some…?
Ann and Justin’s cousin Melika is visiting for the day. Ann and Justin’s mom told the children to be sure and offer
Melika something by asking, “Would you like some…?” of whatever they were having. Justin is pouring chocolate milk
for himself. Ann remembered and asked Melika, “Would you like some chocolate milk?”
❏ All Questions:
❏ 1. What did Mom tell the children to ask?
❏ 2. What is Ann doing (point to girl in middle)? Should she be doing this?
❏ 3. What is Justin doing (point to boy on left)? Should he be doing this? What could he do differently?
❏ 4. What should you do if you are getting yourself food/drinks and you have a guest?
❏ 5. If you go to someone’s house to visit, would you like them to ask you if you would like something,
or just take it for themselves? What are some other polite things to do when you have a visitor?
❏ Activities:
❏ 1. Point to the child who did not ask, “Would you like some…?” and draw an “X” on him/her.
❏ 2. Point to the child who did ask, “Would you like some…?” and draw a star above him/her.

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Saying “Yes, Please” or “No, Thank You”
Dad took Andy and Kara out for lunch. He told the children that if the waiter asked them a question, they should
either say, “Yes, please” or “No, thank you.” The waiter asked the children if they wanted mustard on their
hamburgers. Andy said, “Yes, please,” but Kara made a face and did not say anything.
❏ All Questions:
❏ 1. What did Dad tell the children to say if the waiter asked them a question?
❏ 2. What did Andy do (point to boy)? Should he have done this?
❏ 3. What did Kara do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What is a polite way to let a waiter know you would or would not like something when they ask?
❏ 5. Have you eaten at a restaurant and had the waiter ask you a question? What did you say? What
are some other good restaurant manners?
❏ Activities:
❏ 1. Point to the child who remembered to say, “Yes, please” or “No, thank you.” Draw a hamburger for
that child.
❏ 2. Point to the child who did not remember to say, “Yes, please” or “No, thank you.” Draw an empty
plate for that child.
16 ®
There’s No Talking During the Movie
Janie’s mother took Janie and her best friend Sanita to the movies. Before they got out of the car she reminded
them, “There’s no talking during the movie.” Janie and Sanita sat down just as the lights went out. Janie forgot what
her mother said and started talking to Sanita. Sanita reminded Janie by telling her what her mother said.
Shhh
❏ All Questions:
❏ 1. What did Janie’s mother tell the girls when she took them to the movies?
❏ 2. What did Sanita do (point to girl on left)? Should she have done this?
❏ 3. What did Janie do (point to girl on right)? Should she have done this? What could she do
differently?
❏ 4. How should you behave when watching a movie in the theater?
❏ 5. Why is it impolite to talk during a movie? What are some polite movie behavior rules?
❏ Activities:
❏ 1. Point to the child who is not talking during the movie. Draw a bag of popcorn for her.
❏ 2. Point to the child who is talking during the movie. Draw an “X” on her.

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It’s Nice To Meet You
Dad was out shopping with his boys, Louis and Dennis. He told them that if they meet someone and he
introduces them, it’s polite to say, “It’s nice to meet you.” Mrs. Grumpstead, from Dad’s office, was also in the store.
Dad introduced the boys to her. Louis didn’t remember, but Dennis held out his hand and said, “It’s nice to meet you.”
❏ All Questions:
❏ 1. What did Dad tell the boys to say if he introduces them to someone?
❏ 2. What did Dennis do (point to boy on right)? Should he have done this?
❏ 3. What did Louis do (point to boy on left)? Should he have done this? What could he do differently?
❏ 4. What could you say to someone you’ve just met?
❏ 5. Think of a time when you met someone new. What did you say?
❏ Activities:
❏ 1. Circle the child who did not say, “It’s nice to meet you.”
❏ 2. Draw a star above the child who did say, “It’s nice to meet you.”
18 ®
There’s No Arguing in the Car
After everyone got into the car and had their seat belts on, Mom told the kids, “There’s no arguing in the car.”
After about a half hour, Audra and Thackery started arguing about the radio. Gina remembered what Mom had said
and sat quietly.
❏ All Questions:
❏ 1. What did Mom tell the children when they got in the car?
❏ 2. What did Gina do (point to girl in front)? Should she have done this?
❏ 3. What did Audra and Thackery do (point to children in back)? Should they have done this? What
could they do differently?
❏ 4. How should you behave when traveling with family and friends in the car?
❏ 5. What are some fair ways to share the radio in a car? What are some fun things to do in a car so
that you aren’t arguing? Why is arguing in the car dangerous for the driver?
❏ Activities:
❏ 1. Point to a child who is arguing in the car. Write the number “5” over him/her for five minutes of
time out.
❏ 2. Point to the child who is not arguing in the car. Circle him/her.

