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Pg 223-224 in book, on PDF pages 12-13

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Chapter 8. Jana Echevarria, MaryEllen Vogt, Deborah Short, Katie Toppel - Making Content Comprehensible for Multilingual Learners_ The SIOP Model-Pearson (2023).

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Important to remember to debrief at the end of the lesson. Pacing is important because you need to wrap up at the end and reflect

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Important to remember to debrief at the end of the lesson. Pacing is important because you need to wrap up at the end and reflect

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Chunk and Chew is a good way for students to practice their content language. Sentence frames, visual anchors and word banks can be helpful supports for students during this activity. I would like to do this more often with my math groups. Feels more natural with literacy, need to be more intentional with math groups.

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Something I learned was that I can use chunk and chew to stop and digest after chunks of reading.

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Still giving students tools and support through intentional chunking and allowing students to discuss. 

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Still giving students tools and support through intentional chunking and allowing students to discuss. 

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Something I learned was that teachers carefully structure this student talk when doing chunk and chew with specific prompts, sentence starters, and small-group discourse routines

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Pacing is important for MLL's because you need to go slower for students to make it comprehensible. 

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Pacing is important for MLL's because you need to go slower for students to make it comprehensible. 

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I would use this strategy at the beginning of the unit when we have the most information to present to the students. For younger students, this strategy is particularly beneficial, as it avoids overwhelming them with excessive information.

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Hand up Stand Up Pair up could be used for review, it is versatile; for younger students they can think first instead of write first; This could be a great way to peer edit writing; this helps avoid students having to wait for their partner who may be working at a different pace

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This helps students to practice content vocabulary with the support of sentence frames, visuals, and word banks. This would be great to incorporate into small groups as well.

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We talked a lot about the idea of not being too fast or too slow and how that may impact language learners. We also talked about how pacing could work within a group for the thinking classrooms model.

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Chunk and Chew

Give students time to talk and share in small group.