EDU 501 Module 2 by Grace Green https://padlet.com/gracielind12/marygrove Action Research Pins en-us 2019-05-17 15:27:56 UTC 2024-05-25 15:54:10 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f4dd.png Possible Resources: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361417951 Different chunking resources]]> 2019-05-18 18:55:08 UTC https://padlet.com/gracielind12/marygrove/wish/361417951 Questions: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361420955 - Am I able to chunk material for writing or only for reading?
- Are their chunking strategies for writing? As I research "chunking" I am finding a lot of chunking strategies to help with reading comprehension.
- How often should teachers chunk material for their students? 
- Should we chunk different lengths based on students reading abilities? 
- How can I continually do a "10/2" model in order to keep our student's focused and engaged in the learning process? ]]> 2019-05-18 19:31:58 UTC https://padlet.com/gracielind12/marygrove/wish/361420955 Topic Ideas: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361421119 - Chunking reading strategies
- Chunking for writing
- Chunking for learning new vocabulary words
- Chunking for memorizing vocabulary words]]> 2019-05-18 19:33:47 UTC https://padlet.com/gracielind12/marygrove/wish/361421119 Issues That Could Arise: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361421214 - Students will by pass the chunking because they feel like it is too much work
- Students with a lower reading level may still struggle to comprehend even with the chunking
- Chunking the material may take a lot longer for our special education students
- It takes more time to get through the material if we are chunking our reading passages. This may eat up more of our instruction time. 
- We need to plan for more time in regards to chunking material

]]> 2019-05-18 19:34:42 UTC https://padlet.com/gracielind12/marygrove/wish/361421214 Chunking Strategies: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361421455 - Chunk and Chew: Students pair up and read the first chunk independently. Student A then says something about the chunk (makes a connection, poses a question, or summarizes the content). Next, they read the next chunk. Student B then goes through the same process. 
- Create a Visual: Students create a visual representation of the chunked material through a picture or a symbol. They can create the picture/symbol or find one online.
- Pre-Teach Vocabulary: Introduce vocabulary in photos or in context of things they are interested in. Have students create a symbol or drawing of the word. Then introduce the dictionary definition of the word. ]]> 2019-05-18 19:37:52 UTC https://padlet.com/gracielind12/marygrove/wish/361421455 Thoughts: gracielind12 https://padlet.com/gracielind12/marygrove/wish/361422923 "Sometimes teachers chunk the text in advance for students, especially if this is the first time students have used this strategy. Other times, teachers ask students to chunk the text" (Facing History, 2019). 

"Paragraph Shrinking: To help students clarify main ideas, ask them to summarize the meaning of a paragraph in ten words or less" (Facing History, 2019). 

"Share a new idea from discussion or the reading, then pause (providing think time), and then ask a strategic question, pausing again. You need to design the questions ahead of time, making sure they’re specific, guiding, and open-ended" (Alber, 2014). 

"The purpose of 10/2 is to ensure that students are not inundated with input from the teacher without being given appropriate time to process the information" (Lambertson, 2013).

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