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Kindergarten Counselor Units

Unit Plan 36 (Grade K Counselor): Kindergarten Counselor Celebration

Celebrate Kindergarten counseling skills with feelings, calming tools, friendship, problem-solving, safe choices, trusted adults, and school success.

Dr. Michael Kester-Haynes

• 13 min read
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Unit Plan 36 (Grade K Counselor): Kindergarten Counselor Celebration

Focus: Celebrate the skills students have learned during Kindergarten counselor lessons. The counselor reviews feelings, calming tools, friendship skills, problem-solving steps, safe choices, and trusted adults through a game, movement activity, or class circle. The lesson feels joyful while reinforcing that students now have tools to help them handle feelings, solve problems, be kind friends, and succeed at school.

Grade Level: K

Subject Area: School Counseling (Celebration • Counseling Skills Review • School Success)

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

I. Introduction

This final Kindergarten counseling lesson celebrates the social, emotional, friendship, problem-solving, safety, and school-readiness skills students have practiced throughout the year. Students review how to name feelings, use calming tools, ask for help, include others, solve small problems, make safe choices, keep trying, and belong in the classroom community.

The counselor uses a joyful review format such as a class circle, movement game, counseling-skills bingo, puppet celebration, toolbox review, or station activity. Students reflect on the tools they now have and practice naming one skill they want to keep using. The goal is for students to leave the year feeling proud, capable, connected, and ready to keep using their counseling tools in school.

Essential Questions

  • What counseling skills have students learned this year?
  • What calming tools can students use when feelings get big?
  • What friendship skills help classmates feel included?
  • What problem-solving steps can students use at school?
  • How can students keep making safe, kind, and responsible choices?

II. Objectives and Standards

Learning Objectives — Students will be able to:

  1. Recognize that they are an important part of the classroom and school community.
  2. Review calming tools such as breathing, counting, using words, taking a break, asking for help, or trying again.
  3. Practice kind words and helpful friendship actions with classmates.
  4. Review simple problem-solving steps such as stop, name the problem, think of choices, and try a safe solution.
  5. Explain that learning and growing take practice, mistakes, help, and trying again.
  6. Identify safe and responsible choices that help students succeed at school.
  7. (Optional Session) Apply yearlong counseling skills through a celebration game, class circle, movement review, puppet practice, reflection page, or counseling-skills stations.

Standards Alignment — Grade K (ASCA-based Custom)

  • C:S1.Kc — Understand Belonging in the School Community
    • Recognize that they are an important part of the class and school community.
    • Example: A student participates in a class activity about how everyone has a place in the classroom.
  • C:S2.Kb — Use Simple Calming Strategies
    • Practice simple calming tools such as breathing, counting, taking a break, using words, or asking for help.
    • Example: A student practices “smell the flower, blow the candle” breathing after feeling frustrated.
  • C:S3.Ka — Practice Kind Words and Actions
    • Use kind words, friendly actions, and helpful behavior with classmates.
    • Example: A student says, “Do you want to play?” or helps a classmate pick up materials.
  • C:S4.Kb — Use Simple Problem-Solving Steps
    • Practice simple steps such as stop, name the problem, think of choices, and try a safe solution.
    • Example: A student practices saying, “Can I have a turn when you are done?”
  • C:S5.Kb — Keep Trying When Learning Is Hard
    • Understand that learning takes practice and that mistakes are part of growing.
    • Example: A student says, “I can try again,” after struggling with a puzzle or task.
  • C:S6.Kc — Make Safe and Responsible Choices
    • Recognize safe, respectful choices in common school situations.
    • Example: A student chooses walking feet in the hallway or tells an adult about an unsafe situation.

Success Criteria — Student Language

  • I can name a counseling skill I learned.
  • I can use a calming tool.
  • I can use kind words.
  • I can solve problems safely.
  • I can keep trying when something is hard.
  • I can make safe and responsible choices.
  • I can remember that I belong in my class.

