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2015 TPT Fords Board

STICKY STATIONS
Table of Contents
Pg. 4 Explore 4
Pg. 6 The Best Test
Pg. 8 Clear or Cloudy?
Pg. 10 Ask the Experts!
Pg. 13 Fact or Fib?
Pg. 15 Guess My Word!
Pg. 17 DUCK
Pg. 19 Go Figure!
Pg. 21 Time Line
Pg. 23 Stretch the Truth
Pg. 25 5 Ws for Writing
Pg. 27 Picture That!
Pg. 29 The Four Keys
Pg. 31 Express Yourself
Pg. 33 Quiz Quad
 Explore 4
In Explore 4, students write 4 possible answers to an open-ended question posed by the teacher.

Setup: Partners or Small Groups

Subjects: Any

Materials: Sticky Notes, Explore 4 Station

Procedure:
1. At a certain point during a lesson, the teacher poses an open-ended question to the class. For
example, How do we use minerals in everyday life? The question may be written on the
board for students to copy or written by the teacher on the Sticky Station beforehand.
2. Form partners or groups. Provide 4 sticky notes and 1 copy of the Explore 4 Station.
3. Students research or apply what they have learned to answer questions. Responses are recorded
on the sticky notes.

Suggestions for Use:

If possible, divide the sticky notes among students in the pair or group to ensure equal
cooperation.
Compare/contrast responses with other pairs, groups, or the whole class.
Use the box underneath the sticky note to draw an illustration related to the response.
Take anecdotal notes on student responses and understanding.

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 Question:
________________________
________________________
________________________
________________________

Explore
4
Explore 4

Directions: Write 4
possible answers to
the question above. 2015 TPT Fords Board
 The Best Test
In The Best Test, students create their best questions and answers to assess a current unit of study.

Setup: Partners

Subjects: Any

Materials: Sticky Notes, The Best Test Station, Reading Resources

Procedure:
1. Towards the end of a unit of study, give the class an opportunity to contribute questions and
answers for an upcoming test. Tell the class only the best examples (those that reflect essential
information learned throughout the unit) will be chosen for the test.
2. Form partners. Provide 6 sticky notes per pair and 1 copy of The Best Test Station.
3. Students use resources (notes, text books, etc.) to generate 3 questions and answers for the test.
4. Teacher collects responses for consideration.

Suggestions for Use:

Assign different types of questions for different pairs of students. For example, multiple
choice, essay, open-ended, etc.
Have each pair create three different kinds of questions.

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Q Q Q
The Best Test! Topic: _______________________

A A A 2015 TPT Fords Board

 Clear or Cloudy?
In Clear or Cloudy?, students share ideas or concepts that are clear (understood) and cloudy (not
easily understood) and get clarification on cloudy ideas.

Setup: Partners or Group of 4

Subjects: Any

Materials: Sticky Notes, Clear or Cloudy? Station

Procedure:
1. At a certain point during a lesson, the teacher asks the class to think about ideas presented that
are clear (understood) or cloudy (not easily understood).
2. Form partners or groups. Provide 4 sticky notes and 1 copy of the Clear or Cloudy? Station.
3. Students individually write 1 or 2 ideas that are clear and/or cloudy. Afterwards, they share
their ideas with a partner or group to help each other clear up any cloudy ideas.

Suggestions for Use:

On chart paper, place all clear ideas on one side and ideas that are still cloudy (after discussion
with peers) on the other. Students may draw a symbol, such as a star, on sticky notes with
cloudy ideas so they can be easily identifiable when placing them on chart paper. You may
also choose to use one color sticky note for clear and another color for cloudy.
Discuss (or reteach) cloudy ideas.
The speech bubbles may be used by students to comment on their level of understanding, to
tell how they cleared up confusing information, etc.
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Clear or
Cloudy?

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 Ask the Experts!
In Ask the Experts, students research a portion of an assigned topic in Expert Groups and present
information to the Home Group. (This activity is another name for Jigsaw).