®
Never Run Out Into the Street
Mr. Wilkie is watering his flowers and watching Adam and Eli play ball. When the ball gets away from them, Mr.
Wilkie warns, “Never run out into the street.” He explains that you never know when a car is coming. Eli wants his ball
back and starts to go into the street. Adam stands at the sidewalk. He’ll ask a grown-up to get the ball back for him.
❏ All Questions:
❏ 1. What did Mr. Wilkie tell the boys?
❏ 2. What is Adam doing (point to boy on left)? Should he be doing this?
❏ 3. What is Eli doing (point to boy on right)? Should he be doing this? What could he do differently?
❏ 4. What should you do if your ball bounces into the street? What are some other important safety
rules for playing outside?
❏ 5. How could you ask someone to help you get something that went out into the street? Has this
ever happened to you? If so, share what you did.
❏ Activities:
❏ 1. Point to the child who did not run into the street. Draw a new ball for him.
❏ 2. Point to the child who started to run into the street. Draw an “X” on the ball that he’s chasing.
20 ®
This Is Not A Place To Play
Mom had to go to the bank. She explained to Harris and Sally that this was a place of business. “This is not a
place to play,” she said. Inside the bank, Sally waited quietly in line with her mother. Harris started playing with the
ropes.
❏ All Questions:
❏ 2. What did Sally do (point to girl)? Should she have done this?
❏ 3. What did Harris do (point to boy)? Should he have done this? What could he do differently?
❏ 4. How should you behave when in a business? Why is a bank, post office, or store not a good
place to play? Where is a good place to play?
❏ 5. Name some places you’ve gone with your parents where there was business going on and was
not a place to play. What did you do? What are some ways you can keep quiet while waiting in
line?
❏ Activities:
❏ 1. Circle the child who is not playing in the bank.
❏ 2. Draw a line through the child who is playing in the bank.

®
Don’t Leave the Area Without Telling Me Where You’re Going
Uncle Brett took his nephews, Jed and Ned, and his niece, Pearl, to the park. He told them, “Don’t leave the
area without telling me where you’re going.” After about an hour, all the children needed to use the restroom. Pearl
went over to tell Uncle Brett where she was going. Ned and Jed had already taken off without telling their uncle
where they were going.
❏ All Questions:
❏ 1. What did Uncle Brett tell the children?
❏ 2. What did Pearl do (point to girl)? Should she have done this?
❏ 3. What did Ned and Jed do (point to boys)? Should they have done this? What could they do
differently?
❏ 4. What should you do if you need to leave an area where an adult is located? What might happen
if Uncle Brett looked up and didn’t see any of the children?
❏ 5. Why is it important to tell an adult where you are going if you leave a certain area? What are
some other places you might go and need to tell an adult if you leave the area?
❏ Activities:
❏ 1. Point to a child who did not say that he/she was leaving the area. Draw an arrow back to Uncle
Brett.
❏ 2. Point to a child who did say that he/she was leaving the area. Draw a flower in his/her hand.
22 ®
Wait Your Turn In The Ticket Line
Andy and Tony are at the fair. Grandpa had told them before going, “Wait your turn in the ticket line.” Andy stood
patiently in line. Tony tried to get in front of someone else ahead of him.
❏ All Questions:
❏ 1. What did Grandpa tell the children?
❏ 2. What did Andy do (point to boy on right)? Should she have done this?
❏ 3. What did Tony do (point to boy walking)? Should he have done this? What could he do differently?
❏ 4. What should you do when you stand in line for tickets? Where are other places you should wait
your turn in line?
❏ 5. Has anyone ever tried to get ahead of you in line? How did that make you feel? Why should you
wait your turn?
❏ Activities:
❏ 1. Circle the child who waited his/her turn.
❏ 2. Draw a line through the child who didn’t wait his/her turn.

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Don’t Forget To Wash Your Hands
Leta and Portia needed to use the restroom at the store and Mom told them, “Don’t forget to wash your hands.”
Portia stopped to use the sink to wash her hands. Leta was anxious to get back out and headed straight for the door
without washing her hands.
❏ All Questions:
❏ 1. What did Mom tell the girls when they went into the restroom?
❏ 2. What did Portia do (point to girl on right)? Should she have done this?
❏ 3. What did Leta do (point to girl on left)? Should she have done this? What could she do differently?
❏ 4. What should you do before leaving the restroom? Why is this important?
❏ 5. Where are some other places you might use a public restroom and should remember to wash
your hands?
❏ Activities:
❏ 1. Draw a line under the girl who forgot to wash her hands.
❏ 2. Draw a circle around the girl who remembered to wash her hands.
24 ®
Wait For The Walk Signal
Uncle Al took Desiree and Ian out for ice cream. On the way back to the car he told them, “Wait for the walk
signal.” Ian didn’t see any cars coming so he started to walk, but Desiree and Uncle Al knew that cars could come
around the corner at any moment. They waited for the walk signal.
❏ All Questions:
❏ 1. What did Uncle Al tell the children?
❏ 2. What did Desiree do (point to girl)? Should she have done this?
❏ 3. What did Ian do (point to boy)? Should he have done this? What could he do differently?
❏ 4. What should you do when you need to cross the street? How do you know when it is safe?
❏ 5. What are some other safety rules about crossing streets? Why are they important?
❏ Activities:
❏ 1. Point to the child who did not remember to wait for the walk signal. Draw a triangle above
him/her.
❏ 2. Point to the child who remembered to wait for the walk signal. Draw him/her an ice cream cone.
Color it your favorite ice cream flavor.

