Making Easy Transitions at School

Resource Library

,
Making Easy Transitions at School
,

About This Video

Making Easy Transitions at School is a supportive life skills video that helps children learn how to move from one school activity or place to another. This video teaches learners to listen for transition cues, follow classroom routines, gather materials, and use strategies that help their bodies and minds get ready for what comes next.

Learning Objectives

After watching this video, learners will:

  1. Understand what a transition is and recognize common school-related transitions
  2. Recognize signals and cues that indicate it is time to transition
  3. Demonstrate expected behaviors during transitions, including stopping, cleaning up, and moving calmly
  4. Follow multi-step directions to prepare for and move to a new activity
  5. Acknowledge feelings that may occur during transitions and continue the transition appropriately
  6. Apply transition strategies to move between school activities in a calm and organized way

Resources for This Video

Use these resources to extend learning and build communication skills.

A digital guide with key concepts, visual supports, and review questions.

View Learning Guide

Practice language skills with targeted activities connected to the video.

Practice Language Skills

Clinician & Educator Supports

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.K.2 – Ask and answer questions about information presented orally
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about spoken and visual information
CCSS.ELA-LITERACY.L.1.6 – Use words and phrases acquired through conversations

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Engage in conversations with peers and adults
CCSS.ELA-LITERACY.SL.2.3 – Ask and answer questions to clarify comprehension
CCSS.ELA-LITERACY.L.2.6 – Use words and phrases acquired through conversations

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.3. 3 – Ask and answer questions to stay on topic and connect comments
CCSS.ELA-LITERACY.L.3.6 – Acquire and use conversational vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Participate in group discussions respectfully
CCSS.ELA-LITERACY.SL.4. 3 – Identify reasons and evidence a speaker provides

CCSS.ELA-LITERACY.L.4.6 – Use academic and domain-specific vocabulary

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Engage effectively in a range of collaborative discussions
CCSS.ELA-LITERACY.SL.5. 3 – Summarize points a speaker makes and explain how claims are supported
CCSS.ELA-LITERACY.L.5.6 – Use conversational, academic, and domain-specific words

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.6. 3 – Delineate a speaker’s argument and specific claims
CCSS.ELA-LITERACY.L.6.6 – Use academic and domain-specific vocabulary

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions with appropriate detail
CCSS.ELA-LITERACY.SL.7. 3 – Analyze a speaker’s argument and evidence
CCSS.ELA-LITERACY.L.7.6 – Accurately use grade-appropriate vocabulary

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in collaborative discussions
CCSS.ELA-LITERACY.SL.8. 3 – Evaluate a speaker’s reasoning and evidence
CCSS.ELA-LITERACY.L.8.6 – Use precise words and phrases for effective communication

  • The student will stop an activity and attend to a transition signal (timer, verbal cue, or visual cue) in 4 out of 5 opportunities by [date].
  • The student will clean up materials and organize their workspace before transitioning to the next activity in 4 out of 5 opportunities with minimal prompting by [date].
  • The student will follow at least four transition steps (stop, clean up, listen, gather materials, move calmly) in 80% of observed transitions by [date].
  • The student will transition calmly to the next activity within two minutes of a transition cue in 4 out of 5 opportunities by [date].
  • The student will identify or acknowledge a feeling related to transitioning (using words, visuals, or AAC) and continue the transition in 3 out of 4 opportunities by [date].

Keep Learning

Explore more videos that build related skills.