How to Wait Safely for the School Bus

School-Related Activities

Pre-K, Elementary, Middle School

Learning Objectives
  1. Describe safe behaviors while waiting for the school bus, such as standing calmly and away from the road.
  2. Demonstrate how to wait in line respectfully, keeping hands and body to themselves.
  3. Explain the importance of using a quiet voice and calm body while waiting at the bus stop.
  4. Identify what to do when the bus arrives, including waiting for it to stop completely before moving.
  5. Recognize the importance of following adult directions at the bus stop and listening for safety instructions.
  6. Practice patience and self-control while waiting for their turn to board the bus.
  7. Understand how waiting safely helps everyone stay calm and protected.

Kindergarten:
CCSS.ELA-LITERACY.SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts.
CCSS.ELA-LITERACY.SL.K.2 — Confirm understanding of a text read aloud or information presented orally.
CCSS.ELA-LITERACY.L.K.1 — Demonstrate command of the conventions of standard English grammar and usage.
CCSS.ELA-LITERACY.RL.K.3 — Identify characters, settings, and major events in a story.

Grade 1:
CCSS.ELA-LITERACY.SL.1.1 — Participate in collaborative conversations with diverse partners.
CCSS.ELA-LITERACY.SL.1.2 — Ask and answer questions about key details in a text or presentation.
CCSS.ELA-LITERACY.RL.1.3 — Describe characters, settings, and major events in a story.

Grade 2:
CCSS.ELA-LITERACY.SL.2.1 — Participate in conversations, following agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.2 — Recount or describe key ideas from oral texts.
CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between a series of events, ideas, or steps.

Grade 3:
CCSS.ELA-LITERACY.SL.3.1 — Engage effectively in collaborative discussions.
CCSS.ELA-LITERACY.SL.3.3 — Ask and answer questions about information from a speaker.
CCSS.ELA-LITERACY.RI.3.3 — Describe the relationship between events, ideas, or steps in a procedure.

Grade 4:
CCSS.ELA-LITERACY.SL.4.1 — Engage effectively in a range of collaborative discussions.
CCSS.ELA-LITERACY.SL.4.3 — Identify reasons and evidence a speaker provides to support points.
CCSS.ELA-LITERACY.RI.4.3 — Explain events, procedures, ideas, or concepts in a historical or technical text.

Grade 5:
CCSS.ELA-LITERACY.SL.5.1 — Participate in discussions, building on others’ ideas and expressing own clearly.
CCSS.ELA-LITERACY.SL.5.2 — Summarize written and spoken information.
CCSS.ELA-LITERACY.RI.5.3 — Explain relationships or interactions between events or concepts.

Grade 6:
CCSS.ELA-LITERACY.SL.6.1 — Engage in collaborative discussions, expressing ideas clearly.
CCSS.ELA-LITERACY.SL.6.2 — Interpret information presented in diverse formats.
CCSS.ELA-LITERACY.RI.6.3 — Analyze in detail how key individuals, events, or ideas are introduced.

Grade 7:
CCSS.ELA-LITERACY.SL.7.1 — Participate in a range of collaborative discussions.
CCSS.ELA-LITERACY.SL.7.2 — Analyze main ideas and supporting details in diverse media.
CCSS.ELA-LITERACY.RI.7.3 — Analyze interactions between individuals, events, and ideas.

Grade 8:
CCSS.ELA-LITERACY.SL.8.1 — Engage effectively in collaborative discussions on grade-level topics.
CCSS.ELA-LITERACY.SL.8.2 — Analyze the purpose of information in diverse media formats.
CCSS.ELA-LITERACY.RI.8.3 — Analyze how a text makes connections among individuals, ideas, or events.

  1. The student will identify 3 safe behaviors for waiting at the bus stop (e.g., standing back from the road, using a quiet voice, keeping hands to self) in 4 out of 5 opportunities with minimal prompts by [date].
  2. The student will sequence 4–5 steps for waiting for and boarding the school bus safely using visual supports in 3 out of 4 sessions by [date].
  3. The student will demonstrate appropriate bus stop behavior (e.g., staying calm, keeping backpack closed, waiting for the driver’s signal) during role-play activities in 80% of opportunities across 3 consecutive sessions by [date].
  4. The student will answer WH-questions (who, what, when, where, why) about the bus safety routine with 80% accuracy given visual or verbal cues in structured therapy tasks by [date].
  5. The student will describe the importance of safe behaviors while waiting for the bus, including at least 2 reasons, in 2 out of 3 trials with moderate support by [date].
  6. The student will use appropriate social language (e.g., “I’m waiting for the bus,” “It’s your turn”) while participating in a peer role-play about waiting safely, in 3 of 4 sessions by [date].
  7. The student will follow multi-step directions related to the bus routine (e.g., “Get your backpack and line up”) in 4 out of 5 opportunities with fading prompts by [date].

Related Companion Activity

How to Wait Safely for the School Bus