®
If I Say, “No,” Don’t Keep Asking
Mom had to buy groceries at the store. She had a list and needed to shop quickly. She told Anthony and Bruno
before they went in that they were going to buy only those items on her list. “If I say, ‘No,’ don’t keep asking,” she told
them. In the store, Anthony looked at the candy but didn’t ask to get any. Bruno kept begging for the cereal box that
came with a toy.
❏ All Questions:
❏ 1. What did Mom tell the boys?
❏ 2. What did Anthony do (point to boy on left)? Should he have done this?
❏ 3. What did Bruno do (point to boy on right)? Should he have done this? What could he have done
differently?
❏ 4. What should you do when you are in the store with a parent who is shopping for only one thing
and not toys?
❏ 5. What do you do when you’re in a store and see something you want but know you can’t have?
What might be another way to ask to get the item you want at another time?
❏ Activities:
❏ 1. Draw a star on the child who did not keep asking when told “No.”
❏ 2. Point to the child who kept asking even after being told “No.” Then, draw an “X” on the item that
he wanted.
26 ®
Don’t Play On The Escalator
Jo and Abe’s older sister, Deedee, took them to the mall. When they needed to go to the next level, Deedee told
them, “Don’t play on the escalator.” Abe stood quietly on the ride up, but Jo thought the escalator was fun and
started walking in the wrong direction.
❏ All Questions:
❏ 1. What did Deedee tell the children?
❏ 2. What did Abe do (point to boy)? Should he have done this?
❏ 3. What did Jo do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What is the correct way to ride an escalator?
❏ 5. Why is an escalator not a safe place to play? How could this also hurt others? Where are some
other places that might have escalators?
❏ Activities:
❏ 1. Draw a triangle around the child who did not play on the escalator.
❏ 2. Circle the child who did play on the escalator.

®
Check Back With Me (In 10 Minutes)
When they went into the supermarket, Kevin wanted to look at school supplies and Jane wanted to read
magazines. Mom told them, “Check back with me in 10 minutes.” She said she’d meet them by checkstand 6. Kevin
remembered and checked in with his mother. Jane kept reading the magazines.
❏ All Questions:
❏ 2. What did Kevin do (point to boy)? Should he have done this?
❏ 3. What did Jane do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you do when an adult asks you to check in with them after a certain amount of
time?
❏ 5. Why is it important for an adult to know where you are if you are in a mall or a store? What are
other ways you could check in with someone so they know you’re safe?
❏ Activities:
❏ 1. Point to the child who is doing what Mom asked. Color his/her shirt.
❏ 2. Point to the child who is not doing what Mom asked. Circle him/her.
28 ®
Sit Quietly And Wait At The Doctor’s Office
Mrs. Boyd and Mrs. Guiles took their sons to the doctor’s office for the boys’ checkups. Each parent had told
their son, “Sit quietly and wait at the doctor’s office.” Paul remembered what his mother said and read a magazine.
Hank did not sit quietly while he waited to be called.
❏ All Questions:
❏ 1. What did the parents tell the children?
❏ 2. What did Paul do (point to boy on left)? Should he have done this?
❏ 3. What did Hank do (point to boy on right)? Should he have done this? What could he do differently?
❏ 4. How should you wait when in a doctor’s office?
❏ 5. Why is it important to wait quietly in a doctor’s office? Where are other places you should wait
quietly? Besides reading, what other ways can you wait quietly?
❏ Activities:
❏ 1. Point to the child who is doing what his mother asked. Draw a sticker for him.
❏ 2. Point to the child who is not doing what his mother asked. Draw something for him to do quietly.

®
It’s Important To Be On Time
Tina has baseball practice, and Leroy has a guitar lesson. Dad tells them, “It’s important to be on time.” He
explains that it isn’t respectful of people’s time if you are late to an appointment. Tina is walking very slowly. Her team
will have to wait for her. Leroy hurries to be at his lesson on time. He doesn’t want his guitar teacher to have to wait
for him.
❏ All Questions:
❏ 1. What did Dad tell the children?
❏ 2. What is Leroy doing (point to boy)? Should he be doing this?
❏ 3. What is Tina doing (point to girl)? Should she be doing this? What could she do differently?
❏ 4. When you are supposed to report to a meeting or event by a certain time, what should you do?
❏ 5. Why is it important to be on time? Where are some places you go that you need to be on time?
Name a time when you were late. What happened?
❏ Activities:
❏ 1. Point to the child who is hurrying to be on time. Color the thing he/she is holding.
❏ 2. Point to the child who is not hurrying to be on time. Draw an “X” on the thing he/she is holding.
30 ®
Do Your Own Work
There is a math test in Mr. Ritchie’s class. Mr. Ritchie told the students, “Do your own work.” Layla studied for
the test and knows the answers. Andy didn’t study. He is trying to copy Layla’s answers.
❏ All Questions:
❏ 1. What did the teacher tell the students?
❏ 2. What is Layla doing (point to girl)? Should she be doing this?
❏ 3. What is Andy doing (point to boy)? Should he be doing this? Why or why not? What could he do
differently?
❏ 4. How should you sit and where should you look when taking a test?
❏ 5. If you studied all night for a test and another student didn’t, would it be fair for him/her to copy
your paper? What should he/she have done to be prepared?
❏ Activities:
❏ 1. Draw an “A” above the student doing his/her own work.
❏ 2. Draw an “X” on the student who is not doing his/her own work.

