Compound Words

Pancake Chefs!
This week we had so much fun learning about compound words.  How can it not be a good week when there are pancakes involved?!

Last week we worked with CVC words so the next step in our Ortan Gillingham phonics instruction is to read and spell compound words made up of two CVC words like sunset, pigpen, upset, etc.  I like to make sure I teach those compound words, but also expose them to compound words like pancake, butterfly, cupcake etc even though we haven't yet taught those more complex sounds.  And of course we do have several students who are able to decode those more complex compound words, so it makes it easy to differentiate these lessons.

I was browsing through my own kids' books and came across a few books with pancake in the title and it got be started on the whole pancake theme!

The first thing we did was create our chef hats.  (I have been making these for a few years ever since I saw the idea on The First Grade Parade.  The kids always love them!)  They are very easy to make.  I wrote "Chef" and each student's name on a white sentence strip.  Then I gave them a few minutes to decorate them.  I did this at the end of the day during my IE time.  The kids were happy decorating their soon to be hats as I pulled individuals for intervention (no instruction time wasted:).  They went home already excited about the next day's lesson!  After school, I simply took one sheet of white tissue and staple it around the hat.  It kind of puffs out naturally and transforms into a chef hat.

When they came in the next morning, they grabbed their chef hats and we gathered on the carpet.  I told them that sometimes we do something really fun like being pancake chefs because it helps us remember what we are learning.  I told them that the word pancake is a special type of word called a compound word.  I explained that a compound word is two words joined together to make a new word.  We talked about the words in pancake.  I wrote a few other words on the board (both the CVC/CVC and more complex ones) and then briefly talked about our learning goal and wrote in on the board.

I read If You Give a Pig a Pancake and we made predictions before and during the story.  Then I asked students to tell me if they heard any compound words in the story.  As they told me each one, I help up the word on a pancake and we read it together.

Each student then was allowed to choose a mini pancake with a compound word to create a recipe card.

As students finished one, they were asking to do another one, so I thought that was a good sign!

Then we moved into our center routine.  I met with each student in a small group to practice reading compound words on pancakes.  To make it fun, I gave them each a pancake flipper and when they read correctly, they could flip their pancake.  Wow, I had some motivated little readers!!!  I don't post pictures of my students' faces, but oh how I wish I could.  (I post pictures on our parent blog and I have so many great ones of concentrating readers and big smiles as they flipped their pancakes!)  Their excitement was contagious. I was so happy because when I plan lessons like this and am spending my evenings doing things like cutting out laminated pancakes and making a trip to the dollar store for pancake flippers, I never know if it will be worth all the effort.  You just never know for sure how they will react.  But this was worth every moment of my time.  For 3 of my groups we focused on reading the CVC/CVC compound words and with my enrichment group we also read the more complex compound words.

The next day we met as a whole class and reviewed what we knew about compound words.  We created an anchor chart.  (I planned on drawing my pancake stack ahead of time, but ran out of time so please don't mock my obvious artistic talent!)  

It looks better in person. Really.

Then we broke into small groups with the goal of writing CVC/CVC compound words.  I first had them use a dry-erase marker to divide the compound word into its two smaller words and read to review what we worked on yesterday (and to use the pancake flippers again:)  

For writing, we would say the word and pound (lightly!) the 2 words.  Then we would pound the first words and segment the sounds (putting a finger up for each one).  They would write the first word and then do same for second word.  

It went really well and even my enrichment group really needed the direct instruction and guided practice in tapping out the sounds and writing the compound words.  Their confidence certainly went up when they saw the big words they were writing!

I read the Pancakes, Pancakes book by Eric Carle and Curious George Makes Pancakes to lead into the "How To" informative writing piece that I thought fit right in with our chef theme.  They had to choose a food/meal/snack that they knew how to make.  I modeled with How To Make Pancakes of course!  This page from the Curious George anchored the lesson.  How perfect is it with those transition words?!

I think that they really enjoyed that they weren't just writing all on one page.  They liked that they were making their own book.  I liked the freedom of not giving them a definite number of steps.  I was prepared with suggestions for the students who would say they don't know how to make anything: peanut butter and jelly, ice cream sundae, popcorn, cereal. etc.  It didn't take long for them all to have something they were excited to write about.  

And I just couldn't resist bringing them in some pancakes to enjoy as they finished their informative pieces on the second day.  They were so appreciative!!  (Again, wish I could show their sweet faces enjoying their treat!) 

