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Activity 1 for Activities
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What if Lincoln Had Used a Post-it® Note?
Posted: January 23, 2012
By:Scholastic From:New York, NY
Estimated Time: 10-20 minutes
Description:
Legend has it that President Lincoln wrote the Gettysburg Address on the back of an envelope as he rode the train to Gettysburg. Even if this isn’t true, his brief speech of 271 words lasted only 2 minutes, yet it contained a powerful vision for our country. Challenge your students to write a mini presidential speech about an important issue on a Post-it® Note.
How it Works
Step 1: Ask students to think about issues that are important to them. If they were president, what changes would they make in order to create a better future?
Step 2: Give each student a 3x5 Lined Post-it® Note on which to write their mini presidential speech.
Step 3: Invite students to share their speech with the class.
Step 4: Stick the Post-it® Note presidential speeches to the wall to create a display for Presidents Day!
7th Grade, 6th Grade, 8th Grade
Language Arts, History
Other
+2points
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Activity 2 for Activities
Questions, questions!
Posted: May 20, 2013
By:cathy77 From:Marietta, GA
Estimated Time: 10-20 minutes
Free sample received: No
Description:
During Read to Self, children write the answer to each: Who?, What?, When?, Where?, Why?, How? on a Post-it to help with comprehension.
How it Works
Step 1: First, review the question words who, what, when, where, why, and how with the class. (Set the pace you introduce each question word according to your class needs.) Review each question word during a Read Aloud. Note that each word pertains to different aspects of a story. Who is/are the characters?, Who is talking?, What is the story about?, What happened?, When did the character do ....?, When does it take place?, Where is the setting of the story?, Where did this character go?, Why did .... happen?, Why is the character ...?, How did ____ solve a problem?, How does the story end?
Step 2: Then, begin each mini-lesson showing children how to write short responses to each question word. EX.-"Today you will look for the answer to "who" the story is about or "who" are the characters in the story." Show the children how to write "Who" at top of a note and list the name/names. Then stick the note on the edge of the page where they found the answer. After each Read to Self, bring the children back together and give them @ 5 minutes to share their notes with each other.
Step 3: Continue this process until the children have had an opportunity to complete this activity for each question. The same book can be used by the child each day, but not necessary. (We were able to complete our "dry" run in five days.)
Step 4: I posted chart paper that was labeled with a question word. We then posted our notes on the chart paper to display what we learned. The children used this technique on their own and at their own pace.(Some were able to complete all in one reading session.)
Supporting All Learners: Different color post-it notes can be used for each question word.
1st Grade
Language Arts
Questioning Strategy
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Activity 3 for Activities
Good Food V.s Bad Foods
Posted: April 24, 2013
By:Giggles From:Glendale AZ
Estimated Time: 10-20 minutes
Free sample received: No
Description:
3-4 pieces of poster paper, post-it note with either names of foods or pictures of foods both healthy and unhealthy. Have the children try to match all the foods to the right category.
How it Works
Step 1: Prior to class label poster boards with: Healthy foods, bad foods, and sometime foods.
Cut out food items of all kinds and glue them, one-to-one, on each card or write the food name on each card. Use as many cards as you need to for your age group. ( Gearaed this towards Pre-K to Kindergarten)
Cut out food items of all kinds and glue them, one-to-one, on each card or write the food name on each card. Use as many cards as you need to for your age group. ( Gearaed this towards Pre-K to Kindergarten)
Step 2: Tell children what you expect of them: They need to match the food cards to the right category. (With little ones you may have to help them with this activity.) Do this first to see what they already know.
Step 3: Give them a time limit (depends on your students) I used 10 minutes for 4-5 year olds.
Step 4: Then you can used the book "My Healthy Food Pyramid" In order to discuss the food groups and how it affects their health.
