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•Example 1: Reading Comprehension

•   - Break a complex text into paragraphs or sections and have students partner read, annotate the text, and take notes in a graphic organizer

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•Example 2: Math Problem Solving

Teach vocabulary from scenario as first chunk

Teach one type of problem or step at a time before moving to the next.

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•Example 3: Science Experiments

•   - Explain one part of the experiment at a time (e.g., hypothesis, procedure, results, vocabulary).

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Creating pair/share activities to allow collaborative thinking/processing.

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Writing Process

My students are starting a narrative. To start, I broke down making a character, choosing a setting, and setting up a plot diagram. Each section is then subdivided to give them processing time and time to discuss with peers as I walk around and check in.

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I chunk the assignments when students are working. As an MLL teacher, I find this to be very successful. For example, I give students instructions on the top half of the assignment and give them 10-15 minutes to work on it. Then I pause them and give them directions on the bottom half, give them 10-15 minutes to work on it. It helps them focus and understand what’s expected

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I’m thinking of suggesting a vocabulary chunk that can be appended onto the openings we already do in class, one word a day attached that students will define, as a lower cognitive load question that MLLs can still research and respond to if they are not confident in their other answer(s).

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Reading comprehension: students are assigned a chapter of our book to read and respond to guided teacher-generated questions )Think). Students transition into pairs or small groups to discuss their answers (Pair). Teacher leads a seminar discussion with the class where each pair or small group conveys their take always (Share).

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Anticipation Guides are used aquiant the students with themes or motifs that they encounter during the assigned reading.

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Ms. Swint & I used an expert jigsaw in EVS for students to teach each other about examples of the tragedy of the commons. They had to complete a graphic organizer about their peers’ examples. 💁‍♀️ Dr. Hagan

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I like to show a video (max 10 min) and do not have them write anything, listening only. Then have a repeat of the video and have them answer questions the SECOND time.

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One- introduce students to vocabulary

Two -group read aloud

Three- answer comprehensive questions

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In my class we often annotate texts in order to focus on one strategy such as syntax. We analyze the syntax in order to find how syntax relates to an author’s purpose.

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9/11 story

KWL Chart

All students were born post-9/11. Activate prior / background knowledge about that day and the days after.

Students read short text about it.

Share stories of kids their age that were involved. Can also share stories of rescue workers including search and rescue dogs that were involved. Students draw a scene and describe it

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We read together with frequent stops for vocabulary and discussion. Doing this reinforces what we have read and puts it in perspective.

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For reading, I break part of the text up and have students annotate for specific information before moving to the next section of the text. I allow students to make connections and ask questions of what they have read so far.

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Reading passage:

Preview vocabulary

Share an ai chat summary of story on a lower lexile level

I read the first page of passage

-pair read with expresión

Students pair read

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Example 2: word problems; going through my process out loud with my students; defining vocabulary, identifying variables, rearranging equations, etc.

Then have students work through another example; review; students work together and then on their own

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I'm using low stakes quizzes more often that are mostly DOK 1, recall to try to get the students to commit vocabulary and simple concepts to memory so we can build higher DOK skills

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I would give a text to read with the graphic organizer.

The strategy would be: I do/We do.

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For vocab learning, I like students to take 3-5 terms and do the following:

1. Define by writing

2. Use term in a proper context based example,. Students can be creative and relate term to their life

3. Students will get in groups of 2-4 and compare term example and then share with whole class

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I like to have students use and draw models to show that they understand the symbols. Students confuse the meaning of coefficients, subscripts, superscripts, and Roman numerals in chemistry. If the number changes, how does the model/drawing change in chemistry.

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When chunking , I delivery new vocabulary over two days. I also show the students how word one aspect of an equation per day.

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Low stakes quiz:

Sometimes I’ll have students do a self-assessment using PearDeck to help them practice with new concepts. For example, projecting different types of maps and they identify the map type in PearDeck before I reveal the correct answer. This helps them improve as we progress through the different map types

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The use of PowerPoint, videos and New vocabulary words, are use daily for students to have a better understanding of the concepts.