Here is the link to my TPT store for these these materials.  And now that it is officially fall, it's apple time!!!  This morning I ventured to my favorite orchard.  I took my two boys to pick some apples for next week's follow-up informative piece on making applesauce and picked up a couple more apple themed books to add to my collection.  Happy Fall!!!

CVC Words

So this week my phonics instruction centered around reading and writing CVC (consonant-vowel-consonant) words.  As always, there is a wide range of what students can already do with these words so it was important that I have diagnostic data and then differentiate my instruction based on that.  So I divided my students into 4 groups based on a pretest for CVC words and met with them during my small group reading instruction block.

I went searching for ideas on Pinterest and TPT and there are a TON of great resources for CVC words and many of them are FREE!  However, my issue was that I wanted to include words with digraphs (sh, th, ch) in addition to the basic CVC words.  (After analyzing my pretest information, it was clear that many students need work with the digraphs within words.  The other observation I made was that although almost all of my students demonstrated mastery with their short vowel sounds in isolation, they made many errors in the context of words).  So I decided to create a few of my own materials to use for my small group CVC instruction with all of that in mind.

I created simple task cards (and glitter letter cards) which I used with every group.  I just modified the amount of support and the pacing for each group.  It worked out beautifully!  And what I love about using task cards is that then I can then place these in my phonics center for next week as a review.  Since we worked with the materials, it's one less thing I need to go over before starting new centers.  I also will give them to my parent volunteers who will provide interventions for a couple of students after I give a formative assessment.

The students first had to alphabetize the glitter letters.  This went very quickly for my enrichment group and took more time for my intense intervention group.  Then I used one of the task cards to model the process of tapping out the sounds and writing the word.  I would say the word.  Students would repeat the word.  Then I would point my finger in each box and say the sound.  Then students would do the same on their task card.  Students would then place the glitter letters in the sound boxes (magnetic letters, bottle cap letters, alphabet beads, etc would also work).  I would check each student's sound boxes and if the letters were correct, they would move on to writing the word on the lines.  If there was an error with identifying the letter for the sound, I would provide some extra instruction for that student.  I was surprised at how much instruction and guided practice they needed with writing the word on the lines.  It gave me the opportunity to provide immediate feedback and instruction on proper letter formation.  Oh the beginning of first grade writing!  I sometimes forget just how much time and instruction they need just with printing their letters:)

Lots of opportunity to give instruction on letter formation for individual students.

My favorite aspect of using task cards is that it allows students to work at their own pace.  We are all working on the same concept, but each student is working at their own pace at their own level.  They aren't concerned with their neighbor because everyone is working on a different card.  I can provide specific, individual instruction for each student.  I can easily adapt the pacing during the lesson.  For some students, I would give a pile of cards for them to work through and I would check.  For others, I slowed way down and we worked together through each step of writing the word.  I even added tracing lines with my dry-erase marker for a few of the letters for one of my struggling little ones.

I also used blank cards.  I used these in two ways.  For my one group that needed much more direct instruction with the process of segmenting the sounds and then writing them, we did several all together as a group.  I put mine up on the easel and they each followed along on their blank task card.  For my other groups, I used the blank task cards to dictate some nonsense CVC words.

On our second day in small groups, I had each student create a few pages to create a mini book of CVC words.  Again this was the same activity for all students, but I modified the support.  For my intense intervention group, we did a work on the laminated task card (all the same word) and then once the student was able to correctly identify the letters and write them, I gave them the paper and they copied.  This group needed the extra step of doing the process on the task card first.  My intervention group wrote the words I dictated right onto the paper.  The on-level group students were able to choose a word on their own from the picture cards.  And the enrichment group, had to write a word (they could generate their own, use picture card for ideas, or I provided them a word if they wanted) and then use the word in a sentence.  All of the students drew a picture for each word.

So there wasn't anything fancy going on, but they were all so engaged and I felt like I really made some progress with all of the students. I love small group instruction and using task cards.  (And it seems about half of my class has such trouble attending and focusing for more than a few minutes in a whole class setting, so the small groups are essential!)

You can check out my CVC task cards, glitter letters, and pages for the mini book in my TPT store here.

We are going to add a couple of pages to our CVC mini books and make some CVC word bracelets for them to take home as a culminating type of activity.  They are SO excited to use those alphabet beads.  (First graders are so easy to please:)  I will post a picture of the bracelets after we make them.