Kindergarten, ESL
Reading & Writing, Language Arts, Science
Text to World Connection, Questioning Strategy
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Activity 4 for Activities
Math Estimating
Posted: April 23, 2013
By:lynn1 From:Frederick, MD
Estimated Time: 10-20 minutes
Free sample received: No
Description:
Students estimate the number of items (candy, pennies, etc.) in a plastic bag. Each student writes his/her name and guess on a post-it note. They bring it up to the board and stick it on. We discuss the estimates and see who is/are the winner(s).
How it Works
Step 1: Show a bag of items. Have students write their guesses on post-it notes and bring up to the board and stick on. Discuss estimates and see who is the winner.
1st Grade
Math
Other
0points
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Activity 5 for Activities
Word of the Day
Posted: March 29, 2013
By:VikingPrincess From:Northfield, VT
Estimated Time: 10-20 minutes
Free sample received: No
Description:
Students are introduced to a math vocabulary word of the day. We use post-it notes for the students to draw pictures depicting what the word means and place it on our Word of the Day poster.
How it Works
Step 1: Introduce the word of the day
Step 2: Define the word and use manipulatives to further understanding of the word.
Step 3: Have students draw a picture depicting the definition of the word and place on Word of the day poster.
Step 4: Use these words to make up a math vocabulary center for Guided Math time.
Educational Goal: Vocabulary
Lesson Extensions: Words can be used for math games and/or centers. Use Common Core math vocabulary to help start your lists.
5th Grade, Kindergarten, 2nd Grade, 1st Grade, 4th Grade, 3rd Grade
Math
+4points
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Activity 6 for Activities
Bible School activity where kids posted
Posted: March 19, 2013
By:bmjht From:Alabama
Estimated Time: 10-20 minutes
Free sample received: No
Description:
After a Bible story on being thankful, each child posted a picture or word on the bulletin board of what they were most thankful. It was an interesting array of color because each child had a different colored post-it note.
How it Works
Step 1: Read a story.
Step 2: Have some volunteers to say what the highlight of the story was for them.
Step 3: Have each child write on a post-it note what the highlight of the story was for them.
Step 4: Post the different colored post-it notes on the bulletin board under the main topic item.
2nd Grade, 4th Grade, 3rd Grade
Language Arts
Cluster Mapping
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Activity 7 for Activities
Quote of the Day
Posted: March 3, 2013
By:tiggermom From:fairhope
Estimated Time: 10-20 minutes
Free sample received: No
Description:
I write the daily quote (in print) on a jumbo post-it so the students in the back of the room and students who cannot read cursive can see the quote. I also save each week's post-it so students who are absent can copy down missed quotes.
How it Works
Step 1: Find quote in book or online
Step 2: Write it on Post-it easel pad
Step 3: Discuss quote for understanding
Step 4: Leave quote up for students who need to do make-up work
Educational Goal: Abstract thinking skills
Supporting All Learners: general ed, gifted, learning disabilities, vision impaired
Assignment: Quote of the Day interpretations and discussion
7th Grade
History
Other
0points
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Activity 8 for Activities
Punctuation Game
Posted: February 21, 2013
By:Cher From:Swansea,MA
Estimated Time: 10-20 minutes
Free sample received: No
Description:
I cut cats out of colored Post-its and use them to show students that the Capitalization Cat begins every sentence. Then I cut out pigs on other Post-its (usually pink) and put different punctuation marks on the pigs. These pigs are placed at the end of the sentences. This activity can be done on a Black board, white board or paper easel.
How it Works
Step 1: Identitfy the Capitalization Cat.
The Cats should be a different color than the Punctuation Pig.
The Cats should be a different color than the Punctuation Pig.
Step 2: The Cat will be utilized to remind the students where capital letters will be placed in the sentences.
Step 3: Show the students the difference between capital and lower case letters.
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Step 4: Write a sentence on the board and let students indicate where the Capitalization Cat should be placed. Explain that a sentence is a complete thought that begins with a capital letter and ends with punctuation.
Step 5: The Capitalization Cat can be used to explain other uses for capital letters depending on the grade level. Capitalize words that are particular people, places and things.
