Sticky Reading Comprehension
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Students will be able to retell key details from a story.
- Choose the reading material to utilize, such as a book you have read with the class recently.
- Pass out a stack of sticky notes to the students.
- Explain to the students that reading comprehension is the ability to understand and recall what was read.
- Show students an example of a doodle, or sketch. Explain to them that it only takes a few seconds to compose a doodle.
- Explain to your students that for each page of the text that they read, they will compose little doodles on a sticky note that will remain stuck to that page.
- Have students stand and chant, "Comprehension, I understand what I read."
- Have students explain what comprehension means in their own words to a partner.
Explicit Instruction/Teacher Modeling(5 minutes)
- Describe what makes up a good doodle. For example, if the text says The boy was extremely sad to discover that he was not going to be able to play both basketball and football due to a schedule conflict, the doodle could be a boy with a sad face, a basketball, a football, and a calendar.
- Instruct your students to notice key details and remember them through their own perspectives.
- Provide a student-friendly definition of key vocabulary words in the story you read aloud.
- Provide visuals of main characters or ideas from the story.
- Provide a word bank of key vocabulary for students to refer to during the read aloud.
Guided Practice/Interactive Modeling(20 minutes)
- Read the text aloud or have your students read the text aloud (depending on the text), and give the students a few minutes to compose their doodles and reflect on what they just read.
- Ask students to pair up and do a think-pair-share, using the following prompts for support and to spark in depth discussion:
- I chose to draw ____ because ____.
- I connect to your drawing of ____because ____.
- Your picture reminds me of the ____ of the story.
- Provide students with relevant graphic organizers to support their understanding of the beginning, middle and end of the story.
- Ask students to record their answers to the prompts in their reading logs or journals and summarize what their partner says.
Independent Working Time(10 minutes)
- Instruct students to read a few more pages independently and compose their sketches or doodles to describe what they read on that page.
- Make sure that they do not spend longer than about 2 minutes on a sketch.
- Provide students with a simplified version of the read aloud with visuals.
- Provide a student-friendly bilingual glossary of words and phrases in home language (L1) and English.
- Allow student to read text aloud to a teacher.
- Allow students to work with a sympathetic non-EL student.
- Allow student to read text aloud to a partner.
- Enrichment: Have the students draw one sticky note per chapter so that they are summarizing a larger portion of material.
- Support: Modify the lesson by having your students draw one sticky note per paragraph. Using smaller sections will help them gain practice in summarizing and comprehending text.
- At the conclusion of the reading, have your students turn back to the first page they read.
- Ask your students to retell the story based on their sketches.
- Alternatively, have your students recall the main events, characters, problems/solutions, key facts learned, sequence, etc. from the text.
Allow students to retell the story in L1 using their doodles for support.
- Provide students with sentence stems or paragraph frames to retell the story.
Review and Closing(5 minutes)
- Ask the students if they feel like they were able to remember more of what they read.
- Have one student show her sketches to the rest of the class and explain the story using those sketches.
- Provide students with the following sentence frames and starters as well as a word bank for support:
- I drew a ____ from the ____of the story.
- My favorite part of the story was......
Ask students to turn and talk to their neighbor to share their responses."
- Provide students with the following sentence frames and starters:
- I drew a ____ from the ____ of the story.
- My favorite part of the story was....
- Ask students to turn and talk to their neighbor to share their responses.