III. Materials and Resources

Tasks & Tools (counselor prepares/curates)

  • Counseling skills review cards, such as:
    • Name a feeling.
    • Use a calming tool.
    • Ask for help.
    • Use kind words.
    • Share materials.
    • Take turns.
    • Listen to a friend.
    • Include others.
    • Say, “Please stop.”
    • Solve a small problem.
    • Keep trying.
    • Make a safe choice.
  • Feeling review cards, such as:
    • Happy
    • Sad
    • Mad
    • Scared
    • Worried
    • Excited
    • Calm
    • Frustrated
    • Proud
    • Nervous
    • Confused
    • Ready to learn
  • Calming tool cards, such as:
    • Smell the flower, blow the candle.
    • Count to five.
    • Take three slow breaths.
    • Squeeze and relax hands.
    • Take a short break.
    • Use words.
    • Ask for help.
    • Sit near a trusted adult.
    • Stretch safely.
    • Try one small step.
    • Say, “I am still learning.”
    • Say, “I can try again.”
  • Friendship skill cards, such as:
    • Say, “Do you want to play?”
    • Invite someone to join.
    • Share crayons.
    • Wait for a turn.
    • Help clean up.
    • Say, “Are you okay?”
    • Use kind words.
    • Make room for a classmate.
    • Listen to a partner.
    • Say, “Thank you.”
    • Say, “I’m sorry,” and make it better.
    • Ask an adult for help if needed.
  • Problem-solving step cards, such as:
    • Stop.
    • Take a breath.
    • Name the problem.
    • Think of choices.
    • Choose a safe solution.
    • Use respectful words.
    • Try one solution.
    • Ask for help if needed.
    • Try again.
    • Keep hands and feet safe.
  • Safe and responsible choice cards, such as:
    • Walk in the hallway.
    • Keep hands and feet safe.
    • Use materials safely.
    • Respect body space.
    • Listen to “stop.”
    • Follow directions.
    • Clean up materials.
    • Tell an adult if something feels unsafe.
    • Ask before touching.
    • Wait for a turn.
    • Use a quiet voice.
    • Stay with the group.
  • Perseverance cards, such as:
    • I can try again.
    • I am still learning.
    • Mistakes help me grow.
    • I can ask for help.
    • I can take one small step.
    • I can practice.
    • I can try a new way.
    • I can breathe and try again.
    • I can set a goal.
    • I can keep going.
  • Belonging and celebration cards, such as:
    • I belong in my class.
    • I am part of my school.
    • I have learned many tools.
    • My class is better when everyone belongs.
    • I can help my classroom.
    • I can be a kind friend.
    • I can be a classroom helper.
    • I can use my tools next year.
    • I can feel proud of my growth.
    • Everyone has grown.
  • Trusted adult cards, such as:
    • Teacher
    • School counselor
    • Nurse
    • Principal
    • Assistant principal
    • Secretary
    • Office helper
    • Playground helper
    • Cafeteria helper
    • Specials teacher
    • Bus driver
    • Family adult
  • Celebration game cards, such as:
    • Name one feeling.
    • Show one calming tool.
    • Say one kind phrase.
    • Name one safe choice.
    • Name one trusted adult.
    • Say one problem-solving step.
    • Show safe listening.
    • Say, “I can try again.”
    • Name one friendship skill.
    • Name one way to help the class.
    • Choose a tool from the calm-down toolbox.
    • Share one thing you learned.
  • Puppet prompts, such as:
    • Puppet feels mad and needs a calming tool.
    • Puppet wants to join play and needs kind words.
    • Puppet has a small problem and needs steps.
    • Puppet feels worried and asks a trusted adult for help.
    • Puppet forgets to share and tries again.
    • Puppet wants to quit but remembers, “I am still learning.”
    • Puppet makes an unsafe choice and fixes it.
    • Puppet includes someone who feels left out.
    • Puppet celebrates learning a counseling skill.
    • Puppet names one tool to keep using.
  • Sorting signs or cards labeled:
    • “Feelings”
    • “Calming Tools”
    • “Friendship Skills”
    • “Problem-Solving Steps”
    • “Safe Choices”
    • “Trusted Adults”
    • “Keep Trying”
    • “Belonging”
    • “Skills I Will Keep Using”
  • “Skill I Learned → When I Can Use It → How It Helps Me” organizer.
  • “Kindergarten Counselor Celebration” reflection page.
  • Reflection slips or exit tickets.
  • Optional puppet, game board, spinner, dice, game pieces, station signs, calm-down toolbox, feelings chart, trusted adult photos, stickers, certificates, music for movement review, or class celebration chart.

Preparation

  • Prepare a joyful review format that fits the class, such as a circle game, board game, station rotation, movement activity, puppet celebration, or counseling-skills bingo.
  • Choose review cards that represent the major skills taught across the year: feelings, coping, friendship, problem-solving, perseverance, safety, responsibility, trusted adults, and belonging.
  • Create anchor charts:
    • “Kindergarten Counselor Celebration”
    • “Tools I Learned This Year”
    • “Feelings, Friends, Problems, Safety, Growth”
    • “I Can Use My Tools”
    • “Skills I Will Keep Using”
  • Prepare a counselor model, such as: “One tool I learned is breathing. I can use it when I feel frustrated. It helps me calm my body and try again.”
  • Remind students that the celebration is not a test. It is a chance to remember, practice, and feel proud of the tools they have learned.