Setup: Small Groups

Subjects: Any

Materials: Sticky Notes, Ask the Experts Station, Reading Resources

Procedure:
1. Assign Home Teams. Home Teams may be regular student groups. Students count off and are
placed in Expert Groups.
2. The teacher provides a portion of material for students in the Expert Group to research. This
may be pages to read in a book, passage, article, etc.
3. Provide 4 sticky notes and one copy each of the Ask the Experts Station and the note forms.
4. Each student in the Expert Group reads the information and writes his or her research findings
on a sticky note and places it on the Station.
5. Cut out the note forms. On the note form, each member summarizes information and lists talking
points from the Station and returns to the Home Team, where they present their part of the
research.

Suggestions for Use:

Students may share when they return to their Home Teams, then allow a question and answer
session.
Students may add notes and/or illustrations to the back of the note form.
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 What is your job? Write
your name and job
number in a space on
the Station.
Name: __________ Name: __________
Job #_____ Job #_____ JOBS:
1. Word Searcher Search
for and write the
definition of important
vocabulary words.

Ask the Experts! 2. Detail Detective Locate

and list important details
about the topic.

3. Illustrator Draw an
illustrate that teaches
something important about
Name: __________ Name: __________ the topic.

Job #_____ Job #_____ 4. Main Idea Creator

After reading the text,
create a sentence that tells
the main idea of the topic.
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Im an expert on ____________
Heres what I learned:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Im an expert on ____________
Heres what I learned:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Im an expert on ____________
Heres what I learned:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
2015 TPT Fords Board
Im an expert on ____________
Heres what I learned:
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
2015 TPT Fords Board
 Fact or Fib?
In Fact or Fib students research to determine whether statements related to a topic are true or false.

Setup: Partners

Subjects: Any

Materials: Sticky Notes, Fact or Fib? Station, Reading Resources

Procedure:
1. Before or during a unit of study, the teacher writes 4 statements (on the board for students to
copy onto the Station or directly on the Station), including statements that are true and false.
2. The teacher explains to the class that they will work together to prove whether each statement
is a fact or fib, supporting their answers with a page number locating the sentence that proves
or disproves each statement.
3. Form partners. Provide 4 sticky notes and 1 copy of the Fact or Fib? Station.
4. Students work together to prove or disprove each statement.

Suggestions for Use:

Challenge students to change each false statement to a true statement as they research by
making the necessary corrections in the white space underneath the sticky note.
Have pairs work together to create true and false statements about a topic and challenge other
classmates to prove and disprove them.
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 1. 2.

Fact or Fib?
Research to prove whether each statement is a fact or a fib.
1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

3. 4.

2015 TPT Fords Board

 Guess My Word!
In Guess My Word!, students write clues for 3 vocabulary words and guess each others words.

Setup: Partners

Subjects: Any

Materials: Sticky Notes, Guess My Word! Station, Optional: Vocabulary or Spelling List for students
to choose words

Procedure:

1. The Guess My Word Station needs to be cut in half prior to beginning the activity, so each
student may conceal clues.
2. Form partners. Provide 6 sticky notes and 1 copy of the Guess My Word!! Station.
3. Using a spelling or vocabulary list, each partner secretly chooses 3 words to write a clue for.
Words are written in the boxes and the clues are written on the sticky notes.
4. When ready, students switch papers and try to figure out the others word without lifting the
sticky note. Then, they may self check their answers.

Suggestions for Use:

To prevent duplication of words, the teacher may secretly assign words or give specific
instructions on where each partner is to choose words from, such as One partner choose words
from the top half of the list and the other choose from the bottom half.
2015 TPT Fords Board
 Guess my word!
Cut here.
Guess my word!
 D.U.C.K.
In DUCK, students share knowledge on a topic and learn more about that topic from their peers.

Setup: Partners, Small Groups

Subjects: Any

Materials: Sticky Notes, DUCK Station

Procedure:
1. At the beginning of or during a unit of study, the teacher chooses a topic for
students to share their knowledge on.
2. Form partners. Provide 4 sticky notes and 1 copy of the DUCK Station.
3. Partners complete the DUCK Station, following the directions on the page.
4. Afterwards, two sets of partners join to share. Any new knowledge gained is
written in the K Section of the Station.

Suggestions for Use:

Create a large DUCK chart and combine sticky notes from each Station to create a
visual for the entire class.