®
Take Out A Book And Read When You’re Done
The teacher told the students to finish their work. Then he said, “Take out a book and read when you’re done.”
Manny is reading a book, but Grace is sitting and staring into space.
❏ All Questions:
❏ 1. What did the teacher tell the students to do when they finished their work?
❏ 2. What is Manny doing (point to boy in middle)? Should he be doing this?
❏ 3. What is Grace doing (point to girl on left)? Should she be doing this? What could she do
differently?
❏ 4. What should you do in class when you’ve finished your work but others need more time?
❏ 5. What does your teacher have you do when you’re finished with your work? Why is reading a
book a good activity to do when others are still working?
❏ Activities:
❏ 1. Draw a line through the student who did not do what the teacher asked.
❏ 2. Circle the student who did what the teacher asked.
32 ®
It’s Okay To Say, “I Don’t Know”
The teacher just asked which students knew the answers to a math problem. She told the students, “It’s okay to
say, ‘I don’t know.’” The teacher called on Darlene, but she looked confused. She didn’t want to admit she didn’t
know. Chavez raised his hand and said, “I don’t know.”
❏ All Questions:
❏ 2. What did Chavez say (point to boy)? Should he have said this?
❏ 3. What did Darlene do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you do if the teacher calls on you and you don’t know the answer?
❏ 5. What could you do when you don’t know an answer. Why is it okay to say, “I don’t know”? What
can you learn from not knowing the answer?
❏ Activities:
❏ 1. Draw a circle around the student who said, “I don’t know.”
❏ 2. Draw an “X” on the student who did not say, “I don’t know.”

®
Choose Someone Who Didn’t Get Chosen First During The Last Game
The students are choosing teams for basketball. The P.E. teacher told the team captains, “Choose someone
who didn’t get chosen first during the last game.” Althea chose the best boy player who always gets chosen first.
Jordan chose a student who always gets chosen last.
❏ All Questions:
❏ 1. What did the P.E. teacher tell the two team captains?
❏ 2. What did Jordan do (point to boy on left)? Should he have done this?
❏ 3. What did Althea do (point to girl on left)? Should she have done this? What could she do
differently?
❏ 4. If you are a team captain, what could you do to make students who are usually chosen last feel
better?
❏ 5. Do you think it’s fair for the same students to be chosen first every time? Why or why not? How
do you think it makes some students feel to always be chosen last?
❏ Activities:
❏ 1. Draw an “X” on the student who did not do what the teacher asked.
❏ 2. Circle the student who did what the teacher asked.
34 ®
I Can’t See. May I Move Up?
The teacher is doing a lesson on the film projector. She told students who couldn’t see to raise their hands and
say, “I can’t see. May I move up?” Brandon can’t see. He asks the teacher if he can move up. Craig can’t see, but
he doesn’t ask to move up. He stands up and blocks the projector.
❏ All Questions:
❏ 1. What did the teacher tell the students to say if they couldn’t see the screen?
❏ 2. What did Brandon do (point to boy raising hand)? Should he have done this?
❏ 3. What did Craig do (point to boy standing)? Should he have done this? What could he do
differently?
❏ 4. What should you do if you are watching a film in class but can’t see?
❏ 5. What can you do in class when you can’t see? Why do you think Craig didn’t ask to move?
What might happen if he can’t see the screen?
❏ Activities:
❏ 1. Point to the student who did what the teacher asked him/her to do. Draw a star on his/her shirt.
❏ 2. Draw an “X” on the student who did not do what the teacher asked.

®
Where Should I Put My Paper?
The science teacher told the students where to put their papers when they were finished. She said that if
anyone couldn’t remember, to come up and ask, “Where should I put my paper?” Maria and Henry both forgot what
to do with their papers, but only Maria asked the teacher, “Where should I put my paper?”
❏ All Questions:
❏ 1. What did the science teacher tell the students about the papers?
❏ 2. What did Maria do (point to girl)? Should she be doing this?
❏ 3. What did Henry do (point to boy)? Should he have done this? What could he do differently?
❏ 4. What should you do with your papers when you finish them? What rules does your teacher have
for finished work?
❏ 5. Why is it okay to ask when you can’t remember where to put your finished papers? What could
happen if you don’t put your paper in the correct place?
❏ Activities:
❏ 1. Point to the student who asked, “Where should I put my paper?” Circle him/her.
❏ 2. Point to the student who did not ask, “Where should I put my paper?” Draw a line through
him/her.
36 ®
Hand Your Work In On Time
Yesterday, the teacher reminded the students that their book report was due. He told them, “Hand your work in
on time.” The next day, Danny handed his work in on time, but Tom didn’t have his book report completed.
❏ All Questions:
❏ 1. What did the teacher tell the students about their work?
❏ 2. What did Danny do (point to boy on left)? Should he have done this?
❏ 3. What did Tom do (point to boy on right)? Should he have done this? What could he do differently?
❏ 4. What should you do if your assignment has a due date?
❏ 5. What are some reasons that students don’t hand their work in on time? What happens in your
class when you don’t hand your work in on time? What are some things you can do to get your
work in on time?
❏ Activities:
❏ 1. Point to the student who handed his work in on time. Color the cover of his book report.
❏ 2. Put an “X” on the student who did not hand his work in on time.

