Post-it Notes = Speed Bumps for Readers
Lesson 5 of 10
Objective: SWBAT write post-its about what they are envisioning in a scene and what they are learning about their character in the scene.
The envisioning and predicting assessment lesson "A Snapshot of Envisionment" gave me more information about my students comprehension skills: vocabulary, envisionment, reading closely, synthesizing clues, understanding implied meaning, and revising their thinking. Many students only attached meaning to the most concrete details from the passage and missed what was actually going on. Then, later in the passage after learning more details about Abby they did not go back and revise what they initially thought.
After learning this, I decided to have them use post-its to to describe the pictures in their heads as they are reading.
Direct students to bring reading response notebook to mini-lesson. "Students when you are reading you have to also be thinking about what you are reading. You need to pay attention to the voices and the pictures in your head. And the most fun part is to stop for a moment and think about what you just read. Use your background knowledge to empathize with the characters. You want to be able to use your imagination and feelings to related to your characters thoughts, feelings and wants. One way to do this is to think of your post-its as speed bumps for reading. Here are some pictures of different kinds of speed bumps".
"Turn and talk with your partner how Post-Its are like speed bumps for reading?" Listen in. Ask two partnerships to share what the other partner said.
Create Anchor chart about the importance of post-it notes as a way to capturing important events and scenes in a story.
"Open your notebook and find a place where you wrote a post-it that shows you were using it to slow down your reading and capture your smart thinking about something in the book. Share with your partner." Listen in have two partnerships share.
"Today when you are reading I want you to continue to slow down when you get to a curve in your reading and you want to write a post-it about what you are thinking."
As students are independent reading, I am conferring with them about their post-its. The purpose of post-its early in the year is for students to gain practice in connecting with the text and determining important events in the story. This lesson specifically was to slow down readers and have them leave a record of their thinking as they were reading. During the partner share, students can share what they wrote on their post-its. Also, it is a way for me to track their thinking about their books. I ask students to share their post-its with me and tell me why they wrote them.
For some students, their post-its are helpful when they write a summary or essay on a person or a topic. For other students, they might be using their post-its to capture the who and the what in their stories.
I videoed two resistant post-it writers and asked them about the books they are reading. These are capable students who can write post-its- they just do not want to take the time to do it. They are usually making origami characters out of their post-its to go with the graphic novels they are reading instead of writing post-its. Orally, their comprehension of their books was great. To hold them accountable for writing post-it notes I will ask them to set up their notebook before independent reading with two or three post-its on the page like this. For these students, the post-it writing component of reading needs to be very concrete so they know exactly what I am expecting of them. Once they do the assigned work I will allow them to share with each other on the rug.