Feelings and Life Skills — 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.

• Happy — Connect happy with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Sad — Connect sad with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Angry — Connect angry with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Worried — Connect worried with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Excited — Connect excited with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Calm — Connect calm with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Happy and Excited — Connect happy and excited with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Sad and Worried — Connect sad and worried with a named speaker's explicit self-report; do not infer the feeling from appearance.
• A Feeling Can Change — Attribute an explicitly stated current feeling to its speaker after a short before/now report.
• Our Feeling Words — Connect happy and sad and angry and worried and excited and calm with a named speaker's explicit self-report; do not infer the feeling from appearance.
• Words for Feelings — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Someone Can Tell Us — Use the character's stated feeling as evidence.
• A Face Is One Clue — Recognize that an expression alone leaves a feeling uncertain.
• Ask Rather than Guess — Choose seeking the person's account when their feeling is unknown.
• Two People, Two Feelings — Recognize different stated feelings about the same event.
• A Smile Has More than One Meaning — Avoid assigning one emotion from a smile without context.
• Quiet Does Not Tell the Whole Story — Recognize that silence alone does not identify a feeling.
• Moving Bodies, Different Feelings — Avoid equating movement or stillness with a particular feeling.
• Feeling Two Things — Recognize two feelings a character explicitly reports together.
• It Is Okay to Be Unsure — Recognize uncertainty as a valid response when information is missing.
• Listen to Their Feeling — Distinguish self-report from an unsupported observer guess.
• My Feeling, Your Feeling — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Feeling Tired — Connect a stated tired feeling with an offered chance to rest.
• Feeling Hungry — Recognize a character reporting hunger without judging appetite.
• Feeling Thirsty — Recognize a stated need for a drink.
• Too Loud for Me — Recognize the character's report that sound feels uncomfortable.
• Too Bright for Me — Recognize the character's stated wish for gentler light.
• Too Warm or Too Cool — Identify the comfort need the character explicitly names.
• My Body Wants to Move — Recognize a stated wish for an available movement break.
• My Body Wants a Quiet Pause — Recognize a stated wish for less activity or a quiet place.
• Something Feels Uncomfortable — Choose telling a trusted adult about an unclear discomfort without diagnosing it.
• Body Clues Are Personal — Recognize that people can describe different needs in the same setting.
• Noticing My Body — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• I Need Help — Identify assistance as the need a character names.
• I Need Space — Identify a stated need for more personal room.
• I Want Someone Nearby — Recognize a wish for a trusted person to stay close.
• I Need More Time — Identify a stated need to continue at the person's own pace.
• I Need a Break — Connect a clearly stated break request with an available pause.
• I Need to Understand — Recognize a request for a simpler explanation.
• I Need a Different Way — Identify a need for an alternative tool or participation method.
• A Feeling and a Need — Distinguish an emotion label from the concrete support the character asks for.
• The Need Can Change — Follow a character changing their stated support preference.
• Choose from the Stated Need — Select the offered support matching an explicit need, not an assumed feeling rule.
• Finding What I Need — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• A Trusted Person Can Help — Identify a familiar support person named in the scenario.
• Show Where Help Is Needed — Recognize pointing or a picture as a valid way to communicate a need.
• Words Are One Way — Recognize speech as one of several ways to ask for support.
• A Communication Tool Can Help — Recognize a modeled aid carrying the person's request.
• When the Message Is Missed — Choose another supported way to make a need known.
• Someone Can Stay with Me — Identify nearby trusted support when the character requests company.
• Help with a Hard Task — Choose assistance for a task the character says feels difficult.
• Help with a Big Feeling — Recognize that support can be requested without first stopping the feeling.
• Support Can Look Different — Recognize different explicitly requested forms of help as valid.
• Keep Looking for Support — Choose another named trusted adult when the first is unavailable.
• Getting Support — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• A Quieter Spot — Match a requested quiet pause to an offered quieter place.
• A Comfortable Seat — Choose an offered seat matching the character's stated comfort need.
• A Gentle Movement Break — Recognize an optional movement pause the character chooses.
• Hold Something Familiar — Match a requested familiar comfort item to its pictured option.