®
Please Be Quiet While I’m On The Phone
The teacher received a call from the office. Before he answered the phone, he told the students, “Please be
quiet while I’m on the phone.” Lisa is sitting quietly. Toby is talking loudly. The teacher was concerned that he’d
have trouble hearing on the phone.
❏ All Questions:
❏ 2. What is Lisa doing (point to girl)? Should she be doing this?
❏ 3. What is Toby doing (point to boy)? Should he be doing this? What could he do differently?
❏ 4. What should you do when your teacher is talking on the phone?
❏ 5. What are some other things students can do quietly at their desks when the teacher is on the
phone? Why is it polite to be quiet when someone is on the phone?
❏ Activities:
❏ 1. Point to the student who is not sitting quietly while the teacher is on the phone. Draw a book in
front of him/her to read quietly.
❏ 2. Point to the student who is sitting quietly. Draw a star over him/her.
38 ®
It’s Not Polite To Say, “Look What I Have”
The cafeteria worker tells the students, “It’s not polite to say, ‘Look what I have.’” Sergio is pointing at his
cupcake and telling Amy, “Look what I have.” Amy feels badly because she doesn’t have a dessert. Holly has
cookies but she doesn’t say, “Look what I have.”
❏ All Questions:
❏ 1. What did the cafeteria worker tell the students?
❏ 2. What is Holly doing (point to girl on right)? Should she be doing this?
❏ 3. What is Sergio doing (point to boy on left)? Should he be doing this? What could he do differently?
❏ 4. How should you behave if you have something special in your lunch that no one else has?
❏ 5. How would you feel if someone said, “Look what I have,” to show off something you didn’t have?
❏ Activities:
❏ 1. If it’s polite to say, “Look what I have,” then color the cupcake. If it’s not polite to say, “Look what I
have,” draw a cupcake for Amy (point to girl in middle).
❏ 2. Color the dessert of the student who did not say, “Look what I have.”

®
I’m Lost. Can You Help Me Find The Way?
The teachers at school tell students to ask an adult for help if they get lost in the building. They tell them to say,
“I’m lost. Can you help me find the way?” Tina got lost coming back from speech class, but she didn’t want to ask
for help. Jim couldn’t find his way to resource class. He stopped a teacher and said, “I’m lost. Can you help me find
the way?”
❏ All Questions:
❏ 1. What do the teachers at school tell the students to say if they get lost?
❏ 2. What did Jim do (point to boy)? Should he have done this?
❏ 3. What did Tina do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you say/do if you get lost at school?
❏ 5. What other information would be helpful for you to tell an adult? (What time it is. Where you
were going. Where you came from.) What could happen if you are absent from class for a long
time because you are lost?
❏ Activities:
❏ 1. Point to the student who is not saying, “I’m lost. Can you help me find the way?” Color his/her
shoes.
❏ 2. Circle the student who is asking for help.
40 ®
Stand Appropriately For The Pledge Of Allegiance
The teacher is doing the Pledge of Allegiance with her students. Before they begin, she always tells them,
“Stand appropriately for the Pledge of Allegiance.” Toby is not standing appropriately like the other students and the
teacher.
❏ All Questions:
❏ 1. What does the teacher tell her students before they begin the Pledge of Allegiance?
❏ 2. What are most of the students doing? Should they be doing this?
❏ 3. What is Toby doing (point to boy on right)? Should he be doing this? What could he do differently?
❏ 4. How should you stand when saying the Pledge of Allegiance?
❏ 5. Why should you stand appropriately during the Pledge of Allegiance? What does the Pledge
mean? Talk about this with your group. How do you stand for the Pledge?
❏ Activities:
❏ 1. Circle the students who are standing appropriately for the Pledge of Allegiance.
❏ 2. Draw a line through the student who is not standing appropriately for the Pledge of Allegiance.

®
I Can Help
The art teacher gave a lesson on using paint and crayons. When he was done, he asked for volunteers for
various jobs. He told the students to say, “I can help,” to be a helper for a job. Students are raising their hands to
say, “I can help.” Sam is just sitting. He is not saying, “I can help.”
❏ All Questions:
❏ 1. What did the art teacher tell the students to say if they wanted to be a helper for a job?
❏ 2. What are most of the students doing? Should they be doing this?
❏ 3. What is Sam doing (point to boy on left)? Should he be doing this? What could he do differently?
❏ 4. If you see there are classroom chores to be done, what should you say or do?
❏ 5. Is it fair for one student not to help when everyone else has a job? How would you feel about
someone who wasn’t helping? Why?
❏ Activities:
❏ 1. Circle the students who said, “I can help.”
❏ 2. Draw a line above the student who did not say, “I can help.”
42 ®
Always Think of Something Kind To Say
The teacher tells the students, “Always think of something kind to say.” Today Ramon got new glasses and wore
them to class. He was worried about how the other students would react. Holly told him she thought he looked nice.
Tony is trying not to laugh.
❏ All Questions:
❏ 2. What did Holly do (point to girl)? Should she have done this?
❏ 3. What did Tony do (point to boy on right)? Should he have done this? What could he do
differently?
❏ 4. How can you help make a classmate feel comfortable if they have to wear new glasses (braces,
crutches, etc.)?
❏ 5. How do you think Ramon would feel if he saw Tony laughing? How do you think Ramon felt
when Holly told him he looked nice? How would you feel?
❏ Activities:
❏ 1. Circle the student who thought of something kind to say.
❏ 2. Mark an “X” on the student who did not think of something kind to say.

