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About the text, beyond the text, within the text

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Sticky Note Reading About, Beyond, and Within the text

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What I knew,What I learned, What I still have questions about

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Free Sticky Note thinking Graphic Organizer

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Free Sticky Note thinking Graphic Organizer

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Use this sticky note thinking graphic organizer to engage your kiddos during read alouds, close reading, etc. ...

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Big idea

It's important that we help our students strengthen their digital literacy. This involves helping students evaluate the most important concepts found in media. This activity helps students focus on key concepts and content.

Steps

Materials:

one digital resource, four statements (three true, one lie), paper, pen/pencil

1. Preview a video segment or audio file, or reading passage relating to a current topic.

2. Create three true statements and one lie based on your digital selection.

3. Display the three truths and one lie to students. Ask students to tell a partner which one they believe is the lie and why.

4. Explain to the students that they will be watching or listening to a segment that will reveal the truth. They will need to support their responses with evidence from the selection.

5. Play the digital segment and pause intermittently to allow students to take notes.

6. When the segment is completed, students should work in pairs or small groups to discuss which statements were true and which one was a lie, providing supporting evidence for each.

Sum it up

This strategy is an excellent way for students to analyse important concepts, discern fact and fiction and provide evidence to support their statements.

More ideas

Use a web tool like AnswerGarden to allow students to enter quick facts they have learned. AnswerGarden converts student responses into a word cloud.

Encourage students to create their own 3 truths and 1 lie.

Use their examples to create a formative assessment in a unit of study.

Display the truths and lie after the video to encourage concentration while watching.

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3 truths and 1 lie | Strategies by teachers, for teachers!

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Big idea It's important that we help our students strengthen their digital literacy. This involves helping students evaluate the most important concepts found in media. This activity helps students focus on key concepts and content. Steps Materials: one digital resource, four statements (three true, one lie), paper, pen/pencil Preview a video segment or audio file, or reading passage relating to a current topic.

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Creative, research-based instructional strategies, presented by teachers for teachers, the Spotlight on Strategies series provides help, tips, and tricks for integrating Discovery Education digital media into your curriculum in meaningful, effective, and practical ways.

Leave a comment and let us know how you'll use this strategy in your class.

Spotlight on Strategies: Sticky Back

PDF and Video Versions

Listening, reading, and/or watching for key ideas and details is an important comprehension skill for students of all ages to master. Understanding what a media selection explicitly says allows a student to make inferences and take appropriate actions. The Sticky Back strategy encourages students to listen and observe beyond the obvious, reporting key ideas and details they observed - and hope their classmates did not!

Materials: media selection, sticky notes, writing tools

1. Have students watch a video, listen to an audio segment, or read a reading passage. Encourage them to watch or listen carefully, paying attention to facts, including those that might be overlooked by others.

2. Give each student a sticky note.

3. On the sticky side (the back) of the sticky note, ask students to write their name and one fact that they learned from the media.

4. Make sure students know that points will be awarded for their facts:

Facts that relate to the topic earn 1 point.

Original facts (meaning no other student mentioned that fact) earn 5 points.

5. As students finish writing the facts, have them deliver sticky notes to a location in the room (teacher desk, chart paper, section on white board, etc.). Because they wrote on the back of the sticky note, no one will be able to see their answer.

6. Next, flip each sticky note over and read them aloud. Separate them into two piles: those that are original and those that are duplicates. If you are concerned that students will not be engaged, consider having them help you decide where each of the sticky notes belongs.

7. Follow the complete process several times, reviewing the resource each time. After several rounds, add up the points that students have earned. The winner can have Fact Master bragging rights until you play again or could earn a small reward.

The Sticky Back strategy provides a fun way to encourage students to tune in to the finer details of a topic. It is an example of gamification in the classroom. It can appeal to a variety of factors that drive students, including the need for achievement, competition, and recognition. It can also provide a fun way to address content that may not be high interest for students.

Consider keeping a running tally of points earned by students. The student with the most points at the end of a pre-determined length of time could earn a reward. This provides all students with multiple opportunities to achieve.
This strategy is courtesy of Eve Heaton, Beaufort County, South Carolina.

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Listening, reading, and/or watching for key ideas and details is an important comprehension skill for students of all ages to master. Understanding what a media selection explicitly says allows a student to make inferences and take appropriate actions.

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Big idea

The purpose of this strategy is for students to focus on important details and summarise. This is a great way for teachers to determine what students are learning using digital media content.

