Sticky+Note+Strategy

**Sticky Note Strategy ** **Rationale:** This strategy was chosen because I want my students to be able to go back through the book and pick out certain parts of it. It assists in thinking more about the book on their own terms then always having the teacher talking. It is a good start to a "Think Aloud" activity. The class consisted of three 2nd graders all of whom have an Individualized Education Plan (IEP). We did this strategy during our guided reading time.
 * Courses Implemented: **

This strategy reached diverse learners because I was able to give the students with higher knowledge and better comprehension the more complex sticky notes and the students who are struggling more with the basic sticky notes. You are able to do this strategy to your student’s ability level and to what you want them to work on but also have some sticky notes that are “fun” to them. All the students engaged immensely because they loved the activity and the interaction between their peers. They do get tired of listening to the teacher talk all the time. We are working on more discussions between the peers with guidance from the teacher. My visual and tactile learners responded well to this activity because it was hands on they were able to visually see the text and what they needed to find. The kinesthetic learners did alright with this activity also because they were able to move around the room while doing this activity. I wanted them to visualize what was happening and where their sticky note was to be placed.
 * Diverse Learners: **

 **Potential Issues:** There could be too many sticky notes for the students to process. To assist in this problem, I would start to implement sticky notes into the process but not introduce them all on the same day. It is also a great activity to send home for homework to do with the parents. Students may need to rely on their phonics and the sticky notes would need to go along with the phonics too. **References:** Harvey, S, & Goudvis, A (2007). //Strategies that work: Teaching comprehension for understanding and engagement//. Portland, ME: Stenhouse Publishers.
 * Procedure: **
 * The students read a Guided Reading book.
 * Then they took their sticky notes and put them on the appropriate page.
 * As a small group we discussed their sticky notes.
 * Today I let them think of their own sticky note that they would want to put on their. I do not always do that part it depends on the book and the students.