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Kindergarten · unit review

Review: Feelings, space and help

Name a fictional feeling, respect space and choose adult help.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Name a feeling from a story: Lee says, “I feel pleased that the missing book was found.” Which response fits?
Need a hint?
  • Use the character’s words; a face alone is not enough.
  • A feeling and an action are different; anger does not excuse harm.
2. Ask before entering body space: A visitor reaches toward a child who steps away. What next?
Need a hint?
  • Ask about the specific action and wait for a clear answer.
  • A changed answer means stop; a previous yes is not permanent.
3. Tell a trusted adult a clear problem: A teacher is absent when a child needs safety help. What next?
Need a hint?
  • Give an observed problem and location; you do not need a perfect label.
  • If one adult cannot help, tell another; safety is not the child’s job alone.
4. Choose a safe feeling response: A character is about to grab because they feel angry. What first step fits?
Need a hint?
  • A pause gives time to choose; it does not make a dangerous scene safe alone.
  • A turn plan is for a safe disagreement, not a substitute for adult safety help.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

A fictional child wants a greeting, then becomes upset when the friend chooses a wave. Draw a respectful next step and a help message if a stop is ignored.

Work on paper or in your own document. Explain the choices you made.

  • Use only the pretend details. Do not share private information about yourself or someone else.
  • Use at least two ideas you practiced in this unit.
  • Show the order or calculation, or point to the clue that helped you choose.
  • Keep the task’s safety rule, help step, or another way to take part.
Compare with a model response

Ask which greeting the friend wants, accept the wave and give space. The upset child may pause and name the feeling. If someone keeps grabbing after a stop, tell the teacher what happened and where. No child must accept touch to be friendly.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.