Kindergarten Counselor Units

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

Introduce Kindergarten students to the school counselor, trusted adults, belonging, help-seeking, and school-ready listening routines.

Dr. Michael Kester-Haynes

27 Aug 2026 • 10 min read

Focus: Introduce the counselor as a safe, helpful adult in the school. Students learn that the counselor helps children with feelings, friendships, choices, worries, and school problems. The lesson can include a counselor puppet, a simple “Who helps at school?” picture sort, and a short discussion about times students might talk to the counselor.

Grade Level: K

Subject Area: School Counseling (Belonging • Trusted Adults • School-Ready Behaviors)

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

I. Introduction

This opening Kindergarten counseling lesson helps students meet the school counselor and understand that the counselor is a safe, kind, and helpful adult in the school. Students learn that the counselor helps children with feelings, friendships, worries, choices, problem-solving, and school routines.

The counselor uses simple visuals, a puppet, role cards, or a picture sort to introduce trusted adults and helping roles at school. Students practice listening, watching, following simple directions, and participating in a short classroom guidance activity. The goal is for students to feel welcomed, supported, and connected to the school community.

Essential Questions

Who is the school counselor?
How can the counselor help students?
Who are trusted adults at school?
When can students ask an adult for help?
How can students listen, follow directions, and participate during counseling lessons?

II. Objectives and Standards

Learning Objectives — Students will be able to:

Identify the school counselor as a safe and helpful adult at school.
Name ways the counselor can help, such as with feelings, friendships, worries, choices, and school problems.
Identify trusted adults at school, such as the teacher, counselor, nurse, or principal.
Recognize that they are an important part of the class and school community.
Practice school-ready behaviors such as listening, watching, following directions, and participating.
Follow a simple two-step counselor direction during an activity.
(Optional Session) Apply trusted adult and belonging concepts through a puppet scenario, picture sort, helper match, class circle, or drawing activity.

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:S6.Ka — Identify Trusted Adults
- Name trusted adults at school and understand when to go to them for help.
- Example: A student identifies the teacher, counselor, nurse, or principal as someone who can help.
C:S5.Ka — Practice Listening and Following Directions
- Demonstrate school-ready behaviors such as listening, watching, following directions, and participating.
- Example: A student follows a two-step direction during a classroom guidance activity.

Success Criteria — Student Language

I can say who the school counselor is.
I can name one way the counselor helps students.
I can name a trusted adult at school.
I can remember that I belong in my class and school.
I can listen, watch, and participate.
I can follow a simple two-step direction.

III. Materials and Resources

Tasks & Tools (counselor prepares/curates)

Counselor introduction items, such as:
- Counselor name card
- Counselor photo or office picture
- Counselor puppet
- “I help students” visual
- Feelings picture cards
- Friendship picture cards
- Worry or problem picture cards
- School helper pictures
- Class community visual
“The Counselor Helps With…” picture cards, such as:
- Feelings
- Worries
- Friendship problems
- Big feelings
- Making safe choices
- Asking for help
- Solving small problems
- Feeling included
- Calm-down tools
- School routines
Trusted adult cards, such as:
- Teacher
- School counselor
- Nurse
- Principal
- Assistant principal
- Secretary or office helper
- Playground helper
- Cafeteria helper
- Bus driver
- Librarian
- Specials teacher
- Family adult
“Who helps at school?” picture sort cards, such as:
- A student feels sick.
- A student feels sad.
- A student has a friend problem.
- A student is lost.
- A student needs help opening lunch.
- A student falls down.
- A student feels worried.
- A student does not know what to do.
- A student needs help with a school routine.
- A student wants to talk about a big feeling.
Listening and following direction cards, such as:
- Eyes watching
- Ears listening
- Calm body
- Hands safe
- Quiet voice when someone is talking
- Raise hand or wait
- Follow step one
- Follow step two
- Participate
- Try your best
Belonging cards, such as:
- I am part of my class.
- I am part of my school.
- My voice matters.
- I can ask for help.
- I can be kind.
- I can learn.
- I can participate.
- I have trusted adults.
- I belong here.
Counselor puppet prompts, such as:
- “I feel nervous on the first day.”
- “I miss my family.”
- “I do not know where to go.”
- “I feel sad because I need a friend.”
- “I feel mad and need help calming down.”
- “I need help solving a problem.”
Sorting signs or cards labeled:
- “School Counselor”
- “Trusted Adult”
- “Helps With Feelings”
- “Helps With Friends”
- “Helps With School Problems”
- “I Belong”
- “Listening Choice”
- “Following Directions”
“Who Helps Me at School?” organizer.
“I Met the School Counselor” reflection page.
Reflection slips or exit tickets.
Optional puppet, helper badges, school-helper poster, class community chart, picture book, counselor office photo, or simple matching mat.