Steps

Materials:

five-ten minute video segment, post-it notes, pen/pencil

1. Introduce the activity by reviewing the elements of a tweet:

Username - also known as a 'handle'.

Brevity - tweets are limited to 140 characters in length with enough information for readers to understand the idea you want to convey.

2. Provide each student with at least three post-it notes and ask them to determine their 'handle' and write it at the top of each note.

3. Play a video segment, pausing occasionally to allow students to 'tweet' something they learned on their sticky note.

4. Have students post their sticky notes around the room.

5. Conclude by having students participate in a walk around the room and create reply tweets to at least three other students.

Sum it up

This strategy is a great way to encourage students to pay attention to important details that deepen their knowledge of the concept. Allowing them to retweet engages them in rich classroom discussion.

"Excited children tweet their adaptation learning - great fun!"
Twitter @jopobish

More ideas

Group similar tweets to create a graphic organiser or mind map.

Have students develop their tweets into a blog post.

Continue tweeting by creating a classroom "Tweet Board".

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Tweet tweet | Strategies by teachers, for teachers!

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Big idea The purpose of this strategy is for students to focus on important details and summarise. This is a great way for teachers to determine what students are learning using digital media content. Steps Materials: five-ten minute video segment, post-it notes, pen/pencil Introduce the activity by reviewing the elements of a tweet: Username - also known as a 'handle'.

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Improve Reading Comprehension with Sticky Notes

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Improve Reading Comprehension with Sticky Notes

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Improve reading comprehension with sticky notes

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A Helpful Tool Using Sticky Notes during Reading and Writing.

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A Helpful Tool Using Sticky Notes during Reading and Writing.

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A Helpful Tool: Using Sticky Notes during Reading and Writing (Virtual Tour)

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The Psychology behind Sticky Notes and how to effectively use them in teaching practice to encourage Collaborative Learning

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The Psychology behind Sticky Notes and how to effectively use them in teaching practice to encourage Collaborative Learning

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Sticky Notes: An accident that turned out to be a huge benefit to teachers!
In 1968, Chemist Spencer Silver invented sticky notes by accident, he created a "low tack" adhesive. Although Silver wanted to create a super strong adhesive, he ended up creating an adhesive that wasn't as strong but could be repositioned to other locations. Silver later worked with Inventor Art Fry and Sticky Notes were created in 1974. Silver's accident has turned out to be a huge benefit to teachers.

Why do we as teachers and our students enjoy writing on sticky notes? Whenever I have left a sticky note message for a student or have asked them to note down an idea on a sticky note, my requests were never refused or ignored. So, what's the psychology behind these bits of sticky paper?
The Psychology behind Sticky Notes
A set of experiments by Psychologist Randy Garner (2005) in the US found that a) adding a personal touch, and b) making someone feel like you're asking a favor of them can bring about impressive results when done in tandem. In one variation of his experiments Garner wanted to see what was necessary to generate compliance in completing surveys (which are often quite lengthy and tedious) by fellow professors at a university. In one experiment, he sent surveys to three separate groups of 50 professors (150 professors in total). The wild card factor in his experiments were the use of sticky notes. Three groups received three different requests, and results are as follows:

The Request Given by Garner to Participants Results

Group 1
Received a survey with a sticky note attached asking for the return of the completed survey.

76% of the professors returned the survey

Group 2
Received a survey with the same handwritten message on the cover letter instead of an attached sticky note.

48% of the professors returned the survey

Group 3
Received a survey with a cover letter, but no handwritten message.

36% of the professors returned the survey

Garner carried out several variations all finding an increase in communication and compliance when using a sticky note to facilitate and direct. Generalising this experiment in other contexts (like education and collaborative work) simply requires an understanding why the sticky note worked so well. It seems to represents many powerful behavioral triggers all in one little object: Garner suggested the following about why they work:

1. It doesn't match the environment- the takes up space and looks a bit cluttered. The brain, wants it gone.

2. It gets attention first because of 1st It's difficult to ignore.

3. It's personalized. (That's the difference between Groups 1 & 2 compared to Group 3 in the experiment).

4. Ultimately, the sticky note represents one person communicating with another person-almost as if it is a favour or special request, which makes the recipient feel important. We engage in reciprocal behaviour.

In the Classroom- A quick experiment to gain views!
I tried a sticky note activity with 2 different classes to encourage some collaborative learning ( Write Your Own Technique- see below). In groups, each student prepared questions that got passed on to another student and then once answered passed on to another student for correction of the answer.

