Is this a social-emotional learning activity?

It can support everyday emotion vocabulary and classroom discussion, but it is a flexible teaching activity rather than an assessment or mental-health tool.

Should routines and feelings be in the same deck?

Separate them when concepts are new. Combine them later for morning meeting, review, or conversation practice.

Do students have to share how they feel?

No. They can discuss a fictional situation, describe the image, point to a choice, or pass.

When can I use the game?

Try it during morning meeting, before transitions, after a break, in a small group, or during end-of-day reflection.

Y&L guide 7 min read

Visual routines and emotions

Classroom Routines and Feelings Lotería

Use one visual baraja to rehearse classroom routines, name everyday feelings, and open short, age-appropriate conversations about what students can do next.

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A routines and feelings Lotería gives students a visual way to rehearse what happens during the school day and name common emotions. Teachers can use it during morning meeting, transitions, counseling groups, language practice, or a calm end-of-day review.

The activity works best as a conversation aid rather than a test. Cards can open a short discussion about what a routine looks like or what might help when a feeling appears.

Decide whether to combine or separate themes

A routines-only deck is best when teaching procedures. A feelings-only deck creates more room for emotion vocabulary. A combined deck works for morning meeting or review when students already know the basic cards.

New procedures: start with routines
Language or reflection: focus on feelings
Later review: combine both themes

Create routine cards students can recognize

Use consistent pictures for arrival, hang up backpack, morning work, whole-group listening, partner share, line up, cleanup, lunch, recess, library, and dismissal. Name the action students should recognize rather than writing a full direction on the card.

One routine per card
Use the same visual cues shown in the classroom
Keep labels concrete and brief

Add feelings and useful next steps

Include common, nonjudgmental feeling words such as calm, excited, worried, frustrated, proud, lonely, and tired. Add separate action cards such as ask for help, take a breath, get water, choose a quiet space, talk to an adult, or try again.

Do not label a student's feeling for them
Let students choose from more than one word
Treat coping choices as options, not promises or medical advice

Turn each called card into a short prompt

For a routine card, ask what happens before or after it. For a feeling card, ask what the face or body might show, when a person could feel that way, or which classroom choice might help. Students may answer generally rather than sharing a personal experience.

What does this routine look like?
What might happen next?
What clues can show this feeling?
Which classroom choice could help?

Use the game at useful points in the day

Play a quick round during morning meeting, before a new transition, after a long break, in a counseling or language group, or as an end-of-day review. Use fewer called cards when the goal is a short reset instead of a full game.

Morning preview
Before a transition
Small-group conversation
End-of-day reflection

Routine and feeling card themes

These are real ways to use this idea without making the party complicated or losing the personal touch.

Arrival, unpacking, and morning work
Listening, sharing, cleanup, and transitions
Lunch, recess, library, and dismissal
Calm, excited, worried, frustrated, proud, and tired
Ask for help, take a breath, choose a break, and try again

What it includes or helps with

Custom routine photos or visual icons
Short emotion labels
Printable 4x4 boards
Digital caller for group discussion
Adaptable prompts for different ages

Why it works

Makes expectations visible
Builds shared language for common feelings
Fits short moments throughout the school day