Stop by next week to read about our work with compound words using a pancake chef theme!  So excited!

The Day the Crayons Quit

I think my favorite aspect of planning is selecting a read aloud and creating meaningful learning activities based on the book.  We all know the power of reading aloud to our students.  I love the opportunity to expose them to a new story, new vocabulary, and model a comprehension strategy like making connections, visualizing, asking questions, summarizing etc.  Since I would be overwhelmed trying to share all of the books at once, I will  put the title of the book as my post title and share whenever I can.  I hope you can add some of these ideas to what you already do with read alouds in your classroom.

This year was my first year reading The Day the Crayons Quit and it will for sure be one I do every year.  They LOVE it and there are so many directions in which you can go.  For those of you who don't know the story, it is about a boy named Duncan who goes to use his box of crayons and finds a stack of letters.  The letters are written by each crayon and describe the reasons they want to quit (overused, not used enough, etc).  In the end, Duncan creates a picture using all of the crayons in his crayon box.

I think this story is great for modeling and providing guided practice for making predictions.  We looked at the cover and had a whole class discussion about what might happen in this story.  Why would crayons want to quit?  After we read the first letter from a crayon, the students knew that there would be more letters from other crayons.  They predicted which crayon would write next and what the crayon's complaints would be.  We also made predictions about the story would end.  I would sometimes do a think aloud and share my predictions and the details in the story that made me form that prediction.  I also had students sit knee to knee with a partner.  They would share their predictions (and supporting details) with each other.  Then we would have volunteers share their thoughts with the whole group.

We did two activities in response to the story.  Since we read this at the beginning of the school year, I had students create "All About Me Crayons."  I drew a crayon outline for each student on large construction paper.  The students drew pictures of themselves and things about themselves inside the crayon.  The only rule: They had to use ALL the crayons in their crayon box!  They loved that part.  It was so sweet to hear them chatting with their neighbors about how they were incorporating each color and using details from the story about why that crayon would be so happy.

As the students shared a little bit about themselves, we enjoyed these "crayon popsicles" that my own son spotted in the grocery store.  So fun! (In the picture of the book above, I'm holding one in front of the cover if you want to see what they actually look like).

We also did a writing activity (on a different day) and I have to tell you I was so surprised at how excited they were to do it!  Even my one little guy who can barely form letters was excited and really worked hard at writing to one of the crayons.  I provided a writing template.  

You can download a copy for free here. 

 I originally intended the words to be a sentence starter and students would simply list things they like to draw with the crayon they selected.  However, these guys always keep me on my toes and I had some put a period at the end and then begin new sentences with their own things to say to the crayon.  It made sense, so I rolled with it!  They had so much fun and I think it was a very motivating, fun beginning of the year writing activity.  

Here are a few of their letters!

The Best Ever Literacy Centers Routine!

So one aspect of teaching that took me a LONG time to figure out and perfect is how I run my literacy centers.  Now that I have established my "center routine," my small group reading instruction is not only one of my favorite parts of my day, it is the time where I feel I make the most impact on reading progress with my students.  My students independently work through their center routine while I meet with 4 reading groups for 15-20 minutes each.  So here's how it works.

Right after morning announcements, students take out their center folders, a dry-erase marker, and their 5-minute sand timer.

Here is what is inside their center folder: reading log, writing journal, math fact fluency packet, and their center checklist.

We (my job-share partner and I) spend the first couple of weeks modeling and providing time to practice this routine.  It is so worth our time and efforts because it establishes such a clear routine for our students and gives us invaluable small group reading instruction time.  But it doesn't just happen. We have to really work at modeling and then providing time to practice the routine with support.  So worth it though!

The students begin the routine by choosing one of three activities: 10 minutes of  reading, 10 minutes of writing, or 5 minutes of math facts.  The students love that they get to decide which order they would like to do the activities.  Giving them a little bit of choice whenever possible gives them more ownership and keeps them motivated and on-task.  They each have a laminated center check-list so that they can monitor (and me too!) their progression through the routine.

There is a link later in this post for a FREEBIE centers checklist!

Reading Log: Students read a book of their choosing (library book, classroom library etc) and read anywhere in the room for 10 minutes.  They may get up only one time to exchange their book for a different one.  (Before I had this rule, some students spent more time looking for books than actually reading:)  They start their timer when they begin reading and since it is a five-minute timer, when the sand runs out, they know they need to flip it over again to complete the 10 minutes.  At the end of the ten minutes, the students return to their seats and write the title of the book in their reading logs.  If  they read two books, they are only required to write down one title.  Then they color in the number of starts to rate the book.

