Social Story: Waiting at the Water Fountain

A first-person social story about waiting in line at the hallway water fountain after recess, with a coping step the student can choose.

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Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1Read togetherRead the page aloud together, or let the student read while you follow along.Log as correct
  2. Step 2Picture walkPoint to a hallway photo or diagram of the fountain line while you read the matching page.Log as cued
  3. Step 3Wh- questionAsk one concrete question from the page: "What can you do while you wait?" or "What do you do at your turn?"Log as cued
  4. Step 4Role-playAct out lining up and taking a turn at the fountain; coach the waiting strategy from the story.Log as cued

Adjust it

Easier

Practise only the waiting page with a visual choice board (breathe, count, squeeze strap) before the full story.

Harder

Add a peer in line who talks loudly, and rehearse staying in place until it is the student's turn.

Matching IEP goal

Given a social story about waiting at the water fountain, Student will name one waiting strategy and demonstrate it in a structured role-play in 4 of 5 opportunities across 3 consecutive sessions, given no more than a visual prompt.

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What's in this activity

  • After recess my class walks inside in a line. My mouth feels dry and I want a drink of water.
  • At our school, the water fountain is in the hall near the bathrooms. Many students line up there when recess ends.
  • The line moves when each person takes a turn. Waiting in line is part of our school routine.
  • Sometimes the line moves slowly because kids are talking or filling a water bottle. That can feel frustrating. Other students wait in line too.
  • My teacher and the hallway para know the line can get long. They want everyone to get a turn safely.
  • When I wait, I can take slow breaths, count the tiles on the floor, or read the posters on the wall. I can also squeeze the strap on my backpack.
  • When it is my turn, I can press the button once, take a drink, and step to the side so the next person can go. I can say, "Thank you," if an adult helped me.
  • Then I walk to my classroom with my class. When my body has water, I am ready to learn.

Use this board with your caseload

With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.

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