Grade 1 Counselor Units

Unit Plan 1 (Grade 1 Counselor): Meet the School Counselor

Introduce Grade 1 students to the school counselor, trusted adults, help-seeking, belonging, and school success through simple scenario sorting.

Dr. Michael Kester-Haynes

18 Aug 2026 • 10 min read

Focus: Introduce or reintroduce the school counselor as a trusted adult who helps students with feelings, friendships, problem-solving, safety, and school success. The counselor uses a puppet, picture cards, or a simple “When would I see the counselor?” scenario sort to help students understand the counselor’s role. Students practice naming trusted adults in the building and learn that asking for help is a strong and responsible choice.

Grade Level: 1

Subject Area: School Counseling (Trusted Adults • Belonging • School Success)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This opening Grade 1 counseling lesson helps students understand who the school counselor is and how the counselor helps students at school. Students learn that the counselor is a trusted adult who supports feelings, friendships, problem-solving, safety, learning habits, and school success. The counselor is introduced as someone who helps the whole school community, not only students who are having a problem.

The lesson uses simple, age-appropriate tools such as a puppet, picture cards, school helper cards, or a “When would I see the counselor?” scenario sort. Students practice naming trusted adults in the building, including the teacher, counselor, nurse, principal, playground supervisor, and other helpers. The goal is for students to feel connected, safe, and confident asking for help when they need it.

Essential Questions

Who is the school counselor?
What kinds of things can the counselor help students with?
Who are trusted adults at school?
When should students ask for help?
How can students help the classroom feel kind, safe, and welcoming?

II. Objectives and Standards

Learning Objectives — Students will be able to:

Identify the school counselor as a trusted adult who helps students with feelings, friendships, problem-solving, safety, and school success.
Name trusted adults at school, such as the teacher, counselor, nurse, principal, playground supervisor, or other school helpers.
Explain simple examples of when a student might ask the counselor or another trusted adult for help.
Recognize that each student is an important member of the classroom community.
Practice school-ready behaviors such as listening, watching, following directions, participating, and completing a simple lesson routine.
(Optional Session) Apply trusted adult and counselor-role knowledge through picture sorting, puppet practice, or school helper matching.

Standards Alignment — Grade 1 (ASCA-based Custom)

C:S1.1c — Show Belonging in the Classroom and School
- Recognize that they are an important member of the class and can help create a kind, safe, welcoming community.
- Example: A student names one way they can help classmates feel included during group work or play.
C:S6.1a — Identify Trusted Adults and Helping Roles
- Name trusted adults at school and explain when to ask them for help.
- Example: A student identifies the teacher, counselor, nurse, principal, or playground supervisor as adults who can help.
C:S5.1a — Practice Listening and Following Directions
- Use school-ready behaviors such as listening, watching, following directions, participating, and completing classroom routines.
- Example: A student follows a three-step counselor lesson direction: listen, choose a card, and share with a partner.

Success Criteria — Student Language

I can tell who the school counselor is.
I can name trusted adults at school.
I can tell when I might ask for help.
I can help my classroom feel kind, safe, and welcoming.
I can listen, follow directions, and participate during counseling lessons.

III. Materials and Resources

Tasks & Tools (counselor prepares/curates)