Common Misconceptions to Surface

  • “I only use counseling skills during counselor lessons.” → Students can use these tools in the classroom, hallway, playground, cafeteria, home, and next grade.
  • “If I forget a tool, I failed.” → Forgetting happens; students can practice, ask for help, and try again.
  • “Big feelings mean I am doing something wrong.” → Big feelings are normal, and students have tools and adults who can help.
  • “Problem-solving means I always get what I want.” → Problem-solving means choosing safe, respectful steps and asking for help when needed.
  • “Celebrating means we are done learning.” → Celebrating shows students are ready to keep growing and using their tools.

Key Terms (highlight in lessons) celebration, growth, belonging, feeling, calming tool, friendship skill, kind words, problem-solving, safe choice, responsible choice, trusted adult, ask for help, try again, mistake, practice, respectful, school success, toolbox, ready to learn

IV. Lesson Procedure

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

Session 1 — Kindergarten Counselor Celebration (Core Session — Addresses All Standards: C:S1.Kc, C:S2.Kb, C:S3.Ka, C:S4.Kb, C:S5.Kb, C:S6.Kc)

  • Welcome & Connection (5–6 min)
    • Counselor asks:
      • “What is one counseling skill you remember learning this year?”
    • Show or record student ideas such as feelings, breathing, sharing, taking turns, asking for help, solving problems, safe choices, kind words, or trying again.
    • Explain that today is a celebration of the tools students have learned.
    • Introduce the review routine: name the skill, practice the skill, tell how it helps.
  • Counselor Activity (12–15 min)
    • Introduce the “Skill I Learned → When I Can Use It → How It Helps Me” organizer.
    • Model one feelings and coping example:
      • Skill I learned: breathing.
      • When I can use it: when I feel mad, worried, scared, or frustrated.
      • How it helps me: it helps my body calm down and get ready to think.
    • Model one friendship example:
      • Skill I learned: using kind words.
      • When I can use it: when I want to play, share, help, or include someone.
      • How it helps me: it helps classmates feel welcome and respected.
    • Model one problem-solving example:
      • Skill I learned: stop, name the problem, think of choices, and try a safe solution.
      • When I can use it: when two students want the same toy or disagree.
      • How it helps me: it helps solve the problem without hurting others.
    • Model one perseverance example:
      • Skill I learned: keep trying when something is hard.
      • When I can use it: when writing, puzzles, sharing, cleaning up, or learning something new feels hard.
      • How it helps me: it reminds me that mistakes help me grow.
    • Model one safety example:
      • Skill I learned: making safe and responsible choices.
      • When I can use it: in the hallway, classroom, playground, cafeteria, or group work.
      • How it helps me: it keeps bodies safe and helps the class learn.
    • Use a celebration game, movement review, or class circle. Students complete prompts such as:
      • Name a feeling.
      • Show a calming tool.
      • Say a kind phrase.
      • Name one problem-solving step.
      • Choose a safe choice.
      • Name a trusted adult.
      • Say a try-again phrase.
      • Share one way everyone belongs.
    • Use a puppet celebration prompt. Students help the puppet review:
      • What feeling does the puppet have?
      • What calming tool can the puppet use?
      • What kind words can the puppet say?
      • What problem-solving step can the puppet try?
      • What safe choice should the puppet make?
      • What can the puppet say when learning is hard?
    • Students sort cards into Feelings, Calming Tools, Friendship Skills, Problem-Solving Steps, Safe Choices, Trusted Adults, Keep Trying, Belonging, or Skills I Will Keep Using.
  • Discussion & Practice (6–7 min)
    • Whole-group discussion:
      • “Which counseling tool helps when feelings get big?”
      • “Which friendship skill helps classmates feel included?”
      • “Which problem-solving step should students remember?”
      • “Which safe choices help the classroom?”
      • “How can students keep trying when something is hard?”
    • Practice celebration phrases:
      • “I can name my feelings.”
      • “I can use a calming tool.”
      • “I can use kind words.”
      • “I can stop and think.”
      • “I can choose a safe solution.”
      • “I can try again.”
      • “I can ask for help.”
      • “I belong in my class.”
    • Counselor reinforces that students now have many tools to help them handle feelings, solve problems, be kind friends, and succeed at school.
  • Reflection (2–3 min)
    • Exit reflection prompt:
      • “One counseling skill I learned is ___.”
      • “One tool I will keep using is ___.”