Michael - names of people
Paris - cities, towns, states, countries, planets
Disney World-places
Jello- things
Michael - names of people
Paris - cities, towns, states, countries, planets
Disney World-places
Jello- things
Step 6: Introduce the Punctuation Pig.
Pink Pigs drawn on Post-its with punctuation marks on them .,?!
Give the students examples of sentences using different punctuation marks.
My cat likes to play with ping pong balls.
My cat chased the mouse across the livingroom floor!
Where is my cat?
Pink Pigs drawn on Post-its with punctuation marks on them .,?!
Give the students examples of sentences using different punctuation marks.
My cat likes to play with ping pong balls.
My cat chased the mouse across the livingroom floor!
Where is my cat?
Step 7: Write sentences on the board and have students place the Punctuation Pigs where they belong on the sentences. For students in higher grade levels " ' ;: can be introduced after basic concepts have been understood.
Educational Goal: Goal is to create complete sentences with correct capitalization and punctuation.
Familiarize students with the placement and concepts of where capital letters and punctuation are placed, until concept becomes ingrained.
Familiarize students with the placement and concepts of where capital letters and punctuation are placed, until concept becomes ingrained.
Supporting All Learners: I am a Special Education teacher and this lesson works well with students of all ages. It can be made into a game. The sentences can become more challenging. The paragraphs can be developed involving more grammar concepts. The trick is to utilized the Cat and the Pig to link the concepts in the student's minds with a colorful picture reminder.
Lesson Extensions: Maps can be drawn and the Capitalization Cat can be placed in the cities, countries, and companies.
Assignment: Students can be presented a paragraph from familiar literature.
Pictures can be cut out of magazines and captions can be written under the pictures, beginning with a Capitalization Cat and ending with an appropriate Punctuation Pig.
Pictures can be cut out of magazines and captions can be written under the pictures, beginning with a Capitalization Cat and ending with an appropriate Punctuation Pig.
2nd Grade, ESL, 4th Grade, 3rd Grade
Reading & Writing, Language Arts, Special Education
Text to Self Connection, Story Map, Beginning, Middle & End Organizer
+1point
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Activity 9 for Activities
ABC ME ( fun way to improve alphabetizing skills)
Posted: February 21, 2013
By:coinneal From:The World
Estimated Time: 10-20 minutes
Free sample received: No
Description:
What you will need:
25-100 blank index cards. (I bought a pack of 100 for only .99 cents at Krogers.)
Cardboard strip with the alphabet printed on it. (for the younger ones)
Shoe box or other small container.
One minute timer for solo play.
25-100 blank index cards. (I bought a pack of 100 for only .99 cents at Krogers.)
Cardboard strip with the alphabet printed on it. (for the younger ones)
Shoe box or other small container.
One minute timer for solo play.
How it Works
Step 1: Step 1:
Write one word per card depending on your child's or students reading level
Write one word per card depending on your child's or students reading level
Step 2: Step 2:
Place cards in alphabet order and write a number on the back of each card that corresponds with the order of the card.
Example = Cat-3 Apple-1 Boat-2
Place cards in alphabet order and write a number on the back of each card that corresponds with the order of the card.
Example = Cat-3 Apple-1 Boat-2
Step 3: Step 3:
Mix up the cards in the box, then split evenly between your children or students.
Mix up the cards in the box, then split evenly between your children or students.
Step 4: Step 4: With out looking at the numbers on the back have your children place the cards in alphabet order.
Step 5: Note:
The numbers on the back of the cards will not be in sequence with each other example 1 2 3 4 and so on, but they will be in order from lowest 3 6 8, 10 depending on which cards your child picked.
If you have a one minute timer handy. Children can play this game on their own to help improve their alphabetizing skills.
The numbers on the back of the cards will not be in sequence with each other example 1 2 3 4 and so on, but they will be in order from lowest 3 6 8, 10 depending on which cards your child picked.