Preparation

Prepare a short, warm counselor introduction that uses simple Kindergarten language.
Choose visuals that show the counselor helping with feelings, friendships, worries, choices, and school problems.
Create anchor charts:
- “The Counselor Helps Students”
- “Trusted Adults at School”
- “I Belong in My Class and School”
- “Listen, Watch, Follow Directions, Participate”
Prepare a counselor model, such as: “I am the school counselor. I help students with feelings, friends, worries, choices, and problems. If you feel sad, worried, or stuck, I am one adult who can help.”
Plan a simple two-step direction for students to practice, such as: “Pick a helper card and place it on the mat.”

Common Misconceptions to Surface

“The counselor only helps when someone is in trouble.” → The counselor helps with feelings, friends, worries, choices, and school success.
“Only the teacher can help me.” → Many trusted adults at school can help students.
“I should keep big feelings or big problems to myself.” → Students can tell a trusted adult when they need help.
“If I am new or nervous, I do not belong yet.” → Every student is an important part of the class and school community.
“Listening means doing nothing.” → Listening means watching, hearing, thinking, and getting ready to participate.

Key Terms (highlight in lessons) counselor, trusted adult, helper, feelings, friendship, worry, problem, help, safe, belong, class, school, listen, watch, directions, participate, teacher, nurse, principal

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.Kc, C:S6.Ka, C:S5.Ka)

Welcome & Connection (5–6 min)
- Counselor introduces self using simple language:
  - “My name is ___. I am the school counselor.”
  - “I help students with feelings, friends, worries, choices, and school problems.”
- Counselor asks:
  - “Who are adults at school who help students?”
- Record or show student ideas such as teacher, counselor, nurse, principal, secretary, playground helper, or family adult.
- Explain that everyone in the class belongs and has trusted adults who can help.
Counselor Activity (12–15 min)
- Introduce the “Who Helps Me at School?” organizer or picture mat.
- Use a counselor puppet to model a simple situation:
  - Puppet says: “I feel nervous because school is new.”
  - Counselor explains: “The counselor or teacher can help with worried or nervous feelings.”
  - Student response: Students point to or name a trusted adult.
- Model one feeling example:
  - Problem or need: A student feels sad.
  - Trusted adult: Teacher or counselor.
  - Words to say: “I feel sad. Can you help me?”
- Model one health example:
  - Problem or need: A student feels sick.
  - Trusted adult: Teacher first, then nurse if needed.
  - Words to say: “I feel sick. I need help.”
- Model one school routine example:
  - Problem or need: A student does not know where to go.
  - Trusted adult: Teacher, counselor, secretary, or principal.
  - Words to say: “I do not know where to go. Can you help me?”
- Model one friendship example:
  - Problem or need: A student needs help with a friend problem.
  - Trusted adult: Teacher or counselor.
  - Words to say: “I need help with a friend problem.”
- Students complete a simple “Who helps at school?” picture sort. For each card, students identify:
  - What does the student need?
  - Which trusted adult could help?
  - What words could the student use?
- Students practice a two-step counselor direction, such as:
  - “Choose one trusted adult card.”
  - “Put it on the helper mat.”
- Students sort cards into School Counselor, Trusted Adult, Helps With Feelings, Helps With Friends, Helps With School Problems, I Belong, Listening Choice, or Following Directions.
Discussion & Practice (6–7 min)
- Whole-group discussion:
  - “What does the counselor help students with?”
  - “Who are trusted adults in our school?”
  - “When might a student talk to the counselor?”
  - “What can students say when they need help?”
  - “How can students show listening during counselor lessons?”
- Practice help-seeking and belonging phrases:
  - “I need help.”
  - “I feel sad.”
  - “I feel worried.”
  - “Can you help me?”
  - “I can talk to the counselor.”
  - “I can ask my teacher.”
  - “I belong in my class.”
  - “I am part of my school.”
- Counselor reinforces that the counselor is one of many safe adults who helps students at school.
Reflection (2–3 min)
- Exit reflection prompt:
  - “The school counselor helps with ___.”
  - “One trusted adult at school is ___.”

Optional Session 2 — Trusted Adults and Belonging Practice (Extension — Reinforces All Standards)

Welcome & Connection (4–5 min)
- Quick review: “Who is the school counselor?”
- Students review that the counselor helps with feelings, friends, worries, choices, and school problems.
- Counselor reminds students that every student belongs in the class and school community.
Counselor Activity (15–17 min)
- Students complete a Trusted Adults and Belonging Practice activity using helper cards, puppet prompts, and class community visuals.
- Possible activity formats:
  - Helper Match: Students match a simple school problem to a trusted adult.
  - Counselor Puppet Practice: Students help the puppet choose an adult and a help-seeking phrase.
  - I Belong Circle: Students add their name, drawing, or picture to a class belonging chart.
  - Listening Practice Game: Students follow two-step directions using helper cards.
- Scenarios may include:
  - A student feels nervous.
  - A student feels sick.
  - A student falls down.
  - A student needs help with a friend.
  - A student feels worried.
  - A student is lost.
  - A student does not know what to do next.
  - A student needs help calming down.
- For each scenario, students complete:
  - The student needs ___.
  - A trusted adult who can help is ___.
  - The student can say ___.
  - The student belongs because ___.
- Students may complete an I Met the School Counselor page with prompts such as:
  - The counselor helps with ___.
  - A trusted adult at school is ___.
  - I belong in my class because ___.
Discussion & Practice (6–7 min)
- Counselor leads a debrief:
  - “Can more than one adult help with the same problem?”
  - “Who can help if someone feels sick?”
  - “Who can help if someone feels worried or sad?”
  - “Who can help if someone has a school problem?”
  - “How do we show we are ready for counselor lessons?”
- Students practice changing unsure thoughts into help-seeking words:
  - “I do not know what to do” → “Can you help me?”
  - “I feel worried” → “I can tell my teacher or counselor.”
  - “I feel sick” → “I can tell my teacher.”
  - “I need a friend” → “I can ask for help.”
  - “I am lost” → “I can ask a trusted adult.”
- Counselor reinforces that asking for help is safe, brave, and part of belonging at school.
Reflection (2–3 min)
- Final reflection prompt:
  - “If I need help at school, I can ask ___.”
  - “I belong at school because ___.”

