Classroom
Tools
Sticky Note Strategy
What is the sticky note strategy?
Perhaps the most used sticky note strategy involves reading
comprehension strategies such as making connections, but sticky note
strategy can be implemented in endless ways in the classroom. Sticky
note strategies are especially useful in accommodating students with
disabilities. Any use of a sticky note to scaffold a child in learning is a
‘sticky note strategy’.
Who benefits from using the sticky note strategy?
Many different populations of students with disabilities benefit from
utilizing sticky notes to support learning and behavior. Sticky notes are
a wonderful tool for students with ADHD, learning disabilities in
reading, math and writing, as well as students with emotional/behavior
disorders. Any student regardless of disabilities could benefit from
sticky note strategy tips and tricks. The biggest advantage of sticky
notes for classroom strategy use is their affordability and availability.
Sticky notes are also a wonderful tool to use with English language
learners to scaffold their new language acquisition as they read, write,
and perform math calculations.
Specific Suggestions for Students
Disabilities in Reading and Writing
with
FIG. 1 SUMMARY CHART
Learning
One way teachers can help their students with learning disabilities in
reading is to provide sticky notes for comprehension checks. Students
are encouraged to use the sticky notes to draw what they think the
story is about, write down questions they have as they read, make
predictions for what they think is going to happen next, mark down
text-to-self, text-to-text and text-to-world connections, and to flag
words they do not know. A context chart can be created for the words
they want to learn. (See figure 3 for an example.) Teachers can also
provide pre-made sticky notes for students that require additional
support that already have questions or comments written on them.
Symbols can be used in lieu of words to streamline the process. These
can be done by the students or pre-made by the teacher. (See figure 2
for an example.)
FIG. 2 SYMBOLS ANCHOR CHART
Another way students can use sticky notes during reading is to mark
the words they can read, then build a word chart of words they know
and then words they want to learn. Summarizing is often challenging
for students with learning disabilities, and sticky notes are a great tool
to use with a summarizing strategy such as “so, wanted, but, so, and
FIG. 3 CONTEXT CLUES CHART
Aimee Chapman #1
SPED 5326
then” chart. (See figure 1 for an example.) Students can also make take notes on sticky notes as they
read. One suggestion is for students to write down new characters and plot
points on sticky notes every four pages as they read to help their factual recall.
Students that struggle with writing can use sticky notes to brain storm for their
stories. The elements of the story being taught, such as beginning, middle, and
end or plot development, can easily be moved around to change the order of the
story to teach students why stories are told in order. Revision and editing
possibilities are endless using sticky
notes. Students are encouraged to use sticky notes to add new
thoughts and ideas to their stories as they read and re-write
MAKING CONNECTIONS: CODING THE
their drafts.
Specific Suggestions for Students with ADHD and EBD
TEXT PROCEDURE
1. EXPLAIN THAT THERE ARE
THREE TYPES OF
CONNECTIONS: TEXT—
SELF, TEXT—TEXT, AND
TEXT—WORLD.
2. THINK ALOUD AS YOU READ
SOME EXAMPLES OF EACH
CONNECTIONS
3. USE STICKY NOTES TO
WRITE THE CODE T-S, T-T,
T-W
4. PLACE THE APPROPRIATE
STICKY NOTE TO THE
CONNECTIONS YOU MADE
5. INVITE STUDENTS TO
WORK, INDIVIDUALLY OR IN
PAIRS, TO READ THE
ADDITIONAL MATERIAL
AND CODE THE TEXT WITH
STICKY NOTES.
6. ENCOURAGE STUDENTS TO
CODE WITH STICKY NOTES
DURING ALL READING
ACTIVITIES.
Inattention issues and time prioritization are two
characteristics of students with attention deficit hyperactivity
disorder (ADHD). Sticky notes are wonderful tools to help
students remember what to do first, second, and third. When
listening to directions, students can write the steps down on
sticky notes and color code by sequence or priority. Sticky
notes make great reminders to help students remember what
they should be working on or what they need to remember
from home the next day. Sticky notes also make great teacher
written behavior reminders to pass subtlety to a student in
front of the whole class. Even a color coded note without any
words on it can be a visual clue to sit back down. Free
movement cards are another great use of sticky notes.
Teachers can provide a student a certain number of bathroom
breaks, quiet time breaks, stand up and stretch breaks on sticky
notes. The student can then turn in their sticky notes like
tickets to redeem a break. For students with impulsivity issues,
sticky notes are great to write down a question or comment
during a teacher-led lesson to save for later when they are
allowed to contribute. The ‘parking lot’ sticky note strategy
works great with all students, but especially students with
ADHD. The students may have a related connection that they
want to share or a new topic they wish to explore that is not
directly related to the lesson. Teachers should then encourage
the student to write or draw their idea on a sticky note and place it on the ‘parking lot’ anchor chart in
the classroom. Teachers then allocate a time later in the day to go over all the ‘cars’ parked in the
‘parking lot’ and discuss all the students’ off-topic ideas.
References:
Chorzempa, B. & 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.
McLaughlin, M. & Allen, M. (2009). Guided comprehension in grades 3-8. Newark, DE: International Reading Assocation.
Stricklin, K. (2011). Hands-on reciprocal teaching: a comprehension technique. Reading Teacher, 64(8), 620-625.
Stormont, M. (2008). Increase academic success for children with ADHD using sticky notes and highlighters. Intervention in School &
Clinic, 43(5), 305-308