School counselor picture card or puppet.
School helper cards, such as:
- Teacher
- School counselor
- Nurse
- Principal or assistant principal
- Playground supervisor
- Cafeteria helper
- Bus driver
- Librarian or specials teacher
- Secretary or office helper
- Family adult
Counselor-help cards, such as:
- Feelings
- Friendship problems
- Worry
- Sadness
- Anger
- Problem-solving
- Asking for help
- Safety
- Belonging
- Learning habits
- Goals
- Kind choices
Scenario cards showing realistic Grade 1 situations, such as:
- A student feels sad and wants to talk.
- A student is worried about coming to school.
- A student is having a friendship problem.
- A student gets hurt and needs the nurse.
- A student does not understand the directions.
- A student sees unsafe play on the playground.
- A student feels left out during recess.
- A student needs help solving a problem calmly.
- A student wants to learn how to use kind words.
- A student wants to help the class feel welcoming.
Belonging action cards, such as:
- Invite someone to play.
- Use kind words.
- Listen to a classmate.
- Share materials.
- Follow directions.
- Keep hands and feet safe.
- Ask for help.
- Include someone in a group.
- Say, “You can join us.”
Listening and following directions cards, such as:
- Eyes watching.
- Ears listening.
- Body calm.
- Hands safe.
- Wait for directions.
- Try the task.
- Share with a partner.
Sorting signs or cards labeled:
- “Counselor Can Help”
- “Teacher Can Help”
- “Nurse Can Help”
- “Principal or Office Can Help”
- “Playground or Bus Helper Can Help”
- “Ask a Trusted Adult”
- “Kind Classroom Choice”
- “Ready to Learn Choice”
“Problem or Feeling → Trusted Adult → Words to Say” organizer.
Reflection slips or exit tickets.
Optional puppet, school map, counselor role poster, trusted adult matching mat, or “My School Helpers” mini-book.

Preparation

Prepare simple picture-based scenarios that show the counselor’s role and other trusted adult roles.
Create anchor charts:
- “The Counselor Helps with Feelings, Friendships, Problems, Safety, and School Success”
- “Trusted Adults Help Keep Students Safe and Supported”
- “Asking for Help Is Strong and Responsible”
- “I Belong in My Classroom”
Prepare a counselor model, such as: “If I feel worried or have a friendship problem, I can tell my teacher or ask to talk with the counselor. I can say, ‘I need help with a problem.’”
Remind students that they do not have to share private problems with the whole group. They can use pretend examples from the cards.

Common Misconceptions to Surface

“The counselor only helps when someone is in trouble.” → The counselor helps with feelings, friendships, problem-solving, safety, goals, and school success.
“Asking for help is bad.” → Asking for help is strong, safe, and responsible.
“Only the counselor can help.” → Many trusted adults at school can help with different problems.
“I should wait until a problem is huge.” → Students can ask for help before a problem grows.
“Belonging just happens.” → Students help create belonging by using kind, safe, and welcoming choices.

Key Terms (highlight in lessons) school counselor, trusted adult, help, feelings, friendship, problem-solving, safety, belonging, kind, safe, welcoming, listen, follow directions, participate, school helper, responsible choice

IV. Lesson Procedure

(Each session follows: Welcome & Connection → Counselor Activity → Discussion & Practice → Reflection. Timing for a 30-minute counseling lesson.)

Session 1 — Meet the School Counselor (Core Session — Addresses All Standards: C:S1.1c, C:S6.1a, C:S5.1a)