Optional Session 2 — Counseling Skills Celebration Stations (Extension — Reinforces All Standards)

  • Welcome & Connection (4–5 min)
    • Quick review: “What kinds of tools did we learn this year?”
    • Students review feelings tools, calming tools, friendship tools, problem-solving tools, safety tools, perseverance tools, and trusted adult supports.
    • Counselor reminds students that these tools can be used after Kindergarten too.
  • Counselor Activity (15–17 min)
    • Students complete Counseling Skills Celebration Stations using review cards, puppets, toolbox cards, kind word scripts, problem-solving cards, and safe choice cards.
    • Possible activity formats:
      • Feelings Station: Students name a feeling and match it to a body clue or tool.
      • Calming Tool Station: Students act out breathing, counting, stretching, taking a break, or asking for help.
      • Friendship Station: Students practice kind words, sharing, listening, or inviting someone.
      • Problem-Solving Station: Students practice stop, name the problem, think of choices, and choose a safe solution.
      • Safety Station: Students sort safe and not-yet-safe school choices.
      • Growth Station: Students choose a try-again phrase or name a skill they are proud of learning.
    • Scenarios may include:
      • A student feels frustrated and needs a calming tool.
      • A student wants to include someone in play.
      • Two students want the same material.
      • A student feels worried and asks a trusted adult for help.
      • A student wants to quit when learning feels hard.
      • A student needs to respect body space.
      • A student uses kind words after a mistake.
      • A student makes a safe hallway choice.
      • A student helps a classmate clean up.
      • A student celebrates a skill they learned.
    • For each scenario, students complete:
      • The skill is ___.
      • I can use it when ___.
      • It helps me by ___.
      • A trusted adult can help if ___.
      • I will keep using ___.
    • Students may complete a simple Kindergarten Counselor Celebration page with prompts such as:
      • I learned ___.
      • I can use ___.
      • I feel proud because ___.
      • I will keep practicing ___.
  • Discussion & Practice (6–7 min)
    • Counselor leads a debrief:
      • “Which station helped you remember feelings and coping tools?”
      • “Which station helped you remember friendship skills?”
      • “Which station helped you remember problem-solving steps?”
      • “Which skill are you most proud of learning?”
      • “Which skill will you keep using next year?”
    • Students practice matching review topics to tools:
      • Big feeling → breathe, count, use words, ask for help.
      • Friendship → kindness, sharing, listening, taking turns, inviting.
      • Small problem → stop, name the problem, think, choose.
      • Hard learning → try again, ask for help, take one small step.
      • Safety → walking feet, safe hands, respecting space, telling an adult.
      • Belonging → include others, help the class, remember everyone has a place.
    • Counselor reinforces that students have grown as learners, friends, problem-solvers, and classroom community members.
  • Reflection (2–3 min)
    • Final reflection prompt:
      • “I feel proud because ___.”
      • “A tool I will use next year is ___.”

V. Differentiation and Accommodations

Advanced Learners

  • Invite students to explain how one counseling skill can help in more than one school situation.
  • Encourage students to create their own review scenario with a feeling, tool, friendship skill, problem-solving step, and safe choice.
  • Ask students to identify which skill they could help a classmate practice kindly.

Targeted Support

  • Provide visual cards for feelings, calm tools, friends, problem-solving steps, safe choices, trusted adults, and try-again phrases.
  • Use fewer review categories at first, such as feelings, tools, friends, and safety.
  • Provide sentence frames such as:
    • “I learned ___.”
    • “I can use ___.”
    • “This helps me ___.”
    • “I feel proud because ___.”
  • Allow students to point to a skill card or tool card instead of speaking aloud.

Multilingual Learners

  • Provide visual and bilingual supports for key terms such as feeling, calm, friend, help, safe, try, tool, proud, and school.
  • Model celebration language with gestures, visuals, puppets, and repeated practice.
  • Allow students to respond with pointing, drawing, home language, single words, or partner rehearsal.
  • Provide simple speaking stems:
    • “I learned ___.”
    • “I use ___.”
    • “I proud.”
    • “Help please.”

