Category: Other

Tite: #30 Chunking

Time Needed: 45 Minutes
Room Arrangement: No Changes Needed
Materials: Copied materials, chunking graphic organizer or paper, pencils
Process/Directions: Present materials to students. Tell students that they are going to go through
this new material in a way that will help them understand it better. Since it is new or more
difficult, you (the teacher) have broken it down, or chunked, it for them. Pass out any graphic
organizers. Go through the text with them, encourage them to ask any questions they may have.
Stop at words they may not know and clarify them. Make notes in the margins. After the first
reading, the students may read it again on their own, or within groups. After practicing this a few
times in a whole group setting, the students may be able to do it on their own. Remind students
of these useful strategies while they read :

Circle words that are unfamiliar.

Use context clues to help define.
Look up the meaning of unknown words.
Write synonyms for these new words in the text.
Underline important places and people and identify.
Read aloud.
Read multiple times.

Example of when I would use this:

Any new or difficult text.
With students that have comprehension problems.
At the beginning of the year.
With content area texts.
Source: Full APA or other reference (like a teacher)
Chunking. (n.d.). Retrieved November 30, 2014, from https://www.facinghistory.org/foreducators/educator-resources/teaching-strategies/chunking

Graphic Organizer "Chunking"

Excerpt

Decoding strategy Paraphrase

notes
meaning

Significance

(Teacher types
quote Here)

(Students write
(Students write a
definition of words summary of the
or synonyms they quote here)
did not
understand and
Identification of
Places or People)

(Students explain
why this particular
idea is important
here)