Class 1 used sticky notes for this activity and Class 2 carried out the same task on pieces of their own line-ruled paper. Both classes engaged but students engaged more with the sticky notes. Class 1 clearly enjoyed the process of writing on stick notes and were more engaged than Class 2. Students also seemed to take extra care in writing on the sticky notes, it seemed to mean more to them that I had requested that they write on these bits of adhesive paper! 92% in Class 1 reported that they worked harder to complete the task on the sticky note. When asking students about why they enjoyed engaging using sticky notes they responded in ways that fit with Garner's suggestions of why they work so well: "Because they stand out", "They are colorful", "I feel I have to write on it", "I Can't leave a Sticky Note blank!"
7 Strategies to Use Sticky Notes to increase Collaboration in the Classroom
There are lots of ways to use sticky notes in the classroom, the focus here is to explore how to use it in a collaborative way to enhance the learning experience. Presented below are 7 strategies, some have been adapted from well-known techniques that are used in industry and design but incorporate sticky notes. Teaching students how to be thoughtful thinkers by planning and generating and organising ideas is an important role of the classroom teacher. Having students work together during the planning and generating ideas process can foster the development of critical thinking through discussion, construction and clarification of ideas as well as evaluation of others' ideas.
1) Write Your Own
A simple but effective strategy. There are lots of possibilities with this technique. In groups, each student prepares questions that get passed on to another student and then once answered passed on to another student for correction of the answer. So works best with groups of 3 students. Each student will be working on formulating questions, answering and checking answers.
"Instruction to student: You are assessing the learning of another student on the topic of ....................... Write 3 questions (1 question on each of the sticky notes) that you would like to ask this student (1 closed question and 2 open questions)".
The idea is that by thinking of a question the student writing the question will have considered the answer already. The recipient will receive a question that they will need to respond to. And a third gets to correct. Can be used together with a timer and is particularly good for a plenary.
2) Ideas mapping
Ideas mapping is a common element of collaborative learning. But sometimes such a session only results in the easiest, loudest, most popular ideas being heard, and higher-level ideas not being developed. Thinking and writing time is important. Here students write first and talk second. When a question is introduced, students first generate ideas on their on their own and write down their ideas on sticky notes. Everyone's ideas get posted on a wall or board, with (or without) names attached. The expectation is that everyone contributes a post. The group then has a chance to read, think about and discuss all of the ideas generated. This technique provides a level playing field for the best ideas to surface as students combine, tweak and come up with original, higher-level solutions reflecting a collaborative effort.
3) Story and Essay Development
Using elements from Ideas mapping- Develop a map of ideas or storyboard for an essay, using the sticky notes to organize and move ideas around. In this case, one sentence or paragraph per sticky note (if using the wide sticky notes). Once paragraphs have been written the sticky notes can be moved around, laying out the plot of a story or structure of an essay. Sometimes breaking down paragraphs of evaluation allows students to develop, organise and reorganise their points and see the bigger picture.
4) Question Web
This allows students to help develop and answer questions collaboratively. Each group is given a title or stimulus material like an article or piece of research. This group generates collectively 10 questions that should be asked of the material. For example, with the title given 'Behaviourism as an Approach in Psychology'. I am expecting students to generate questions about this. Such as What is Behaviourism? When was it introduced? The completed question web can then be passed on to another group to now research and answer the questions on the sticky notes.

The key for this task is to think about critically analysing information and developing levels of inquiry. You could give students a prompt sheet to start them off in asking the right questions that contain words that trigger good questioning- see image (right).
5) Affinity Diagrams
Affinity diagrams are a great method to help students make sense of information when there is a lot of mixed data, such as facts, research evidence, ideas and opinions. Affinity diagrams are all about bundling and grouping information, and this method can be one of the most valuable methods to employ. For this reason, it is used in many phases of Design Thinking, as well as outside of the design context. Students put pieces of data, small documented facts, drawings, ideas, and observations onto sticky notes, and put them up on wall charts and white boards. This creates a wall of associated imagery and the sticky notes allow the students to easily stick up and move pieces of data around in order to create clusters of similar themes, groups and patterns.

Students arrange sticky notes by placing similar ideas together and creating new groups when ideas do not fit into an existing cluster. Students can draw connections between individual elements to join the dots and develop new and deeper insights. They will help define the problem(s) and develop potential ideas for solutions. In other words, you go from analysis to synthesis. Remember to sum up the major insights and make connections and stimulate discussion on alternate answers.
6) Collaborative Reader Responses
This activity works with shared reading activities, analysing literature and research, it works well with any activity where the whole class or groups of students are reading the same text.