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Gant

You Do- Summarizing for Closing with a question then answer to focus student's on the goal of the learning activity.

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I do semantic/Word mapping, videos, sharing and discussing, New vocabulario and picture Word and phrases (comparasion)

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In the closing, giving a short summary of what we talked about helped me. I require them to write it as few words as they can so they get to the root of the concept.

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Having students write questions using question stems as they review for their coming test. They can then work to answer group member’s questions as a review.

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SWRL but I add and I for illustrate. So its SWIRL to hit all the ELL domains

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Vocabulary chunking is great with vocabulary games especially with ESL students. For AP, I use short videos on new topics for understanding and introduction on new themes.

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Question stems could be useful for my students to think about the material covered and process it.

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Review daily learning target at beginning and end. Have students summarize “proof” that they have met the learning target for the day.

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Using word mapping to describe market structure; visual demonstration using candy; quiz on characteristics of market structure

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I like to use jigsaw expert groups when beginning a new lesson. Each student takes an image to research, then teaches concepts to a small group.

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Love to use Vocabulary review games as openers and closers. Students enjoy the competition while the vocab is also being reinforced. Blooket allows makes it where the smartest kid doesn't necessarily always win, so the competitive thrill never wears off.

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You Do: This will work well for me in my content that is based off of physical performance more than anything. Summarizing what we did for a class period and how it all ties in with the bigger picture of a unit could be very useful.

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During work period students are given a we do for period 10-15 minutes. I then stop and ask them to answer a specific question on lesson (a you do). Then I add an additional part then back to a we do…

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I am using vocab practice on Cornell notes! This is one of the chunk I use to promote student’s success.

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Chucking. We are doing a Ultimate frisky unit instead of having all the skills we are breaking it down into days

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I will give students with IEPs the opportunity to practice vocabulary daily using direct instruction using 5 to 10 chunks

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I plan to utilize vocabulary chunking to help expand my MLL vocabulary and knowledge of what they should know after our lesson.

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We do big idea note-taking by default.

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Review a previous topic to connect with the new taught level. Build on that topic from just basic examples to up to word problems.

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I Do/We Do

Utilizing a few minutes of explaining a concept and then having students discuss with their elbow partner.

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In science the 5E model breaks a learning segment naturally into chunks where students engage, explore, explain, elaborate and extend on a topic.

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By chunking the work in smaller pieces to show mastery on each step.

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In math, start with a concept that students already mastered that leads into today’s concept.

If students are completing problems in class, stop them every 10-15 minutes to review answers and answer questions.

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Big picture note taking

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Graphic organizers and formatting for visual appeal are my go-to. Having an assignment in small bits, where it’s scaffolded by level, helps tremendously with my students ability to digest information.

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Break math problems up into a step by step process. Begin with simpler examples. I do an example, then break and have them try an example. Then I do a more complex example, then break and have them try a more complex example. This process chunks the content by level and chunks what they are doing between listening/watching and doing/discussing.

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I use discussing learning targets to prepare students’ minds for the lesson. I also get students to complete BIG PICTURE NOTES so they can relate past and future concepts.

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When chucking , I first gather what my students know about the topic, and from there I start to add on their basic knowledge.

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Pair share allows for collaboration and is a great strategy for chunking.

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Opening: watch video

Work period: teacher guided notes

Students practice work

Closing: summarize the today’s topic

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I used chunking in the delivery of math concepts that have multilevel definitions or with concepts that have if then conditions.

I break the chunking into each level or I chunk into the possibilities of the if then statement.

Example: the quadratic functions graphs.

First the general shape = parabola

Second the vertex trait

Third the axis of symmetry and the relation to the vertex

Fourth the y intercept

Fifth the domain

Sixth the range

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