2015 TPT Fords Board

 D
We discussed
U
We both understand

Topic: ________________________

C
Were curious about
K
Knowledge from
another group:

2015 TPT Fords Board

 Go Figure!
In Go Figure!, students determine the steps required to solve a problem, identify
relevant and irrelevant information, and apply strategies to solve a problem.

Setup: Partners

Subjects: Mathematics

Materials: Sticky Notes, Go Figure! Station

Procedure:
1. The teacher gives the class a multi-step problem containing information (such as
numbers, etc.) not necessary to solve the problem.
2. Form partners. Provide 6 sticky notes and 1 copy of the Go Figure! Station.
3. Pairs work together, following the directions on the Station.
4. The teacher collects and assesses whether the students followed the necessary
steps to solve the problem and whether they solved the problem correctly.

Suggestions for Use:

This activity can be differentiated by assigning problems on varying ability
levels.
2015 TPT Fords Board
 What are you to
What information What information
figure out in this
is necessary? is unnecessary?
problem?

Go Figure!
How many problem- What operation
solving steps will it (or operations)
take to solve this You solved the
is/are required to
problem? (Make a tally problem! Place
solve this
for each step, then your answer here!
problem? How
write the final
number.) do you know?
2015 TPT Fords Board
 Time Line
In Time Line, students create a time line of historical events, including the year and
important details related to the year.

Setup: Partners or Small Groups

Subjects: Social Studies

Materials: Sticky Notes, Time Line Station, Reading Resources

Procedure:
1. The teacher assigns a topic (such as a historical figure or time period).
2. Form partners or groups. Provide 6 sticky notes and 1 copy of the Time Line
Station.
3. Students research dates related to the topic, placing the dates in order and
writing important details about the topic.

Suggestions for Use:

Instead of writing details, students may draw illustrations in the boxes to create
a visual time line of events.
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Time Line Topic: ________________________

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 Stretch the Truth
In Stretch the Truth, students expand a statement by adding more details .

Setup: Partners

Subjects: Any

Materials: Sticky Notes, Stretch the Truth Station, Reading Resources

Procedure:
1. Teacher writes 4 short sentences on the board or on the Stretch the Truth Station
beforehand. An example, if the class is learning geometry, the teacher may include
sentences such as: A polygon is a shape; A square is a polygon; etc. An example for
social studies is Frederick Douglass was a man, Frederick Douglass had a difficult
childhood, etc.
2. Form partners. Provide 4 sticky notes and 1 copy of the Stretch the Truth Station.
3. Students add information to the sentences by either writing what they have learned
about the topic or researching additional information on the topic.

Suggestions for Use:

Compare/contrast responses with other pairs, groups, or the whole class.
Use the box underneath the sticky note to draw an illustration related to the response.
2015 TPT Fords Board
 1. 2.

Stretch the Truth!

Expand each statement by adding more important details.
1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

3. 4.

2015 TPT Fords Board

 3 Ws for Writing!
In 3 Ws for Writing, students read and provide feedback on their partners writing.

Setup: Partners

Subjects: Writing

Materials: Sticky Notes, 3 Ws for Writing Station, Writing Samples

Procedure:
1. Form partners. Provide 3 sticky notes per person and 1 copy of the 3 Ws for
Writing Station.
2. The 3 Ws for Writing Station needs to be cut in half prior to beginning the
activity.
3. Partners swap writing samples. After reading the sample, each partner provides
feedback by using the 3 Ws on the Station.
4. Afterwards, partners read and discuss feedback.

Suggestions for Use:

For unfinished samples, teachers may choose to have partners write additional
comments on each others writing samples.
2015 TPT Fords Board
 keep working on.
the writer needs to readers.
Write about a skill piece interesting to
the writer. to make her or his
about the piece for
Working! used by the writer
Write a question Write about a skill

I Wonder Keep Wow!

3 Ws for Writing!

3 Ws for Writing!
Cut here.

Wow! Keep I Wonder

Write about a skill Write a question
used by the writer
to make her or his
Working! about the piece for
the writer.
piece interesting to Write about a skill
readers. the writer needs to
keep working on.
2015 TPT Fords Board
 Picture That!
In Picture That!, students draw illustrations related to a topic, switch, and write details about
their partners drawings.

