Everyday Manners and Etiquette — Level 1

Ten units, 100 supported lessons, and ten review checks. Parent-supported local review: read the words aloud while Luna narration is on hold. Learning progress is not saved.

• Hello to Someone Familiar — Identify an explicitly requested pictured greeting during a narrated familiar visit.
• A Wave Can Say Hello — Identify a modeled wave without requiring speech or a performed wave.
• Hello from My Seat — Identify a seated greeting; do not rank it below a standing greeting.
• Answering a Greeting — Identify a requested wave or communication-device response after a narrated hello.
• Meeting a New Classmate — Identify a specified greeting in an adult-supported introduction.
• The Name a Friend Uses — Identify the canon friend named in the model; this is supported name-picture retrieval, not testing name etiquette.
• Hello with Space — Identify a specified no-touch greeting; do not judge a different valid greeting as wrong.
• Hello to a Small Group — Identify a requested greeting in a narrated familiar-group context.
• Saying Goodbye — Identify a specified farewell action after narration establishes that a visit is ending.
• More Than One Way to Greet — Recognize modeled greeting alternatives through explicit scene-detail requests, without claiming cultural coverage.
• Friendly Greetings — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Ask for a Turn — Choose a clear request for an item someone is using.
• Ask for Help — Choose a short request when a task needs assistance.
• Ask for a Drink — Communicate a drink need without assuming a particular spoken formula.
• Ask to Join — Choose a request to enter a shared game.
• Please Is One Friendly Word — Recognize please as one customary request form, not a condition for care.
• Pointing Can Be a Request — Recognize a clear pointing or communication-board request.
• Make the Need Clear — Choose a request that identifies the needed item.
• Ask Again More Clearly — Choose a clearer request after someone says they did not understand.
• A Request Can Get a Different Answer — Recognize a respectful reply offering another time or option.
• My Kind Request Review — Select fitting requests across taught situations.
• Asking Kindly — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Thanks for Passing It — Choose an acknowledgment after a requested item is passed.
• Thanks for Helping — Recognize a response to someone's help.
• A Gesture of Thanks — Recognize a sign, wave, or communication aid as thanks.
• Thanks for Making Room — Choose acknowledgment when someone creates space.
• Thanks for Waiting — Recognize another person's offered patience.
• Receiving a Small Gift — Choose an acknowledgment without requiring affection or excitement.
• Thanks for an Invitation — Recognize appreciation while allowing acceptance or say no.
• Answering Thanks — Choose a modeled friendly acknowledgment of thanks.
• Care without a Required Thank-You — Recognize that a person still receives needed help when speech is difficult.
• Thanks in Familiar Moments — Retrieve acknowledgments across varied taught contexts.
• Thanks and Acknowledgment — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Ask before Borrowing — Choose asking before using another person's item.
• Wait for the Answer — Recognize that a request alone is not permission.
• A Person Can Say No — Choose respecting a declined borrowing request.
• My Own Special Thing — Recognize that keeping a personal item is allowed.
• Use the Shared Place — Distinguish a clearly labeled shared item from a personal one.
• Give Room to Move — Choose a clear path for a person to pass.
• Space for Different Bodies — Choose enough room for someone using a mobility aid.
• Ask before Touching — Recognize asking rather than assuming touch is welcome.
• Changing a Greeting Choice — Choose a wave when someone declines a hug.
• Return What Was Borrowed — Recognize returning an item to its owner when the agreed use ends.
• Space and Belongings — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Whose Turn Is Shown — Identify a turn from an explicit modeled turn marker.
• My Turn Begins — Choose starting when the visible turn marker reaches the learner.
• Your Turn Begins — Choose passing the marker when a short modeled turn ends.
• Ask to Be Next — Choose a request for an upcoming turn.
• Something to Do While Waiting — Choose an offered activity while another person has a turn.
• A Longer Turn May Be Needed — Recognize a stated extra-time need without judging speed.
• Taking Turns with Help — Choose adult support when the turn order is unclear.
• A Shared Toy and a Personal Toy — Distinguish an agreed shared-turn game from required sharing of personal property.
• Rejoining after a Break — Choose asking where to rejoin an agreed turn routine.
• Turn-Taking Review — Apply visible turn information across taught shared activities.
• Taking Turns — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Someone Is Sharing an Idea — Recognize giving space for an expressed thought without requiring eye contact.