• Look at a Familiar Picture — Recognize an optional picture-viewing pause without promising an effect.
• A Slow Breath If I Want — Recognize optional comfortable breathing as one offered choice without breath-holding or required performance.
• Rest beside a Trusted Person — Match requested company during a pause to an offered support person.
• I Can Choose Another Pause — Recognize changing strategies when the first option is unwanted.
• A Pause Does Not Have to Change My Feeling — Recognize that feelings may remain after a pause without failure.
• My Pause Choice — Select an option matching the character's stated preference, not a universal calming rule.
• Choices for a Pause — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• Know What I Am Waiting For — Identify the clearly explained event a character is waiting for.
• Waiting Can Feel Hard — Recognize the character's stated frustration while waiting.
• Ask What Happens Next — Choose getting a clear explanation of the upcoming event.
• Choose Something While Waiting — Match an offered waiting activity to a stated preference.
• Wait with Someone — Recognize nearby support for a character who requests it.
• A Picture Can Show the Plan — Use a simple supplied picture cue to identify the next expected event.
• An Uncomfortable Wait — Choose communicating a need during a wait instead of silent endurance.
• Waiting and Urgent Needs — Recognize that asking for immediate help takes priority over finishing a wait.
• The Wait Is Longer — Choose seeking updated information or support after a stated delay.
• Waiting Choices Review — Select a fitting support for a narrated waiting difficulty without grading patience.
• When I Have to Wait — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• A Different Play Plan — Recognize an explicitly narrated change and the character's response.
• A Hoped-for Choice Is Unavailable — Identify disappointment the character reports when an option is unavailable.
• Ask About the New Plan — Choose getting information before assuming what a change means.
• Two Available Options — Choose between acceptable alternatives using the character's stated preference.
• Keep One Familiar Part — Recognize an offered familiar part within a changed activity.
• Try with Someone Nearby — Choose support when the character wants help trying an alternative.
• Watch before Joining — Recognize observing as a valid way to approach a new activity.
• Choose a Break Instead — Recognize declining an offered alternative and requesting a pause.
• A Change Can Feel Better Later — Follow a narrated feeling change without requiring that every change feels good.
• Changing Plans Review — Identify support or information fitting a stated response to a changed plan.
• When Plans Change — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• A Tower Falls — Recognize the frustration a character reports after a small setback.
• A Drawing Looks Different — Recognize disappointment without grading the drawing or demanding positivity.
• A Mistake Is Part of the Task — Distinguish a small task error from a judgment about the person's worth.
• Try Again with Support — Match a character's wish to retry with offered assistance.
• Choose a Smaller Part — Recognize reducing a difficult task to one manageable offered part.
• Take a Break from the Task — Match a stated wish for a pause after a setback.
• Tell What Happened — Recognize communicating the event and support needed without a forced apology script.
• Notice Another Person's Stated Feeling — Use a person's words to recognize how a shared mishap affected them.
• Help before Fixing It — Recognize requesting help to settle or understand before addressing a small shared mistake.
• Choose What to Do Next — Choose retrying, pausing or seeking help according to the character's stated need.
• When Something Goes Wrong — Show What You Know — A parent-read local review. Audio and saved learner progress are held.
• A Feeling Word Returns — Retrieve a previously taught feeling from an explicit self-report.
• A Body Need Returns — Identify a narrated physical comfort need without inferring a diagnosis.
• Same Event, Different Needs — Recognize two characters requesting different support in the same situation.
• A Need without a Feeling Label — Choose support even when the character cannot name an emotion.
• A Feeling without a Quick Fix — Recognize supportive company without requiring an immediate solution.
• My Choice Can Change — Follow a character revising their preferred support.
• Support in a New Place — Apply a taught support choice to a clearly described new setting.
• Try, Pause, or Ask — Select a next step from the character's stated preference after a difficulty.
• What We Still Do Not Know — Identify when more information is needed before choosing support for someone.
• Our Feelings and Support Review — Combine self-report, stated needs and optional support choices without behavior or emotion grading.
• Feelings and Needs Together — Show What You Know — A parent-read local review. Audio and saved learner progress are held.

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