Students selecting books for 10 minutes of reading

Writing Journal:  Every month students receive a monthly writing journal.  The journal is simply composed of a cover page, a writing menu, and lots of writing paper.  I can't take credit for the writing menu.  This was my job-share partner's awesome idea (I believe her daughter had them in her classroom).  I totally love the writing menus!  It is a page of writing ideas/prompts for the students to select from.  I have them write down which number they choose on their journal page so when I'm reading their "invented spelling," I can  tell what topic they were writing about:)   I'm in the process of creating my own writing menus and coordinating writing paper with a spot for the date and prompt number.  Here is what I came up with for October.

I will put this in my TPT store soon.  I plan to make one for each month.

I plan to help students brainstorm some ideas for topics during our writing workshops.  This way they aren't always using the choice menu.  I think it's important that they also come up with their own topics sometimes too.

I have place for name and the journal number at top of this writing paper I created.

The students use their timers again to write for ten minutes.  (In first grade, this also includes a picture of course!)  During our IE time, we often pull students over and conference with them using their writing journal.  We discuss what they are doing well and set a goal for their writing.  We collect them at the end of the month and use them as an assessment piece.  We have an additional block of time in our afternoon for writing instruction.

Math Facts Fluency: I know, this is not a literacy center!  But I can't resist an opportunity to give math fact practice!  Students are provided with a math fact fluency packet.  Since school just started, all of these packets are the same for our first round of centers.  Now that we are completing some diagnostic assessments, we will be able to differentiate the packets so students are working on skills that are appropriate just for them.  Currently, the packet is all addition with sums to 10 (remember, first grade:)  Students can work on any page in any order in the packet.  They may choose to use manipulatives.

The timeframes for each activity are the mininum amount of time the student needs to be working on the activity.  I let the students know that if they are in a writing mood, they can write longer.  If they are feeling like reading, keep on reading.   Same for math.  Again, more ownership and control over what they are doing means more motivated students!

 Now the fun part!  After the students complete all 3 activities, they go to an assigned center.

The centers are on the left.  (The right is our MATH rotations).

Nothing fancy, but we keep our centers in these blue bins with a tag that coordinates with the one on the board.

My goal for the centers is that the students can work independently in them and the expectations are clear.  I don't want to spend an hour at the beginning of each week going over the new centers.  I also can't stand spending hours of my time coming up with new centers so most of these are very easy to switch each rotation (which lasts about 2 weeks).  Most of the centers are the same routine, just with the new skill, sound, or words we are working on.  So here they are!

Listening Center: Students grab their headphones, an iPod Touch, and the listening center basket.  I created QR codes for several books.  (They are available here in my TPT store.)  So, students scan the code with the iPod and follow along in the book.  I have them complete a very simple form about the book when they are done.  So this one is easy for us to change.  Just put out two new books with the QR code tag.

Stamping Words: This might be my personal favorite!  I found these awesome Playdough Trace Stamp Maps by Lidia Barbosa. You can get them on her TPT store here.  I bought play dough letter stampers (I believe from Lakeshore Learning) and some play dough.  Students love to use the play dough.  Who doesn't?!  So, for each word the students can stamp the letters in the play dough.  They also form the play dough into the shape of each letter in the word.

Red Words and Blending: We do Ortan Gillingham for our phonics instruction.  At this center students get to be the teacher and use the blending board.  They will do various kinestic activities with their red words.


Fluency and Sight Words: Our students have their own individual list of sight words.  We have purchased fluency words and phrases.  Students love using the one minute timer to see how many they can read.

Computers, iPads, iPod Touches: Lots of learning apps and websites.  Obviously always a favorite.

Math: Yes, more math in my literacy centers, but it breaks it up:)  This one always changes, but is to easy to update with games we have played during our math lesson or various hands-on activities.

Phonics: Another easy, fun one.  We often have fun, seasonal activities (often purchases from TPT) based on whatever sounds/skills we are working with.

Comprehension:  Honestly, my job-share partner is queen of this center.  She is always putting something together fabulous for them to work on reading comprehension.  Early in the year we have simple things like reading a sentence and drawing a picture to go with it to demonstrate their understanding.

Word Work:  This changes quite a bit throughout the year.  ABC order, synonyms, antonyms, word sorts, etc.  At the beginning of the year, we try to put something out with students' names so their can learn each other's names.