Students first answer the reader response question (given by the teacher) individually (on their sticky note), all at the same time, and when all students in the group have completed their answers, they stick their notes on the group sheet. They then take turns reading their answers aloud to the group. After all answers have been shared, working together, they will reflect on the strengths and areas of need in their own answers to take their individual responses and combine the best parts of them to form the best possible answer, making improvements as they write. As seen in the picture, the group examined each answer and circled the part they would use from each. This collaborative discussion really helps the students dig into what makes a great reader response - and how the individual parts can work together to make an excellent answer.
7) Using LinoIt
LinoIt is a free and easy to use online sticky note service that allows the user to facilitate the collaboration and sharing of ideas. It is a real-time collaborative tool where students can post responses to questions and answers, identify relevant pictures, videos and files, and help to organise ideas and plan research and assignments. Some of the above techniques can be completed using the online sticky note canvas. See separate article on 'Using LinoIt as a Collaborative Learning Tool' for a Quick Start Guide on using LinoIt with screenshots and a list of 20 Ideas to Use LinoIt as a Collaborative Learning Tool along with some Video Links should you need further assistance in setting up.

Who would have thought that simply putting a bit of semi-sticky glue on the back of a small piece of paper could be so powerful for student learning? Used effectively, it can help students to organise ideas and better understand different reading selections in stories, articles and research. It provides a focused outlet that allows the student to stop, think, and respond to stimulus material and to work together collaboratively. Have fun with sticky notes, they can be very engaging when used effectively and help towards developing and enhancing the collaborative skills of a student; and as a final tip, don't forget that students can write on the sticky side, too!

References
Garner. R (2005) Post-it Note Persuasion: A Sticky Influence. Journal of Consumer Psychology

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The Psychology behind Sticky Notes and how to effectively use them in teaching practice to encourage Collaborative Learning

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Sticky Notes: An accident that turned out to be a huge benefit to teachers! In 1968, Chemist Spencer Silver invented sticky notes by accident, he created a "low tack" adhesive. Although Silver wanted to create a super strong adhesive, he ended up creating an adhesive that wasn't as strong but could be repositioned to other locations.

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Enhancing Metacognitive Literacy: A Research Study Using Sticky notes in the Classroom.

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Enhancing Metacognitive Literacy: A Research Study Using Sticky notes in the Classroom.

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Using sticky notes (3x3 post-it notes) as graphic organizers are exciting and fun for students. Get your students writing and responding to their fiction and nonfiction texts with these 60 reading response sticky note templates! A sticky note provides a small enough space for quick assessments of student comprehension. If you do not wish to use sticky notes, printing onto copy paper works just as great!
**Note** Printer settings vary! You might opt to print the actual reading response template then place the sticky notes over the printed portion (instead of using the blank template). This will ensure the printing is aligned onto your sticky notes for your particular printer!
You can also easily transfer student data onto these STICKY NOTE OBSERVATION NOTES TRACKERS for safe keeping until conference time!

These are pretty simple to prep! The entire set of 60 sticky notes can be printed in a matter of minutes. They come in black/white AND in color!
Reading Skills include:

Quotes (2)

Fact & Opinion (3)

Summary (4)

Main Idea & Details (2)

Genre

Author's Purpose

Theme

Sequence (2)

Compare & Contrast (3)

Plot Structure

Story Elements

Problem & Solution

Cause & Effect (2)

Point of View (2)

My Favorite Part

Stop & Jot

My Favorite Character (2)

Character Traits (2)

Character Feelings

Character Analysis (2)

Text Features

Synthesize

Close Reading

Reading is Thinking

Figurative Language

KWL (2)

Context Clues (2)

My Prior Knowledge/Schema (2)

Asking Questions (2)

Making Connections (2)

Visualize (2)

Making Predictions(2)

Making Inferences (3)

Drawing Conclusions (2)

Determining Important Information

Interested in more? Check these out: Writing Process Checklist Sticky Notes Reading Skills and Strategies Graphic Organizers Interactive Reading Notebook Flaps Reading Response Rings Stop and Jot Reading Response Bookmarks
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Reading Response Graphic Organizer Sticky Note Templates

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Using sticky notes (3x3 post-it notes) as graphic organizers are exciting and fun for students. Get your students writing and responding to their fiction and nonfiction texts with these 60 reading response sticky note templates! A sticky note provides a small enough space for quick assessments of st...

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Do you have a TON of sticky notes you are looking to use in a meaningful way?