®
Look Your Best On Picture Day
The teacher said, “Look your best on Picture Day.” Most of the students came to school wearing clean clothes
and had brushed their hair. Ian did not put on clean clothes and forgot to brush his hair. He was not ready for Picture
Day.
❏ All Questions:
❏ 1. What did the teacher tell the students about Picture Day?
❏ 2. What did most of the students do? Should they have done this?
❏ 3. What did Ian do (point to boy on right)? Should he have done this? What could he
do differently?
❏ 4. What should you do to get ready for Picture Day?
❏ 5. How do you dress for Picture Day? How do you feel when you see your picture? Would you feel
good if you were wearing dirty clothes and your hair wasn’t combed in the picture?
❏ Activities:
❏ 1. Circle the student who did not look his/her best on Picture Day.
❏ 2. Point to the students who did look their best on Picture Day. Draw a sun above their heads for a
nice bright picture.
44 ®
It’s Polite To Look At Someone When They Talk To You
The teacher told the students that the principal was coming to visit. “It’s polite to look at someone when they
talk to you,” she told them. The principal asked Mark and Lila how they liked school. Lila looked at the principal
when he talked to her, but Mark looked down at the floor.
❏ All Questions:
❏ 1. What did the teacher tell the students to do when someone is talking to them?
❏ 2. What did Lila do (point to girl)? Should she have done this?
❏ 3. What did Mark do (point to boy)? Should he have done this? What could he do differently?
❏ 4. When someone is talking to you, where should you look? How do you think the principal felt
when he was talking to Lila and Mark?
❏ 5. When you talk to someone and they are not looking at you, do you think they are really listening,
or thinking about something else? This is called “eye contact.” Why is it important?
❏ Activities:
❏ 1. Point to the student who is not looking at the principal. Draw an arrow from that student’s eyes
up to the principal. (That’s where to look!)
❏ 2. Draw a circle around the student who is looking at the principal.

®
May I Sharpen My Pencil, Please?
The students are doing their work. The teacher told them that if the lead breaks in their pencil, they should raise
their hand and ask, “May I sharpen my pencil, please?” Nena got up to sharpen her pencil without asking. Tia
raised her hand to ask, “May I sharpen my pencil, please?”
❏ All Questions:
❏ 1. What did the teacher tell the students to do if their pencil broke?
❏ 2. What did Tia do (point to girl sitting)? Should she have done this?
❏ 3. What did Nena do (point to girl standing)? Should she have done this? What could she do
differently?
❏ 4. What should you do if your pencil lead breaks and needs sharpening when you are in class?
❏ 5. What are some other things you could do if your pencil broke? Why do you think the teacher
doesn’t want everyone getting up to sharpen their pencil all at once?
❏ Activities:
❏ 1. Point to the student who raised her hand to ask, “May I sharpen my pencil, please?” Draw a
sharp pencil for her.
❏ 2. Put a line through the student who did not ask, “May I sharpen my pencil, please?”
46 ®
There’s No Misbehaving On The Bus
Before they left for their field trip to the space museum, the bus driver told the students, “There’s no
misbehaving on the bus.” Daniel is sitting nicely. Ross is turned around in his seat.
❏ All Questions:
❏ 1. What did the bus driver tell the children before they left for the field trip?
❏ 2. What is Daniel doing (point to boy on left)? Should he be doing this?
❏ 3. What is Ross doing (point to boy on right)? Should he be doing this? What could he
do differently?
❏ 4. What are some good bus-riding behaviors? What are the rules for your bus?
❏ 5. Why do you think the bus driver has a rule about misbehaving? What might happen if the driver
is distracted by the children misbehaving?
❏ Activities:
❏ 1. Point to the student who is not misbehaving on the bus. Draw a star on his shirt.
❏ 2. Circle the student who is misbehaving on the bus.

®
Keep A Conversation Going By Asking A Question About The Topic!
The teacher told the students that Charles was new to the school. She encouraged them to talk to him about
where he moved from. She said, “Keep a conversation going by asking a question about the topic.” Marta asked
Charles what his other school was like. Devon asked Charles if he knew that dinosaurs were extinct.
❏ All Questions:
❏ 1. What did the teacher tell the students about keeping a conversation going? What was the topic?
❏ 2. What did Marta ask (point to girl)? Was this question about the topic?
❏ 3. What did Devon ask (point to boy on right)? Was this question about the topic? What could he
have said instead?
❏ 4. How can you keep a conversation going when talking to a friend/classmate?
❏ 5. Have you had a new student come to school or have you been a new student at school? What
are some personal things you can ask to keep a conversation going with a new student?
❏ Activities:
❏ 1. Circle the student who asked a question about the topic. Color his/her shirt.
❏ 2. Put an “X” on the student who did not ask a question about the topic. Color his/her shirt.
48 ®
Know Who You’re Talking To!
Juan says to his friend, “Hey man, catch you later.” Christian says to the teacher, “Hey dude, see ya tomorrow.”
The teacher says, “Know who you’re talking to.” He explains that you don’t talk to a teacher the same way you talk to
a friend. Kala says, “Goodbye, Mr. Thompson, I’ll see you tomorrow.”
❏ All Questions:
❏ 2. What did Kala do (point to girl)? Should she have done this?
❏ 3. What did Christian do (point to boy in middle)? Should he have done this? What could he do
differently?
❏ 4. How do you speak to your teachers differently than your friends/classmates?
❏ 5. What are some ways you say goodbye to your friends? What are some ways you say goodbye
to your teacher(s)? Why is there a difference in the way you talk to your friends and your
teachers?
❏ Activities:
❏ 1. Draw a line under the student who did not speak to the teacher appropriately.
❏ 2. Draw a triangle around the student who did speak to the teacher appropriately.