Welcome & Connection (5–6 min)
- Counselor introduces self and asks:
  - “What do you think a school counselor helps students with?”
- Record student ideas such as feelings, friends, problems, worries, safety, learning, or being kind.
- Explain that the counselor is a trusted adult who helps students learn tools for school and life.
- Remind students that counseling lessons are a place to practice listening, sharing, kindness, and safe choices.
Counselor Activity (12–15 min)
- Introduce the “Problem or Feeling → Trusted Adult → Words to Say” organizer.
- Use a puppet or picture card to model a student who needs help.
- Model one feelings scenario:
  - Problem or feeling: “The puppet feels worried.”
  - Trusted adult: teacher or counselor.
  - Words to say: “I feel worried. Can you help me?”
- Model one friendship scenario:
  - Problem or feeling: “The puppet feels left out at recess.”
  - Trusted adult: teacher, counselor, or playground supervisor.
  - Words to say: “I feel left out. I need help.”
- Model one health scenario:
  - Problem or feeling: “The puppet feels sick.”
  - Trusted adult: teacher or nurse.
  - Words to say: “I feel sick. I need help.”
- Model one safety scenario:
  - Problem or feeling: “The puppet sees unsafe play.”
  - Trusted adult: playground supervisor, teacher, counselor, or principal.
  - Words to say: “Someone could get hurt. We need help.”
- Students work with picture cards or scenario cards. For each card, they identify:
  - What is happening?
  - Is this about feelings, friendship, safety, health, learning, or belonging?
  - Which trusted adult could help?
  - What words could the student use to ask for help?
- Students sort cards into Counselor Can Help, Teacher Can Help, Nurse Can Help, Principal or Office Can Help, Playground or Bus Helper Can Help, Ask a Trusted Adult, Kind Classroom Choice, or Ready to Learn Choice.
Discussion & Practice (6–7 min)
- Whole-group discussion:
  - “What can the counselor help students with?”
  - “Who are trusted adults in our school?”
  - “When should students ask for help?”
  - “How can students help classmates feel included?”
  - “What listening and following-direction choices help us during counseling lessons?”
- Practice help-seeking and belonging phrases:
  - “I need help.”
  - “I feel ___.”
  - “Can you help me?”
  - “I do not feel safe.”
  - “You can join us.”
  - “I can listen.”
  - “I can follow directions.”
- Counselor reinforces that asking for help is a strong and responsible choice.
Reflection (2–3 min)
- Exit reflection prompt:
  - “One trusted adult at school is ___.”
  - “The counselor can help with ___.”

Optional Session 2 — School Helpers and Belonging Practice (Extension — Reinforces All Standards)

Welcome & Connection (4–5 min)
- Quick review: “Who can help students at school?”
- Students name trusted adults such as teacher, counselor, nurse, principal, playground supervisor, cafeteria helper, bus driver, librarian, or secretary.
- Counselor reminds students that different adults help with different needs.
Counselor Activity (15–17 min)
- Students complete a School Helpers and Belonging Practice activity using new picture cards or a school helper map.
- Scenarios may include:
  - A student feels worried before school.
  - A student does not have someone to play with.
  - A student falls on the playground.
  - A student needs help following directions.
  - A student sees unsafe behavior.
  - A student wants to help a classmate feel included.
- For each scenario, students complete:
  - The student needs help with ___.
  - A trusted adult who could help is ___.
  - The student could say ___.
  - A kind classroom choice is ___.
- Students may create a simple My School Helpers page with drawings or labels for trusted adults.
- Students may practice a three-step counselor lesson routine:
  - Listen to the direction.
  - Choose a helper or scenario card.
  - Share one answer with a partner or the group.
Discussion & Practice (6–7 min)
- Counselor leads a debrief:
  - “Which adults help with feelings?”
  - “Which adults help with health or injury?”
  - “Which adults help with playground or bus safety?”
  - “How can students help the classroom feel welcoming?”
  - “How did we practice listening and following directions today?”
- Students practice matching needs to helpers:
  - Feeling worried → teacher or counselor.
  - Friendship problem → teacher or counselor.
  - Feeling sick → teacher or nurse.
  - Unsafe playground problem → playground supervisor or teacher.
  - Office or arrival need → secretary, teacher, or principal.
- Counselor reinforces that students belong in the school community and have trusted adults who care about them.
Reflection (2–3 min)
- Final reflection prompt:
  - “If I need help, I can ask ___.”
  - “One way I can help my class feel welcoming is ___.”

V. Differentiation and Accommodations

Advanced Learners

Invite students to explain why one trusted adult is a good match for a specific problem.
Encourage students to create their own “When would I see the counselor?” scenario.
Ask students to name a backup trusted adult if the first adult is busy.

Targeted Support

Provide visual cards for trusted adults, feelings, school places, and help-seeking phrases.
Use fewer scenario cards and model one full “problem → adult → words” example before students practice.
Provide sentence frames such as:
- “I can ask ___.”
- “The counselor helps with ___.”
- “I need help with ___.”
- “I belong because ___.”
Allow students to point to picture cards instead of giving full verbal responses.