Do you want to help focus your student's attention during their independent reading time?

Do you need a quick way to assess if your students are applying the reading skills and strategies you are teaching?

This product is for you!

It is super simple to print the sticky note templates. Once printed, your students will have a meaningful tool to help focus on their stop-and-jot responses during independent reading time.
This product includes 30 stop-and-jot sticky note templates:

Cause and Effect

Character's Traits and Feelings

Compare and Contrast

Fact and Opinion

Visualization

Making Predictions

Main Idea

Making Inferences

Summary

Plot Structure

Making Connections

Asking and Answering Questions

Theme

Summary (SWBST)

Author's Purpose

Context Clues

Background Knowledge

Problem and Solution

Stop and Jot

Figurative Language

Important Quotes

Sequencing

Synthesizing

Facts and Details

Facts and Opinions v. 2

Backup and Reread

Text Evidence

Determining Importance

Genre

Close Reading

What's Included?

30 Sticky Note Templates

2 Printing Options (print a single template on a page, or print a page of mixed templates)

Printing Directions

Teaching Tips

How to use this product?

Works great for accountability during independent reading.

Quick and easy way to assess at the end of a mini-lesson.

Can incorporate into guided reading lessons.

Students can stick responses into interactive reading journals.

What are teachers saying about this product?

"Great resource! I use these daily for mini lessons."

"Using these to practice those fundamental reading techniques. I haven't gotten through all the sticky note forms yet but the ones I've used have worked perfectly to help keep my kiddos on track (4th grade). It's super easy to print on the printer too!"

"This just made my life so much easier. Last week we used the sticky notes for 'text based evidence'. The students were highly engaged. Thank you for sharing."

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Do you have a TON of sticky notes you are looking to use in a meaningful way?Do you want to help focus your student's attention during their independent reading time?Do you need a quick way to assess if your students are applying the reading skills and strategies you are teaching?This product is for...

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Novel Scavenger Hunt Using Sticky Notes - Common Core Aligned

It's time to make learning fun and interactive! How do we do this? By sending students on a scavenger hunt using sticky notes that have printed questions on them! Simply follow the directions, load/print the sticky notes, and enjoy watching the students search through their books to find the answers!

This product meets the following Common Core State Standards:
7-12.RL.1
7-12.RL.2
7-12.RL.3

Pictures/examples included!

~ Connect with Me ~

Super Hero Teacher Blog
Find me on Facebook
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Find me on Pinterest
Find me on Snapchat: Superheroteacher

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Novel Scavenger Hunt Using Sticky Notes: For ANY Novel

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Novel Scavenger Hunt Using Sticky Notes - Common Core Aligned It's time to make learning fun and interactive! How do we do this? By sending students on a scavenger hunt using sticky notes that have printed questions on them! Simply follow the directions, load/print the sticky notes, and enjoy wa...

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Increase student engagement and understanding in your next literary analysis unit with interactive and hands-on close reading organizers and scaffolded writing responses. Students will enjoy using sticky notes in class as they analyze complex short stories and novels.

This sticky note literary analysis unit is a great way to help students learn to thoroughly analyze literature.
This lesson includes:
- an editable, 25-slide PowerPoint for teaching literary devices and short stories

- 17 interactive literary device organizers

- 13 writing prompts with outlines

- 2 grading rubrics

- teacher instructions

- a sample week lesson plan

- suggested stories and paired literary devices

- group brainstorming ideas
Literary Devices Included:
- figurative language

- setting

- characterization

- conflict

- symbolism

- motif

- theme

- point-of-view

- mood

- tone

- hero's journey

This unit includes almost all of the resources you will need for a complete literary analysis unit. You will need to choose and provide the text you read in class to make your own unit come to life. With a little prep work and all of the materials in this unit, you will teach the best short story unit, literary analysis unit, or novel study ever!
This resource is bundled! Sticky Note Analysis Bundle: Literary, Rhetoric, Poetry

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Literary Analysis with Sticky Notes: Activities, Writing, and PowerPoint

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Increase student engagement and understanding in your next literary analysis unit with interactive and hands-on close reading organizers and scaffolded writing responses. Students will enjoy using sticky notes in class as they analyze complex short stories and novels. This sticky note literary ana...

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I'm so excited for this pack! It has helped me teach my students how to LOVE using reading strategies! Kids get so excited to use colorful sticky notes, so engaging them while using these activities is so easy!

