This paper examines the use of student planners (agendas) with elementary school students. It asks how teachers, students and parents in two classrooms engage in the literacy practice of using student planners. A literacy object originally introduced to manage schoolwork in and out of school for students with learning difficulties, planners are now used widely in school districts across North America. In this cross-case analysis, planners are shown to be used for a number of functions beyond organising students' schoolwork. The student planners were tools through which teachers, parents and publishers extended their spheres of influence -- objects used to manage others when an individual was not physically present to do so and objects used to gain entry to the classrooms and homes for particular purposes. (Contains 4 figures.)