Multilingual Learners

Provide visual and bilingual supports for key terms such as help, teacher, counselor, nurse, friend, safe, and listen.
Allow students to rehearse help-seeking phrases with a partner before sharing.
Use icons for feelings, friends, safety, health, classroom, playground, and school helpers.
Provide simple speaking stems:
- “I need help.”
- “I feel ___.”
- “I can ask ___.”
- “You can join.”

IEP/504 & Accessibility

Provide a simplified school helper organizer with icons, checkboxes, and short sentence stems.
Allow students to respond by pointing, matching, circling, drawing, dictating, or speaking.
Provide extra processing time during sorting and partner sharing.
Allow students to participate as card holder, sorter, partner, listener, speaker, or puppet helper.
Offer a nonverbal help card or signal for students who may need support asking for help.

VI. Assessment and Evaluation

Formative Checks (each session)

Session 1 — Scenario sorting and discussion responses show students can identify the counselor’s role, name trusted adults, and practice help-seeking language.
Optional Session 2 — School helper matching and “My School Helpers” pages show students can connect common needs to trusted adults and describe one belonging-building choice.

Summative — Meet the School Counselor Task (0–2 per criterion, total 10)

Counselor and Trusted Adult Roles (C:S6.1a)

2: Student names the counselor or another trusted adult and explains one way that adult can help.
1: Student names a trusted adult with support or gives a limited explanation.
0: Student struggles to identify trusted adults or helping roles.

When to Ask for Help (C:S6.1a)

2: Student identifies a situation where asking a trusted adult for help is appropriate.
1: Student identifies a help-seeking situation with support.
0: Student struggles to identify when to ask for help.

Classroom and School Belonging (C:S1.1c)

2: Student names one way they can help create a kind, safe, welcoming classroom or school community.
1: Student names a kind or safe action with support.
0: Student struggles to identify belonging-building actions.

Listening and Following Directions (C:S5.1a)

2: Student practices school-ready behaviors such as listening, watching, following directions, participating, or completing a simple routine.
1: Student practices school-ready behaviors with reminders.
0: Student struggles to follow the lesson routine.

Participation & Reflection

2: Student participates respectfully in picture sorting, puppet practice, partner sharing, school helper matching, discussion, or reflection and completes a thoughtful response about the counselor or trusted adults.
1: Student participates inconsistently or reflection is brief/general.
0: Student rarely participates or reflection is incomplete.

Feedback Protocol (TAG)

Tell one strength (e.g., “You named the counselor as someone who can help with feelings and friendship problems.”).
Ask one question (e.g., “Who else could help if the counselor is not nearby?”).
Give one suggestion (e.g., “Try adding the words you could say when you need help.”).

VII. Reflection and Extension

Reflection Prompts

Who is the school counselor?
What is one thing the counselor can help students with?
Who is one trusted adult at school?
What words can students use when they need help?
What is one way students can help the classroom feel kind, safe, and welcoming?

Extensions

My School Helpers Mini-Book: Students draw or label trusted adults who can help with feelings, safety, health, friendship, and learning.
Counselor Role Sort: Students sort picture cards into “counselor can help,” “teacher can help,” “nurse can help,” and “other trusted adult can help.”
Belonging Circle: Students share or draw one kind action that helps classmates feel welcome.

Standards Trace — When Each Standard Is Addressed

C:S1.1c — Session 1 (connecting kind, safe, welcoming choices to classroom belonging), Optional Session 2 (belonging practice and reflection on helping classmates feel included).
C:S6.1a — Session 1 (identifying the counselor and other trusted adults), Optional Session 2 (school helper matching and help-seeking practice).
C:S5.1a — Session 1 (practicing listening, watching, following directions, and participating during the lesson), Optional Session 2 (three-step counselor lesson routine and partner sharing).

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