Setup: Partners

Subjects: Any

Materials: Sticky Notes, Picture That! Station

Procedure:
1. Form partners. Provide 3 sticky notes per person and 1 copy of the Picture That! Station.
2. The Picture That! Station needs to be cut in half prior to beginning the activity.
3. During a unit of study, students are challenged to tell about a topic using only drawings
on sticky notes. For example, if the class is learning about fractions, they may show the
fraction by drawing a circle divided into fourths with 3 equal parts shaded. When each
partner has finished h/her drawings, they switch and write about their partners drawing
in the box above the sticky note. For example, the partner may write, This picture shows
because there are 4 equal parts and three parts are shaded.

Suggestions for Use:

Encourage students to draw as many details as necessary in their drawings so their
partners will be able to write as much accurate information as possible.
2015 TPT Fords Board
 Place top of sticky note here. Place top of sticky note here. Place top of sticky note here.

Picture That!

Picture That!
Cut here.

2015 TPT Fords Board

Place top of sticky note here. Place top of sticky note here. Place top of sticky note here.
 The Four Keys
In The Four Keys, students unlock their understanding by writing a response to
reading based on The Four Keys format.

Setup: Partners

Subjects: Any

Materials: Sticky Notes, The Four Keys Station, Reading Resources

Procedure: .
1. Form partners. Provide 4 sticky notes and 1 copy of The Four Keys Station.
2. Students read assigned information with a partner. Afterwards, students use
the format to write responses to their reading.

Suggestions for Use:

If necessary, divide the sticky notes among students in the pair to ensure equal
cooperation.
Compare/contrast responses with other pairs, groups, or the whole class.

2015 TPT Fords Board

 4 3
Key Key
Words Details
The
Four
2 Keys 1
Key Key
Questions Idea
 Express Yourself!
In Express Yourself, students participate in paired reading to practice fluent reading
and provide feedback to their partner.

Setup: Partners

Subjects: Reading

Materials: Sticky Notes, Express Yourself Station, Reading Resources

Procedure:
1. Form partners. Provide 3 sticky notes per partner and 1 copy of the Express
Yourself! Station.
2. Station needs to be cut in half prior to beginning the activity.
3. Partners take turns listening to each other read a paragraph, passage, etc. As each
student finished, the other partner provides feedback using the Express Yourself
format.
4. The partners also discuss the feedback and may choose to reread, practicing the skill
again to make improvements.

Suggestions for Use:

The teacher will need to teach the meanings of reading with expression,
smoothness, and accuracy. Also, students need to be taught how to provide
constructive feedback prior to participation.
2015 TPT Fords Board
 feedback. feedback.
Afterwards, provide Afterwards, provide feedback.
expression. accuracy. Afterwards, provide
reading with reading with read smoothly.
partner practice partner practice partner practice
Listen to your Listen to your Listen to your

Express Yourself!
Express Yourself!
Cut here. 2015 TPT Fords Board

Listen to your Listen to your Listen to your

partner practice partner practice partner practice
read smoothly. reading with reading with
Afterwards, provide accuracy. expression.
feedback. Afterwards, provide Afterwards, provide
feedback. feedback.
 Quiz Quad
In Quiz Quad, students work together to generate accurate responses to lesson review
questions posed by the teacher.

Setup: Partners or Small Groups

Subjects: Any

Materials: Sticky Notes, Quiz Quad Station

Procedure:
1. At the end of a lesson, the teacher gives the students a partner or group Pop
Quiz in the form of Quiz Quad. Form partners or groups. Provide 4 sticky notes
and 1 copy of the Quiz Quad Station.
The students discuss the question and decide on the best answer, writing the final
answer on a sticky note.

Suggestions for Use:

Teacher may write the questions on the board, ask the questions orally, or write
them directly on the Station prior to the activity.
Compare/contrast responses with other pairs, groups, or the whole class.
The teacher may choose to collect the work to check for understanding and/or
have a whole class discussion for clarification. 2015 TPT Fords Board
Question #1 Question #2

Question #3 Question #4

2015 TPT Fords Board