So for me what makes this routine far more effective than other systems I have tried in the past is the beginning routine with the check list.  This gives me an additional 30 minutes to meet with groups, allows students to gradually move to centers, and provides important opportunities for students to work on writing, reading, and math fact fluency.  And of course it also strengthens their work habits as they learn to self-monitor and work independently through the routine.

You can download my checklist here for free!

The timers (and the actual checklist) are a critical part of why I think this block of time is so successful.  The students are monitoring themselves.   Yes, I do keep a timer on my phone just to check them in case I have a few students (especially at the beginning of the year) who say they completed the entire 25 minute checklist in 2 minutes.  It happens every year! But, I find that once they know I am keeping track of the time and that I actually look at their reading log, writing journal, and fact work, that they work hard and don't rush through.  Students know to pause their timers (set it on its side) if they need to use the pass (bathroom, drink), organize materials, or come to the small group table for their reading instruction etc.  If I have a student that isn't able to handle it, I usually adjust the routine for them providing more support.  (I may give them a specific order to complete the routine in and they check in with me after each activity or something along those lines.  I gradually lessen the support until they can complete the routine with the all of the choices.)

Students find a comfortable place to read with their timers

I used to have the students complete independent activities (writing, review sheets etc) and tell them that they couldn't go to their center until a specific time.  I found the problem with that was that they all watched the clock and as it approached the center time, the students become anxious and all bolted to centers at the same time.  It was too noisy and too chaotic.  The routine I use now, keeps these first graders engaged and QUIET for 75 minutes (including their guided reading time)!!  I get a lot of valuable small group instruction done in those quiet 75 minutes!!  Each student is doing something different and on their own timeline.  Instead of 23 students bolting to centers, they gradually trickle to them as they complete their routines.  Seriously, it's peaceful, calm, organized.  I LOVE it!  The other great part is that students love this time as well!  If there is a day where for whatever reason we don't get to do our center routines, they are very disappointed.

Until recently, centers was one of the areas I was constantly trying to find ways to improve.  If you have ever felt the same, I hope that this post gives you some ideas that can help your small group instruction time as well!

Why I Don't Use a "Clip Up" Behavior Chart

So perhaps this blog is too new to write what might be an unpopular post, but there seems to be so much buzz right now about behavior charts and I want to put my opinion out there.  A new school year naturally lends itself to parents and teachers discussing classroom behavior systems.  And with PBIS, lots of staff are discussing this as well as schools implement school and district wide systems.  Behavior clip charts have been around for quite awhile and one version of those has gained so much popularity that it seems to have taken over Pinterest (although it too has been around for years) and is so prevalent in so many schools.  And yes, this is the one that for me-both as a teacher and a mom-that just doesn't work: the clip up and clip down behavior chart.

I have used many behavior systems over the years.  Most recently my job-share partner and I used a  card turn system and this year we are doing an individualized clip chart.  If I could do what is truly in my heart, I would use no behavior chart system at all.  I would focus on the positive system which I currently use and love: Brag Tags.  But for several reasons, I use the Brag Tags and an individual clip chart where students can get their clipped moved, but only in one direction.  We have lots of discussion about what the colors mean and communicate that with parents.  And it has several clip moves where essentially nothing "happens" to the child other than they are encouraged to self-reflect.  To me this is the purpose and usefulness of the chart. (You can see my clip chart here in my TPT store).  As far as behavior charts go, I love the one I use.  I am careful to have students move clips in the most private way as possible and with the tone of teaching appropriate behavior, rather than an punitive or embarrassing manner.  Students have a behavior calendar that they color each day to communicate to parents.   Although my system works for me, it isn't perfect and I'm considering next year eliminating the card clips altogether and just using the brag tags.  I'm just not sure I'm brave enough to give up the structure the behavior chart gives my classroom.