• My Idea Can Wait Briefly — Choose an offered way to hold a nonurgent idea during a short turn.
• Let Someone Know I Want a Turn — Choose a modeled hand signal or communication request.
• A Message Can Take Time — Recognize waiting for a communication-device message to finish.
• Say That Again, Please — Choose asking for repetition when a message is unclear.
• I Did Not Hear — Choose a clear request to hear the message again.
• An Urgent Need Can Interrupt — Recognize that getting help for an immediate need takes priority over a speaking turn.
• Different Ways to Listen — Recognize listening without demanding stillness or eye contact.
• A Comfortable Voice — Choose an offered quieter speaking option for a clearly stated nearby listener's need.
• Conversation Choices Review — Distinguish ordinary turn requests from immediate help requests.
• Sharing a Conversation — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Invite Someone to Join — Choose a simple invitation with room for a no.
• Someone Prefers to Watch — Respect a wish to watch rather than join.
• Agree on a Shared Game — Choose checking the shared plan before starting.
• Offer a Choice of Roles — Recognize offering rather than assigning another child's role.
• An Idea Can Be Different — Choose a respectful response to a different play idea.
• Make Room in the Game — Choose an accessible role offered to a willing participant.
• Ask before Changing the Game — Choose checking with players before changing an agreed activity.
• Pause When Someone Says Stop — Recognize pausing contact or play after a stop request.
• Leave a Game Kindly — Choose a clear way to say the learner is finished.
• Play Choices Review — Select respectful choices without judging a preference for playing alone.
• Being Together in Play — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Find My Eating Place — Identify an explicitly shown personal place at a shared table.
• Make Room for Someone — Choose moving an unneeded belonging so another person can use their place.
• Ask for Something to Be Passed — Choose a request for an item beyond comfortable reach.
• Pass to the Person Who Asked — Recognize passing a safe, cool item toward the requesting person.
• Ask for Help with a Container — Choose help when a meal container is difficult to open.
• A Napkin Can Help — Recognize an optional napkin or requested help for wiping.
• A Small Spill Happens — Choose calmly telling someone and asking for help with a small water spill.
• Keep Shared Food for Sharing — Choose asking before taking from an explicitly shared serving dish.
• Different Tools for Eating — Recognize hands, adapted tools, or utensils as valid in the modeled meal context.
• Everyday Table Review — Select considerate table choices without formal place-setting rules.
• At the Everyday Table — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Yes or No to an Offer — Recognize accepting or declining an offered food.
• I Am Finished — Choose communicating that the learner has finished eating.
• Ask for More — Choose a clear request for another helping.
• A Smaller Helping — Choose requesting a smaller portion without judging appetite.
• This Feels Uncomfortable — Choose telling a trusted adult about discomfort.
• Ask for a Different Tool — Choose requesting an eating tool that is easier to use.
• A Different Seat or Break — Choose asking for a seating change or break when needed.
• Other People Eat Different Foods — Recognize respectful acknowledgment of unfamiliar food without requiring tasting.
• Ask about the Family Routine — Choose asking what to do with a used dish in this particular setting.
• Meal Choices Review — Respect appetite, sensory needs, and different family routines.
• Comfort and Choice at Meals — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• An Accidental Bump — Choose checking whether the other person wants help after a bump.
• A Spilled Belonging — Choose offering help after accidentally knocking over safe items.
• Tell What Happened — Recognize a short acknowledgment of what happened without forced apology.
• Ask What Would Help — Choose asking what support the affected person wants.
• Help Can Be Declined — Recognize respecting a person's choice to manage their own belongings.
• Return an Item Taken by Mistake — Choose returning an item to the person it belongs to.
• Try a Kinder Request — Choose rephrasing a demand as a clear request in a supported example.
• Get Help with a Disagreement — Choose trusted-adult support when children cannot settle a shared-use problem.
• A Fresh Start — Recognize returning to play after an agreed repair without forced forgiveness or contact.
• Our Everyday Choices — Apply greetings, requests, boundaries, turns, and meal choices in cumulative scenarios.
• Putting Things Right Together — Show What You Know — A parent-read local review. Audio and saved learner progress are held.

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