If you have a one minute timer handy. Children can play this game on their own to help improve their alphabetizing skills.
Educational Goal: This is a fun game like way to help students learn how to put words in alphabetical order. You can change out the words at any time to keep up with your curriculum. Students can either play this game alone or with a friend.
2nd Grade, 1st Grade, 4th Grade, 3rd Grade
Reading & Writing, Language Arts
Other, Beginning, Middle & End Organizer
0points
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Activity 10 for Activities
Helping ADHD Readers
Posted: February 20, 2013
By:babybert From:Springville, Utah
Estimated Time: 10-20 minutes
Free sample received: No
Description:
I use post-it notes to keep track of major characters in novels I am reading, for example, John Puller, tall, strong, blond hair, military CID, brother in jail, etc, That way when he is mentioned I can get a mental picture of who he is and how he is related to the story. Unfortunately with ADD it is difficult to remember all the different characters that enter and exit a story. Cuts down on frustration for the reader.
How it Works
Step 1: Stick Post-it pop-up note dispenser or just a small stack of Post-it notes onto the back cover of book, or any surface of book that will allow easy removal. Begin reading the novel . . .
As you come upon the initial description of the character, grab a post-it from the dispenser and jot down major descriptions, i.e, blond hair, teenager, short, sister of Joan, etc.
As you come upon the initial description of the character, grab a post-it from the dispenser and jot down major descriptions, i.e, blond hair, teenager, short, sister of Joan, etc.
Step 2: Then take the post-it with the characters name on top and stick it to the inside front cover of the book for easy reference. Any continue reading . .
Step 3: When the character is mentioned again, quickly look at the note and refresh your memory of who this person is, and continue reading with much better comprehension. Can also be used to keep track of major action in the story, i.e., John goes to Florida to check on his Aunt, etc. .
Step 4: Add to the note when details about each character is revealed during the story, i.e., for John add, "no mom, raised by Aunt" to his post-it note. This can only be accomplished with the amazing Post-it technology.
Educational Goal: To help readers with ADHD enjoy the reading process by being able to keep track of the characters in the story. This makes reading a longer novel much more enjoyable and cuts down on the frustration of trying to look back through the book to find where the character was first, and best described.
Lesson Extensions: Use the Post-it notes for book reports in describing the main characters. Or just for more enjoyable reading.
5th Grade, 7th Grade, 6th Grade, 8th Grade
Reading & Writing
+4points
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Activity 11 for Activities
Read and Find
Posted: February 13, 2013
By:SusieQue From:VA
Estimated Time: 10-20 minutes
Free sample received: No
Description:
Before the students arrive, I place two post-its on their desk. One has a ? on it. The other has a ! on it. As they read the assigned text, they look for something they have a question about and something they learned. The question is writen on the post-it with the ? and the thing they learned is writen on the one with the ! When they are done the students stick the post-its on a large graphic organizer I have prelabled with story elements. Sometimes I just use the ? to get a picture of parts I may need to give more info about. Sometimes I give the questions to a pair of group and they have the task to answer the question. It really helps the students focus on the text and have a purpose for reading.
How it Works
Step 1: Create a class sized graphic organizer that relates to the text you have chosen.
Step 2: Pick two light colored post-its. On one color, print a ? in a corner. On the other color, print a ! in a corner. Place one of each color on each student's desk.
Step 3: Tell the students to read the assignment and find one thing they have a question about and write it on the post-it with the ? They should also find something they learned and write it on the post-it with the !
Step 4: Have the students put their post-its on the graphic organizer.
Step 5: Use the results as a way to gage the students' understanding of the test, or assign the students to answer the one of the questions. You can also use the facts they learned post-its to easily finish a KWL.
5th Grade, 7th Grade, 6th Grade, 8th Grade, 2nd Grade, 1st Grade, 4th Grade, 3rd Grade
Reading & Writing
Text to Self Connection, Text to World Connection
+3points
3out of 3found this story helpful.
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