I'm hoping not to offend anyone and I know many teachers feel successful with their clip charts.  And perhaps with all the right explanations both to parents and students and an exceptional implementation plan, they work.  In my experience, I still think the negative aspects just might outweigh any positives.  Here are a few reasons why I feel behavior charts are not the best thing for students:

1. They typically don't change behavior.  These charts help track behavior, but rarely do they actually change behavior.  For the students who you just need to move their clip one time and they get back on track, you could find an alternative and that student would still back on track.  It isn't the clip system doing it's magic.  That "type" of student has the skills and self-control to be able to get back on track with some type of cue from the teacher.  My argument is that it doesn't need to be a colored coded chart for everyone to see to get them redirected.  Although I agree it is an easy way to get students to understand the classroom expectations.  My clip chart works very well for these type of students. For some students, moving their clip won't change their behavior at all.  It's the same kids getting to the same color every day right?  Why is that?  Those students need more support.  They aren't "bad" kids.  They are children who lack the skills to do something different.  They don't want their clip moved, but they don't have the skills and instead of turning clips, these students need their own individualized, private behavior system with a focus on teaching and supporting appropriate behaviors and skills.  They need strong relationships with their teachers.  Turning their clips is not going to change their behavior.

2. They can be embarrassing.  I can't tell you how many times I have heard or said myself that I feel so bad for moving their clip.  That quilt is a sign that something isn't right.  You are embarrassing them.  Yes, children need consequences and sometimes, especially, as a parent is can be hard to follow through even though we know it's best.  We don't want to be "over coddling" parents or teachers.  But a public display (and even the individual charts on desks count as public) is in my opinion not is in their best interests.  I have heard my parents say that their children notice and tell them who was on what color at the end of the day.  That just makes me feel so sad for that child who had his/her clip moved and is now the subject of another family's dinner conversation.  I certainly wouldn't want a display of all of my mistakes for the day.  It wouldn't motivate me.  And I wouldn't be excited to return to a place where I knew that's what I would be faced with each day.  A clip down or two might not be the end of the world for some students, but if it has this type of a negative impact for even just one, it has me questioning the value of the whole thing.

3. They create pressure and in some students, anxiety.  Obviously, the student who typically has his/her clip moved each day would feel pressure and anxious.  They probably don't want to go back and face the pressure and repeated "failure."  I know that's not the message or environment we want to create for our students.  We want our students to feel safe and excited to come to our classrooms each day.  But also, think about the child who's clip you rarely or never move.  That child might be feeling so  much pressure each day to not move their clip. They might not every show any signs that it bothers them.   Every time you move another student's clip, they feel anxious as they hope they don't make a mistake and can stay on "good" day.  I know this because this is how my own children describe that pressure.  My son never has had to move his clip.  Not once.  He is not an anxious child at all.  He just happens to have excellent self-control.  However, I know he puts pressure on himself as he sees others get their clips moved.  He would be devastated if his was moved.  Is that the environment we want to create?  Where is our focus?  I don't want to create an environment where students are distracted by the pressure of getting a clipped moved.  I want a comfortable, safe, collaborate environment focused on learning and celebrating successes.


So what's my issue with the clip up chart?  How could that be worse? Isn't a clip chart where students can move up at least a little more focused on the positive?  My issue is that it is just too much.  It's too much pressure.  I listed three "issues" I have with all behavior charts, and in my opinion, the clip up charts make those three issues more extreme.  Because with these charts not only do students have to worry about going down, they now have the pressure of making sure their clip goes up.  Here are the additional reasons I think specifically the clip up, clip down chart doesn't work for me:

1. It is too subjective.  If they clip can be moved down and up throughout the day, why wouldn't they all end up at the very top of the chart?  Isn't the teacher seeing all of the positive things each child is doing?  It depends on the teacher as to how many good choices he/she wants to acknowledge about where they child ends up.  It would be ridiculous for the teacher to move a child up each time they are listening or making a good choice.  So this is when it is too subjective and inconsistent.  The teacher picks and chooses when to move up and therefore dictates the whole system of where the child is at the end of the day.  And for me, that's too much pressure because it is unclear.  I know as a parent I didn't find this type of chart helpful.  So I kind of just ignored and didn't put too much value into where my daughter ended up.  This is certainly not what I want in my classroom.

2. It really doesn't communicate anything to parents.  Because the clip can be moved up, down, back up again-at the end of the day, it doesn't really tell parents (or the child) anything really specific about what kind of day the child had.  It just tells them where they landed at the end.

3. It's distracting.  I want my students to be focused on learning.  And true, learning can't occur until we have clear routines and some type of system for managing behavior, but I don't want my students to actually be distracted by the system that is supposed to ensure more time for learning.  And I do think that happens when students are trying to move up on the behavior chart (or earn points on class DoJo etc).

Again, I know so many love their behavior charts and especially the clip up, clip down ones, and I truly don't mean to offend anyone.  I just am hoping to give a different perspective.  We all want to create a comfortable, safe learning environment where our students can thrive.