®
Your Homework Is Your Responsibility
Yesterday, the teacher told the students, “Your homework is your responsibility.” John remembered to bring his
homework to school. He put it in the homework box. Paula tells the teacher, “My parents forgot to tell me to bring it.”
❏ All Questions:
❏ 1. What did the teacher tell the students about their homework?
❏ 2. What did John do (point to boy)? Should he have done this?
❏ 3. What is Paula doing (point to girl)? Should she be doing this? What could she do differently?
❏ 4. What should you do if your teacher gives you a homework assignment?
❏ 5. If you forget your homework, should you take responsibility or should you blame it on someone
else? Have you ever forgotten your homework? What did you do or say? What are some other
responsibilities you have?
❏ Activities:
❏ 1. Circle the student who took responsibility to remember his/her homework.
❏ 2. Draw a homework paper in the hand of the student who did not take responsibility to remember
his/her homework.
50 ®
Don’t All Talk At The Same Time!
Three children had an argument over whose turn it was during a softball game. They went to tell the P.E.
teacher. The P.E. teacher said, “Don’t all talk at the same time!” Gina was upset, but she waited her turn to talk to
the teacher. Randy and Edna kept yelling.
❏ All Questions:
❏ 1. What did the P.E. teacher tell the children?
❏ 2. What did Gina do (point to girl on right)? Should she have done this?
❏ 3. What were Randy and Edna doing (point to them)? Should they have been doing this? What
could they do differently?
❏ 4. When you are with a group of students who all want to speak to the teacher, what should you
do?
❏ 5. Why do you think the P.E. teacher doesn’t want the kids all yelling at the same time? What might
be a better way to settle this? What happens when everyone talks at the same time?
❏ Activities:
❏ 1. Draw a triangle around the student who is not talking.
❏ 2. Draw a square around the students who are talking at the same time.

®
Can You Please Write That On The Board?
The teacher told the students to ask, “Can you please write that on the board?” if they couldn’t remember the
math problems she assigned. Henry raised his hand and asked, “Can you please write that on the board?” Penny
didn’t remember the problems and was trying to find out by looking on her neighbor’s paper.
❏ All Questions:
❏ 1. What did the teacher tell the students to ask if they didn’t remember the math problems?
❏ 2. What did Henry do (point to boy in front)? Should he have done this?
❏ 3. What did Penny do (point to girl in back)? Should she have done this? What could she do
differently?
❏ 4. How can you let the teacher know that you need him/her to write an assignment on the board?
When are some times when you need assignments written on the board?
❏ 5. Is it easier to remember the assignment if the teacher tells you or writes it on the board? What is
another way to remember an assignment?
❏ Activities:
❏ 1. Draw a star on the student who did what the teacher said.
❏ 2. Circle the student who did not do what the teacher said.
52 ®
It’s Important To Apologize When You Need To
The cafeteria worker told the students, “It’s important to apologize when you need to.” Dante accidentally
bumped into Kelly and said, “I’m sorry.” Joe tripped and spilled his lunch on the floor, but he only said, “Watch out.
Get out of the way!”
❏ All Questions:
❏ 1. What did the cafeteria worker tell the students about apologizing?
❏ 2. What did Dante do (point to boy on left)? Should he have done this?
❏ 3. What did Joe do (point to boy on right)? Should he have done this? What could he
do differently?
❏ 4. If you make a mistake or have an accident, what should you do or say?
❏ 5. Have you ever had to apologize to someone? What did you say? Has someone apologized to
you? What did you do?
❏ Activities:
❏ 1. Color the shirt of the student who apologized.
❏ 2. Point to the student who did not apologize. Draw a line through his/her tray.

®
Keep Your Hands To Yourself
The students were in the computer lab. The computers are very close together. The computer lab teacher told
the students, “Keep your hands to yourself.” Kyle and Greg were working. They were keeping their hands to
themselves. Janice did not keep her hands to herself and tried to get Greg’s attention by tapping his shoulder.
❏ All Questions:
❏ 1. What did the computer lab teacher tell the students?
❏ 2. What did Kyle and Greg do (point to the two boys)? Should they have done this?
❏ 3. What did Janice do (point to girl)? Should she have done this? What could she do differently?
❏ 4. How could you get someone’s attention and keep your hands to yourself, at the same time?
❏ 5. What could you say to someone who is not keeping their hands to themselves? Why is it
important to keep your hands to yourself?
❏ Activities:
❏ 1. Circle the students who kept their hands to themselves.
❏ 2. Draw a line through the student who did not do what the teacher said.
54 ®
Walk Your Scooter Or Bike When You Cross The Street
The crossing guard tells the students, “Walk your scooter or bike when you cross the street.” Parnell is walking
his bike across the street, but Esther is riding her scooter in the crosswalk.
❏ All Questions:
❏ 1. What did the crossing guard tell the students?
❏ 2. What is Parnell doing (point to boy)? Should he be doing this?
❏ 3. What is Esther doing (point to girl)? Should she be doing this? What could she do differently?
❏ 4. What is the safest way to cross the street when you have a scooter or bike?
❏ 5. Why is it important to walk your bike, scooter, or skateboard across a street? Have you ever
bumped into anyone on your bike or scooter? What did you say to apologize?
❏ Activities:
❏ 1. Point to the student who is not walking a bike or scooter across the street. Color his/her shirt.
❏ 2. Point to the student who is walking a bike or scooter across the street. Color his/her shoes.