IEP/504 & Accessibility

  • Provide a simplified celebration organizer with icons, checkboxes, and short phrases.
  • Allow students to respond by pointing, matching, circling, moving, drawing, dictating, using AAC, or speaking.
  • Provide extra processing time during review games, station rotations, sorting, and reflection.
  • Use concrete visuals, puppets, feelings charts, calm-down toolbox objects, first/then visuals, trusted adult photos, or classroom photos to support understanding.
  • Offer flexible participation roles, such as puppet helper, card sorter, tool matcher, game piece mover, station helper, celebration chart helper, observer, or reflection drawer.

VI. Assessment and Evaluation

Formative Checks (each session)

  • Session 1 — Review game responses, puppet discussion, calming tool practice, kind word examples, problem-solving steps, safe choice sorting, and reflection responses show students can recall and practice yearlong counseling skills.
  • Optional Session 2 — Celebration station responses, topic-to-tool matching, growth statements, safe choice sorting, and final reflection pages show students can apply counseling tools across familiar Kindergarten situations.

Summative — Kindergarten Counselor Celebration Task (0–2 per criterion, total 10)

  1. Belonging in the School Community (C:S1.Kc)
  • 2: Student recognizes or participates in a celebration activity showing that they are an important part of the classroom or school community.
  • 1: Student participates in a belonging or celebration activity with support.
  • 0: Student struggles to connect self to classroom belonging.
  1. Using Calming Strategies (C:S2.Kb)
  • 2: Student practices or selects a calming tool such as breathing, counting, taking a break, using words, asking for help, stretching, or trying one small step.
  • 1: Student practices or selects a calming tool with support.
  • 0: Student struggles to identify or practice a calming tool.
  1. Kind Words and Helpful Actions / Problem-Solving Review (C:S3.Ka, C:S4.Kb)
  • 2: Student identifies or practices kind words, helpful actions, or simple problem-solving steps such as stop, name the problem, think of choices, and choose a safe solution.
  • 1: Student identifies or practices kind words/actions or problem-solving steps with support.
  • 0: Student struggles to identify kind actions or problem-solving steps.
  1. Perseverance and Safe Choices (C:S5.Kb, C:S6.Kc)
  • 2: Student identifies or selects a try-again response and a safe/responsible school choice, such as walking feet, safe hands, asking for help, respecting space, or telling an adult.
  • 1: Student identifies perseverance or safe-choice skills with support.
  • 0: Student struggles to identify try-again responses or safe choices.
  1. Participation & Reflection
  • 2: Student participates respectfully in the celebration game, class circle, movement review, puppet practice, sorting, stations, discussion, or reflection and completes a response about a counseling skill they learned.
  • 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 remembered a calming tool and explained when you can use it.”).
  • Ask one question (e.g., “Which counseling skill will you keep using next year?”).
  • Give one suggestion (e.g., “Try adding a sentence like ‘This helps me when ___’ to explain your tool.”).

VII. Reflection and Extension

Reflection Prompts

  • What is one counseling skill students learned this year?
  • What calming tool can students keep using?
  • What friendship skill helps classmates feel included?
  • What problem-solving step should students remember?
  • What safe choice helps students succeed at school?

Extensions

  • Counseling Toolbox Certificate: Students draw or choose one tool they are proud of learning and add it to a certificate or celebration page.
  • Class Skills Chart: Students add cards, drawings, or stickers to a class chart showing feelings tools, friendship tools, problem-solving tools, safety tools, and try-again tools.
  • Movement Review Game: Students act out a calming tool, safe choice, kind action, or problem-solving step when the counselor calls out a review prompt.

Standards Trace — When Each Standard Is Addressed

  • C:S1.Kc — Session 1 (celebrating students’ belonging and growth as members of the classroom community), Optional Session 2 (class skills chart and celebration reflection).
  • C:S2.Kb — Session 1 (reviewing and practicing calming tools such as breathing, counting, taking a break, using words, and asking for help), Optional Session 2 (calming tool station and toolbox certificate).
  • C:S3.Ka — Session 1 (reviewing kind words and helpful friendship actions through game cards and puppet prompts), Optional Session 2 (friendship station and kind action practice).
  • C:S4.Kb — Session 1 (reviewing stop, name the problem, think of choices, and choose a safe solution), Optional Session 2 (problem-solving station and scenario practice).
  • C:S5.Kb — Session 1 (reviewing try-again language, mistakes as part of growth, and perseverance tools), Optional Session 2 (growth station and reflection prompts).
  • C:S6.Kc — Session 1 (reviewing safe and responsible choices across school settings), Optional Session 2 (safety station and safe-choice sorting).

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