In this pack, you'll find a page of teacher directions and tips, colorful posters/anchor charts for each reading comprehension strategy with "I can.." statements and prompts, and different printable options for each strategy that make it simple to differentiate. The printables are where students will put their sticky notes and extend their practice of the strategies.

Here's a list of what's included:

*Teacher directions and tips w/ example pictures
*Making Connections: 3 Posters {Text-to-Self, Text-to-Text, Text-to-World} with 5 different printables
*Summarize: Poster, 2 printables
*Visualize: Poster, 2 printables
*Monitor and Clarify: Poster, 4 printables
*Ask Questions: Poster and 2 printables
*Draw Conclusions: Poster, 2 printables
*Inference: Poster, 2 printables
*Predict: Poster, 3 printables

Please ask any questions before purchasing. Thanks for looking!

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I'm so excited for this pack! It has helped me teach my students how to LOVE using reading strategies! Kids get so excited to use colorful sticky notes, so engaging them while using these activities is so easy! In this pack, you'll find a page of teacher directions and tips, colorful posters/ancho...

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"Sticky note reading involves using sticky notes to tab specific points of interest or points of strategy application in a text during reading. It helps readers engage with text and focus on specific aspects of the reading process. It requires them to consciously apply reading strategies -and to think metacognitively about those strategies, in other words, to think about and articulate their thinking. And most importantly, it builds readers who are active participants, not passive recipients, of the reading process," (Jamison, n.d.).

Ways to Utilize Sticky Notes during Reading:

Tips for Sticky Note Reading:

Keep the writing on the sticky notes short.

Set rules on the number of sticky notes that can be used on each reading assignment.

Have the students use their sticky notes in class discussion after the reading, (Jamison, n.d.).

Benefits of this Strategy:

Students are actively engaged in their reading .

Helps with recall of major topics.

Helps students organize their thoughts during reading.

Video 1: In this video a teacher sits down to read a story to her class. She is going to model how to use sticky notes while reading. She reads the title of the book, "Trouts are Made from Trees." She is confused by the title, so she writes the question on a sticky note, "how are trouts made from trees?" The instructor tells the class she is putting the sticky note on the cover to remember to answer that question later. Next, the teacher proceeds to read the book page by page to the class. After each page is read, they discuss the information on the page. The decide whether or not to place a sticky note on the page to remember a certain piece of information or ask a question. At the end of the book, they discuss their previous questions they wrote on sticky notes to see if the rest of the text answered some of those questions.

Video 2: This video starts out by reviewing a passage the class read the day before. Next, the teacher sits down to read then next part of the book to the class. The class is instructed to write down any questions they have about the text on the sticky notes. After a while, the teacher stops reading and allows the students to discuss their questions in small groups. The groups are told to come up with one question to share with the class. These questions are posted in the front of the room to be answered later in the book. This is a good example of using sticky notes to organize students' thoughts during reading. The sticky notes keep the students engaged in the book, and they help with better group discussion.

Writing Component:

The students are writing down facts,main points, questions, etc on each sticky note. If a teacher is asking students to write down facts and main points on the sticky notes, then the sticky notes could be used to write a summary of the material for assessing whether or not the students comprehended the material. If a teacher is asking students to write down questions, then the students could write out the answers to these questions using research to support their answers. The research could come from the internet, textbooks, books, magazines, etc.

Writing Standards Addressed:

CCSS.ELA-Literacy.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

. CCSS.ELA-Literacy.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Sources:

Jamison, L. (n.d.). Sticky Note Reading - The Comprehension Connection. Retrieved July 17, 2014 from
http://lorijamison.com/blog/wp-content/uploads/2010/01/The-Comprehension-Connection-and-Sticky-
Note-Reading.doc.pdf.

Rener, K. (n.d.). S ticky Note Reflections. Retrieved July 17, 2014 from
http://katierener.weebly.com/sticky-note-reflections.html.

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"Sticky note reading involves using sticky notes to tab specific points of interest or points of strategy application in a text during reading. It helps readers engage with text and focus on specific aspects of the reading process.

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6 Fantastic ways to Use Sticky Notes in Reading Class.

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6 Fantastic ways to Use Sticky Notes in Reading Class.

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by Susan Verner 32,980 views

Whether your students are reading texts designed for ESL classes or are tackling full length novels, you might find that sticky notes are a great asset to them as they read.

With a little direction and a few fun colors, sticky notes can make a big difference in your students' comprehension no matter what they are reading. Here are some ways you can incorporate these fun slips of paper into your reading class.