®
When You Borrow Something, Be Sure To Put It Back Where You Found It
The art teacher let the students use supplies from her art closet for a big project. She told them, “When you
borrow something, be sure to put it back where you found it.” Natalie returned the markers she borrowed where she
found them. Carter borrowed the glue and left it on the table.
❏ All Questions:
❏ 1. What did the art teacher tell the children?
❏ 2. What did Natalie do (point to girl)? Should she have done this?
❏ 3. What did Carter do (point to boy)? Should he have done this? What could he do differently?
❏ 4. What should you do with something you have borrowed and need to return?
❏ 5. What do you do when you borrow something? If you don’t remember where it goes, who could
you ask? What would you say?
❏ Activities:
❏ 1. Circle the person who returned something borrowed.
❏ 2. Draw a line through the person who did not return something borrowed.
56 ®
Work Together As A Group
A group of students was assigned to make a volcano together. It’s a group project. The teacher told them, “Work
together as a group.” Glen wants to do the project his way. He’s not working with the group. Kim and Kelly are
working together to make their volcano.
❏ All Questions:
❏ 2. What were Kim and Kelly doing (point to the two girls)? Should they have done this?
❏ 3. What is Glen doing (point to boy on right)? Should he be doing this? What could he
do differently?
❏ 4. What are some ways to work together with other classmates as a group or team?
❏ 5. What do you do in your class when you have a group project? What are some of the
challenges? How do people find ways to agree?
❏ Activities:
❏ 1. Circle the students who are working together as a group. Draw lava flowing from that volcano.
❏ 2. Draw an “X” on the student who is not working with the group.
❏ 3. Draw a picture of yourself in this scene, and tell how you would act. Color the picture.

®
Be Considerate Of Other Students Working
The teacher told the students that they would all finish their papers at different times. He said, “Be considerate
of other students working.” Henry and Jake finished their paper. Henry found something quiet to do, but Jake was
talking to Lisa, who was still working on her paper.
❏ All Questions:
❏ 2. What did Henry do (point to boy on right)? Should he have done this?
❏ 3. What did Jake do (point to boy on left)? Should he have done this? What could he do differently?
❏ 4. What should you do when other students are working and you are not?
❏ 5. Which student was being considerate of the girl still working? What do you do in your class to
be considerate of others working? Have you ever been working on something and had another
student interrupt you? How did that make you feel? What could you say if that happened?
❏ Activities:
❏ 1. Draw a triangle around the student who is being considerate of other students working.
❏ 2. Draw an “X” on the student who is not being considerate of other students working.
58 ®
I Need More Time To Finish, Please!
The teacher told the students that they needed to finish working and hand in their papers. She said if anyone
needs more time they need to raise their hand and say, “I need more time to finish, please.” Chris raised his hand to
ask for more time. Gina was screaming, “That’s not fair, I’m not done yet.”
❏ All Questions:
❏ 1. What did the teacher tell the students to say if they needed more time?
❏ 2. What did Chris do (point to boy in middle)? Should he have done this?
❏ 3. What did Gina do (point to girl)? Should she have done this? What could she do differently?
❏ 4. What should you do if you cannot finish your work in the time the teacher gave you?
❏ 5. What are some other ways to ask for more time? Why is it important to ask?
❏ Activities:
❏ 1. If Gina asked for more time, draw a bow in her hair. If she did not ask for more time, draw a line
above her.
❏ 2. Draw a circle around the student who asked for more time to finish.

®
Be A Good Sport And Shake Hands
After the baseball game, the teacher told the students, “Be a good sport and shake hands.” The two teams lined
up to shake hands. Clay was on the team that won. Rich and John were on the team that did not win. Rich showed
he was a good sport and shook hands with Clay from the winning team. John was upset because his team lost and
did not shake hands.
❏ All Questions:
❏ 2. What did Clay and Rich do (point to boy on right and in middle)? Should they have done this?
❏ 3. What did John do (point to boy on left)? Should he have done this? What could he do differently?
❏ 4. What do teams usually do when a game is over to show they enjoyed playing? What are some
things you could say if you’re on the team that won? What could you say if you’re on the team
that lost?
❏ 5. Why did the teacher tell the students to be a good sport? Would you rather play with someone
who is a good sport or not a good sport? Why?
❏ Activities:
❏ 1. Color the baseball cap on a student who was being a good sport.
❏ 2. Draw a line through the student who was not being a good sport.
60 ®

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