Sticky Note Strategy

Jessica Ewers #4

Why sticky notes?

Within your classroom you may have students who may be

behind their peers with academic tasks, such as, reading,
writing, and/or spelling, which results in difficulty in
listening, thinking, speaking, recalling, memorizing stepby-step processes, staying on or completing tasks, and
communicating with their peers or teachers. Sticky notes
help students overcome these obstacles by aiding them in
the classroom in a variety of ways. Students with ADHD
have been able to utilize sticky notes for:

Time management and task completion: students

are able to write an in class to-do list on a sticky
note and cross off when a task is complete.
In-text questions: while reading instead of
impulsively asking a question, students are able to
write it on a sticky note, and share their question at
the appropriate time.
Students can place sticky notes at the beginning and
end of a reading to see how much they have read
and how much further they have to go as a
motivator.
Have a permanent model of a step-by-step process
on a sticky note that can be refereed back to, such
as, the order of operations!

This usage of sticky notes can be used for your other

students as well since many students have trouble paying
attention, maintaining interest, completing tasks, and
needing to chat or move more than others. Also, many
students are overwhelmed and intimidated when it is time
to write about a story or book they have just read. In order
for you to check their reading comprehension you can have
your students create a story map with sticky notes that will
help them recall, organize, and clarify their ideas which
will be further explained how to!

Who can sticky notes

help?
Sticky notes are appropriate for everyone
in your general education classroom and
all grade levels. They are particularly
successful for students who have mild
disabilities such as: learning disabilities,
emotional behavior disturbances,
attention deficit hyperactive disorder,
high-functioning autism, communication
disorders, orthopedic impairments
(depending on severity), and the deaf/
hard of hearing.

Sticky Notes are inexpensive and

easy to use at school and/or
home!

How to use sticky notes for reading

comprehension

The purpose of this activity is to help your students with

reading comprehension. By utilizing a story map with
sticky notes students will be able to find a storys main
idea, characters, themes, setting(s), keywords, and
supporting evidence. Using this strategy this will help
students become active readers who will be able to
comprehend, question, predict, visualize, and recall
what they have read. The story map to the right is an
example of what you can create, but you can also write
it on your board and interchange which topics you want
your students to be looking for as they read.
Teacher Instructions
Prepare the chart out of construction paper or
write the topics on your white or chalkboard.
Make labels for what topics you want the
students to be looking for within their reading.
Provide your students with sticky notes!
Keep the story map in an easily accessible area when your students are reading so
they can reference back to it.
Model for the students what they are looking for
Student Instructions
while reading, how to use the sticky notes while
When reading write on individual
reading, where to put the sticky notes when
sticky notes when you recognize any
finished reading, and gear up for a classroom share.
of these topics and always reference
When each student is finished reading have your
the chart while reading.
students put their sticky notes in the appropriate
When you are finished place your
spot on the story map.
sticky note in the appropriate spot
Do a classroom share to make sure your students
on the story map.
are on the right track while reading!
Be ready to do a classroom share in
References:
order to retell the story!

Bass, M. G. (2008). Comprehension Windows Strategy: A Comprehension

Strategy and Prop for Reading and Writing Informational Text. Reading
Teacher, 61(7), 571-575.
Chorzempa, B. F., & Lapidus, L. (2009). To Find Yourself, Think for Yourself.
Teaching Exceptional Children, 41(3), 54-59
Fagan, B. (2003). Scaffolds To Help ELL Readers. Voices From The Middle, 11(1), 38-42.
Stormont, M. A. (2008). Increase Academic Success for Children with ADHD Using Sticky Notes and Highlighters. Intervention In School And Clinic,
2
43(5), 305-308.
Weisenberg, R. C. (1997). Appropriate technology for the classroom--using `post-it notes' as an active learning tool. Journal Of College Science
Teaching, 26(5), 339.