Use Sticky Notes for Your Next Reading Class

1. A Character Collection

If you are reading a book as a class or if your students are doing independent reading, they can use sticky notes to keep a cast of characters. Every time readers encounter a new person in the text, they write that person's name on a pink (or choose your own color) sticky note. Don't stop with a simple list, though. Every time your readers encounter a passage that illustrates a character's trait, have students write that trait and the passage that supports it on a yellow sticky note and place it alongside that character's name. Students can quote the passage or summarize or paraphrase it and note the page where they found it. At the end of the book when it's time to write a character analysis or do a book report, your students will have the support they need for any claims they make about a character's traits, good or bad.

2. What Comes Next?

If you are reading a book with your class, here's a simple activity to see who among you has the best prediction skills. At the end of every chapter or section of the book, have students take a sticky note and write a short guess at what will happen next in the novel. Put all the stickies on a poster board or some free wall space where everyone can see them. After you read the next section, you can go back and check who and how many students guessed right at what was coming next.

3. Notes to Share

If you give your students a chance to share what they are reading with the rest of the class, encourage them to use sticky notes to help them remember. As students are reading, they can note any particularly interesting points they want to share with the class. These points might be something that a character did, something they learned while reading, or a personal connection to the text. As students note their great ideas, have them also note the page where they were inspired. When it's time for students to share what they are reading, they will be ready with specific great ideas from the text as well as their own inspirations that the reading brought about.

4. We All Have Questions

ESL students are bound to have questions as they read in English. Some students will find themselves wanting to stop every time they encounter an unfamiliar word or a sentence they do not understand. Even students who can quickly find the answers to their questions may find that stopping every few sentences has greater problems than benefits. For students who insist on getting answers to unfamiliar vocabulary or troublesome spots in the passage, sticky notes may be the answer to the problem. While reading, if a student encounters something confusing, comes across an unfamiliar vocabulary word, or has a question about what they are reading, have them jot their question down on a sticky note and continue reading. That reader may find that their question is answered as they continue with the text. Not every question will be, however. In such cases, at the end of that chapter or section, students can go back to their sticky note questions and look up unfamiliar words in their dictionaries or reread a passage and break it down to answer their question. That way their questions will still be answered, but the search for those answers will not interrupt the student's fluency or hinder them from developing reading skills such as inferring and gathering clues from context.

5. Comprehension Check

How well are your students understanding what they are reading? You can find out with either of these simple sticky note activities. If you are reading a larger piece of literature in shorter sections, have students pause at the end of each part to write a stick note sized summary of what they have read. If students did not understand what they read, they can note any questions on a separate sticky. If you are teaching young people, have a reading activity do double duty as an art project. Give students six light colored sticky notes and have them arrange the notes on a page as if they were panes in a comic strip. Students can then fill the notes with small illustrations and dialogue that tell the viewer what happened in a particular section of the book. Sticky notes are less intimidating than a full sheet of paper, so even students whose art skills are in the world of stick figures won't feel like their pictures aren't worthy of the paper they were given.

6. Elements of Literature

Sticky notes can help you talk about elements every piece of literature should have: character, motivation, conflict, and resolution. Give students four sticky notes of different colors that will be the basis for a one sentence summary of these major literature points. On the first note, students write the main character of the story they have read and stick it to a piece of paper. After that note, the student writes "wanted" and follows that with the next sticky note. On this slip of paper the student writes, obviously, what the character wanted, or what his greatest desire or motivation was. The sticky then goes on the paper and should be followed with "but". The third sticky tells of what problem the character encountered when trying to achieve that goal, in other words, the conflict. This sticky goes on the paper and is followed with "so". On the final sticky note, students should write how the problem was solved, or the resolution of the conflict. It then goes on the paper after the other three notes. When students have finished their sticky notes, they will have a one sentence summary of character, motivation, conflict, and resolution.

No matter what activity you are doing, for every sticky note, have your students write the page number on the note and place it in their reading notebooks. That way when it's time to use the notes your students have taken, they will be able to find the passage in the book quickly and easily.

Do you have a special use for sticky notes in your reading class?

Share it in the comments below.

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6 Fantastic Ways to Use Sticky Notes in Reading Class

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by Susan Verner 32,980 views With a little direction and a few fun colors, sticky notes can make a big difference in your students' comprehension no matter what they are reading. Here are some ways you can incorporate these fun slips of paper into your reading class.

