Am I on Track? How Do I Know?

Rebecca Silverman

Tier 1

Lesson Plan

On Track Check-In Plan

Students will be able to identify on-track and off-track behaviors and use self-monitoring tools to assess their own behavior in the classroom.

Teaching self-monitoring helps students develop essential self-awareness and self-management skills, leading to increased independence and a more positive learning environment.

Audience

2nd Grade Class

Time

35 minutes

Approach

Interactive lesson, visual aids, and a practical self-monitoring tool.

Materials

Whiteboard or projector, Behavior Checkpoint Slides, Traffic Light Behavior Chart, and Daily Self-Check Worksheet

Prep

Prepare Materials

10 minutes

Review the Behavior Checkpoint Slides to familiarize yourself with the content.
- Print and cut out the Traffic Light Behavior Chart for each student.
- Print enough copies of the Daily Self-Check Worksheet for each student.
- Ensure projector or whiteboard is ready for display.
- Review all generated materials as needed.

Step 1

Introduction: What Does 'On Track' Mean?

5 minutes

Begin by asking students what it means to be "on track" when doing something (e.g., riding a bike, building with blocks).
- Connect this to classroom behavior. "What does it mean to be 'on track' with our behavior in class?"
- Introduce the idea of self-monitoring: checking in with ourselves to see if we are on track. Use Behavior Checkpoint Slides Slide 1.

Step 2

Introduce Traffic Light System

10 minutes

Display the Traffic Light Behavior Chart on the projector or whiteboard.
- Explain each color: Green (On Track/Great Job), Yellow (Warning/Need to Adjust), Red (Stop/Off Track).
- Discuss examples of behaviors for each color. Ask students for their own examples. Use Behavior Checkpoint Slides Slides 2-4.

Step 3

Practice with Scenarios

10 minutes

Present a few short scenarios related to classroom behavior (e.g., "During silent reading, I started talking to my friend.").
- Ask students to identify which color on the Traffic Light Behavior Chart the behavior falls under and why.
- Encourage discussion and clarification. Use Behavior Checkpoint Slides Slides 5-7.

Step 4

Daily Self-Check Introduction

7 minutes

Introduce the Daily Self-Check Worksheet.
- Explain how students will use it to check their own behavior at specific points during the day.
- Emphasize that this is for them to reflect, not just for the teacher. Use Behavior Checkpoint Slides Slide 8.

Step 5

Wrap-Up and Encouragement

3 minutes

Reiterate the importance of self-monitoring.
- Encourage students to use their new tools.
- Answer any final questions. Use Behavior Checkpoint Slides Slide 9.

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Slide Deck

Am I On Track? How Do I Know?

What does it mean to be 'on track'?

Welcome students and introduce the concept of being 'on track.' Ask them what it means to be 'on track' in various activities, then relate it to classroom behavior. This sets the stage for self-monitoring.

🚦 Our Behavior Traffic Light

Green Light: On Track! You're doing great!

Introduce the Traffic Light system as a visual cue for behavior. Explain that Green means 'Go,' 'Good Job,' or 'On Track.' Ask students for examples of 'green' behaviors in the classroom.

🚦 Our Behavior Traffic Light

Yellow Light: Warning! Time to check your behavior.

Explain the Yellow Light. This is a warning or a signal to adjust behavior. Emphasize that it's a chance to make a change before moving to red. Ask for examples of 'yellow' behaviors.

🚦 Our Behavior Traffic Light

Red Light: Stop! Off Track!

Discuss the Red Light. This means 'Stop' or 'Off Track' and indicates that the behavior needs immediate correction. Reiterate that the goal is to stay in green and use yellow as a reminder. Ask for examples of 'red' behaviors.

Scenario 1: Story Time Chatter

During story time, I started whispering to my friend about a toy. Which light am I on?

Present the first scenario. Ask students to think about which light the behavior corresponds to and why. Encourage participation and discussion.

Scenario 2: Helping a Classmate

My classmate dropped their pencils, and I helped them pick them up. Which light am I on?

Present the second scenario. Again, guide students to identify the light and discuss the reasoning. Focus on how self-monitoring helps.

Scenario 3: Hallway Running

Walking to lunch, I started running ahead of the line. Which light am I on?

Present the third scenario. Encourage students to explain how they might move from a yellow or red light back to green.

✔️ Your Daily Self-Check

A secret tool just for YOU to check your behavior throughout the day!

Introduce the 'Daily Self-Check' worksheet. Explain its purpose as a personal tool for students to track their own behavior throughout the day. Explain how to fill it out.

You've Got This!

Self-monitoring helps you be the best you can be. Keep checking in with yourself!

Conclude by reminding students about the importance of self-monitoring and how it helps them become responsible for their own learning and behavior. Encourage them to try their best.

Activity

Traffic Light Behavior Chart

Instructions: Cut out the traffic light and the circles below. Color the circles: one green, one yellow, and one red. Glue them onto the traffic light in the correct order. Keep this chart at your desk as a reminder!

Traffic Light Template

    ______
   |      |
   |      |
   |      |
   |______|  <-- Top Circle (Green)

    ______
   |      |
   |      |
   |      |
   |______|  <-- Middle Circle (Yellow)

    ______
   |      |
   |      |
   |      |
   |______|  <-- Bottom Circle (Red)

Behavior Examples

Green Light: On Track!

Listening quietly during instruction.
Working independently on my tasks.
Raising my hand to speak.
Being kind to my classmates.

Yellow Light: Warning! Need to adjust.

Whispering when I should be quiet.
Getting out of my seat without permission.
Taking a long time to start my work.
Interrupting someone.

Red Light: Stop! Off Track!

Yelling out in class.
Not doing my work at all.
Being unkind or disruptive to others.
Running in the classroom.

Circles to Color and Cut

  _ _ _ _
 /       \
|         |
 \ _ _ _ _/

  _ _ _ _
 /       \
|         |
 \ _ _ _ _/

  _ _ _ _
 /       \
|         |
 \ _ _ _ _/

(Teacher Note: You may want to laminate these for durability or have students glue them into their notebooks.)

Worksheet

Daily Self-Check

Name: ____________________________

Date: ____________________________

Instructions: At different times of the day, take a moment to think about your behavior. Circle the traffic light color that best describes how you were doing. This helps you know if you are on track!

Morning Work Time

How was my behavior during morning work?

🟢 Green Light (On Track!)

🟡 Yellow Light (Warning! Need to adjust.)

🔴 Red Light (Stop! Off Track!)

What could I do to stay on Green?

Reading Time

How was my behavior during reading?

🟢 Green Light (On Track!)

🟡 Yellow Light (Warning! Need to adjust.)

🔴 Red Light (Stop! Off Track!)

What could I do to stay on Green?

Math Lesson

How was my behavior during the math lesson?

🟢 Green Light (On Track!)

🟡 Yellow Light (Warning! Need to adjust.)

🔴 Red Light (Stop! Off Track!)

What could I do to stay on Green?

Group Activity

How was my behavior during our group activity?

🟢 Green Light (On Track!)

🟡 Yellow Light (Warning! Need to adjust.)

🔴 Red Light (Stop! Off Track!)

What could I do to stay on Green?

Reflection

What is one thing you did really well today to stay on track?

What is one thing you can try to do better tomorrow?