V. Differentiation and Accommodations

Advanced Learners

Invite students to explain why different trusted adults help with different needs.
Encourage students to create their own simple school-helper scenario using a puppet or picture card.
Ask students to name more than one adult who could help if the first adult is busy.

Targeted Support

Provide visual cards for counselor, teacher, nurse, principal, help, feelings, friends, and school problem.
Use fewer trusted adult choices at first, such as teacher, counselor, nurse, and principal.
Provide sentence frames such as:
- “The counselor helps with ___.”
- “I can ask ___.”
- “I need help with ___.”
- “I belong in ___.”
Allow students to point to an adult card instead of speaking aloud.

Multilingual Learners

Provide visual and bilingual supports for key terms such as counselor, teacher, nurse, principal, help, feelings, friend, and school.
Model help-seeking 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:
- “Help please.”
- “I ask ___.”
- “I feel ___.”
- “I belong.”

IEP/504 & Accessibility

Provide a simplified helper organizer with icons, checkboxes, and short phrases.
Allow students to respond by pointing, matching, circling, drawing, dictating, moving, or speaking.
Provide extra processing time during picture sorting and helper matching.
Use concrete school photos, adult role pictures, puppets, or role badges to support understanding.
Offer flexible participation roles, such as card holder, puppet helper, helper matcher, class chart helper, listener, or observer.

VI. Assessment and Evaluation

Formative Checks (each session)

Session 1 — Picture sorting, puppet responses, trusted adult identification, and two-step direction practice show students can identify the counselor and other trusted adults.
Optional Session 2 — Helper matching, belonging chart participation, and help-seeking practice show students can connect school needs to trusted adults and participate in counseling routines.

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

Belonging in the School Community (C:S1.Kc)

2: Student participates in an activity showing they are part of the class or school community and can name or show that they belong.
1: Student participates or identifies belonging with support.
0: Student struggles to participate or connect self to the class or school community.

Identifying Trusted Adults (C:S6.Ka)

2: Student names or points to trusted adults at school, such as teacher, counselor, nurse, or principal.
1: Student identifies a trusted adult with support or from limited choices.
0: Student struggles to identify trusted adults.

Understanding When to Ask for Help (C:S6.Ka)

2: Student matches a simple need, feeling, or school problem to a trusted adult who can help.
1: Student matches a need to an adult with support.
0: Student struggles to connect school needs to adult helpers.

Listening and Following Directions (C:S5.Ka)

2: Student demonstrates school-ready behaviors such as listening, watching, participating, and following a two-step counselor direction.
1: Student demonstrates school-ready behaviors with reminders or support.
0: Student struggles to listen, participate, or follow the direction.

Participation & Reflection

2: Student participates respectfully in the counselor introduction, puppet activity, picture sort, helper match, class circle, discussion, or reflection and completes a 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 a trusted adult who can help at school.”).
Ask one question (e.g., “What could you say if you needed help?”).
Give one suggestion (e.g., “Try remembering that the counselor can help with feelings, friends, worries, and school problems.”).

VII. Reflection and Extension

Reflection Prompts

Who is the school counselor?
What can the counselor help students with?
Who are trusted adults at school?
What can students say when they need help?
How can students show they belong in the classroom and school community?

Extensions

I Met the Counselor Drawing: Students draw themselves meeting or talking to the counselor.
Who Helps at School Sort: Students match school needs to trusted adults such as teacher, counselor, nurse, or principal.
Class Belonging Chart: Students add their name, handprint, or picture to a class chart showing that everyone belongs.

Standards Trace — When Each Standard Is Addressed

C:S1.Kc — Session 1 (introducing belonging in the class and school community), Optional Session 2 (I Belong Circle and class belonging chart).
C:S6.Ka — Session 1 (identifying the counselor and other trusted adults through picture sort and puppet scenarios), Optional Session 2 (helper matching and help-seeking practice).
C:S5.Ka — Session 1 (following a two-step counselor direction and practicing listening/watching behaviors), Optional Session 2 (listening practice game and participation routines).

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