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Using Sticky Notes to Teach Reading Strategies 

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Using Sticky Notes to Teach Reading Strategies 

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All grade and age levels need to concretely learn and practice active reading strategies. Just because reading comprehension strategies are more explicitly taught and focused on in primary grades doesn't mean that middle and high school level teachers shouldn't be teaching and reinforcing, too! Actually, as the content gets harder (around 5th to 7th grade) it becomes more critical that kids and young adults become stronger at utilizing active reading strategies on their own for continued success.

While there are many ways you can teach and reinforce reading strategies, one of the easiest methods includes think-alouds and sticky notes. It's really that easy. The teacher should model reading a text aloud (which can be on ANY subject). As the teacher reads, he or she should stop and "think aloud" while using reading strategies. You might stop and say, "This part lets me really picture how water evaporates from the ground and becomes a gas" when reading a text on evaporation. You might stop and question, "I wonder why the Nile was such a valuable land for the early settlers" when exploring a text about early Nile civilizations. Besides just saying your thought, though, stop and actually make a sticky note. Then, add it to your text. Have your students practice the same.

Once your students understand how to use sticky notes while reading a text, have them do the same in partners, groups, and eventually independently. The ultimate goal is that learners are reading and stopping to think about what they are reading. It is helpful to have a foundational understanding of all the specific reading strategies, such as visualizing, making connections, questioning, and so on. This is especially true for struggling readers who need more concrete and explicit instruction. However, it's more important that teachers expose their students to "stopping, thinking, and writing" than it is to wait until all reading strategies have been taught and mastered.

Some of the best specific reading strategies to teach include: monitoring comprehension, activating prior knowledge, making connections, visualizing, questioning, getting the gist, making inferences, determining importance, and synthesizing. Here is what each of those reading strategies really mean:

Monitoring comprehension is the first and most important strategy. It is teaching yourself to think about what you are reading. You might stop and highlight when parts are interesting or identify when you have no clue what you really read. It's the most important strategy since it is the basis for all other reading strategies.

Activating prior knowledge means thinking about the topic of a text and considering everything you know about that topic. This is helpful for readers because it helps set the stage in your mind for further learning. Give a set amount of time for students to brainstorm what they known about a topic prior to reading about it. Then, give time for students to share out.

Making connections means relating what is read to things in real life or in other texts or movies. Making connections can be especially helpful when learning challenging science or math topics. Once you can relate a new concept to something else, it becomes much easier to generalize and concretely understand.

Visualizing is using the words in the text to create a picture in your mind. I often tell kids that it is like making a movie in your head using the text itself. This is also one of my favorite strategies to teach because you can use drawing or role playing to show how you visualize a text. A student might write, "I can picture when..." or "I can visualize this part in my head by seeing...".

Questioning is coming up with questions about a text before, during, and after reading. This can also be a really fun strategy to teach, since it inspires students to engage in research and continued learning. Let students start with some stems such as "I wonder..." and "This part makes me question why...".

Getting the gist means to put the "gist" or main idea of a passage in just a few words. This is the essential "did I really get that?" strategy, and a great tool for kids to use to make sure they are understanding what they are reading.

Making inferences is finding clues in the text to figure things out that aren't explicitly stated. While this strategy is important in many texts, it is critical with higher level language and challenging novels. This can also be fun to teach when using news articles. Students might use this strategy starting off with "I can tell..." or "One thing I can infer is...".

Determining importance is exactly what it sounds like: finding the most important parts in a text. While it sounds simple, it is often more challenging for students to learn. By forcing kids to identify what the three most important parts in a text are, they must really look critically at the text and use higher order thinking skills. Students might write, "I can tell this part is important because...".

Synthesizing means being able to change your thinking after reading a text. It is putting different texts or media together to have a new understanding on a topic.

So get a few stacks of sticky notes and practice reading strategies in your classroom today! Note that it can be fun to have a variety of different sticky note sizes and colors so that your students can choose their own.

If you are looking to get started right away, consider for the full reading comprehension lessons guide. It includes lessons for teaching: monitoring comprehension, activating prior knowledge, making connections, visualizing, questioning, getting the gist, making inferences, determining importance, summarizing, and synthesizing.

If you find yourself needing more than lessons, the Reading Comprehension Bundle includes 27 lessons, task cards, posters, journal prompts, a bulletin board, and more!

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Using Sticky Notes to Teach Reading Strategies

# data[].attributes.attachment_link.description
All grade and age levels need to concretely learn and practice active reading strategies. Just because reading comprehension strategies are more explicitly taught and focused on in primary grades doesn't mean that middle and high school level teachers shouldn't be teaching and reinforcing, too! Actu