Making Everyone Feel Welcome
Students learn to use welcome behaviors (greet, make space, invite to join), say classmates' names correctly, use respectful language for all classmates, notice when someone is left out and take one action to include them, and share something genuine they appreciate about a classmate who is different from them.
Lesson Overview
What students will be able to do after this lesson: Students will be able to use at least one welcome behavior (greet, make space, invite to join) when a classmate arrives or joins a group; ask for and use a classmate’s name the way they want it said; use kind, respectful language when talking about or to classmates with different backgrounds, abilities, or appearances; notice when someone is left out and choose one action to include them; and share one specific, genuine thing they appreciate about a classmate who is different from them.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Welcome Moves | SoA-INC-2-1 · SoA-INC-2-2 |
| 2 | Respectful Language and Noticing Exclusion | SoA-INC-2-3 · SoA-INC-2-4 |
| 3 | Seeing What Makes Someone Special | SoA-INC-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SoA-EMP-2-3 | Considering another’s viewpoint is what makes inclusion feel genuine rather than token — the perspective-taking from L14 grounds the inclusion behaviors here |
| SA-IDN-2-4 | Appreciating what is different about classmates is grounded in the same appreciation of difference taught inward in SA-IDN |
| RS-COM-2-1 | Listening and making physical space are both welcome behaviors — active listening skills from L20 support the inclusion behaviors here |
Key Vocabulary
- Welcome behavior — Something you do to help someone feel like they belong — a greeting, making space, or an invitation to join
- Inclusion — Making sure everyone has a place and feels part of what’s happening — no one left out
- Respectful language — Words that honor how people want to be described and talked about — words that build up rather than leave out
- Left out — When someone doesn’t have a place in an activity, group, or conversation — whether on purpose or by accident
- Genuine appreciation — A real, specific thing you notice and value about someone — not a polite generic compliment
Materials
- Whiteboard or chart paper for I Do modeling and the sentence frame anchor
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
- — post all three segment frames before Day 1
How this lesson is structured: Each skill segment below has an I Do (teacher models the skill with a realistic scenario) and a We Do (class practices together with your guidance). Independent practice — the You Do — lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 4 quick set-ups before the I DoBeing “left out” isn’t always on purpose — and noticing it is a skill · Inclusion doesn’t mean everyone in every group all the time · Saying someone’s name correctly is a respect skill — not a small thing · Respectful language describes difference without judgment — not “sad,” not “weird,” not excessively amazing
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Welcome Moves
- What’s inside
- I do: 4 teacher modelsThe clean example (three welcome behaviors demonstrated) · Wrong version → fix (being present but passive) · Asking for the correct name pronunciation · Everyday welcome at an ordinary moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Respectful Language and Noticing Exclusion
- What’s inside
- I do: 4 teacher modelsRespectful language in practice · Noticing when someone is left out — and acting · Noticing an accidental exclusion and choosing a subtle action · Respectful language includes not commenting on physical appearance
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Seeing What Makes Someone Special
- What’s inside
- I do: 4 teacher modelsThe clean example (a genuine, specific appreciation across difference) · Wrong version → fix (generic or forced appreciation) · Appreciation for a difference in ability or approach · Appreciation across background or experience
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Social Awareness resources for Grade 2, ready to use today.
