ESOL STRATEGIES FOR LITERATURE!!! Chunking

Chunking 

Next Generation Sunshine State Standards

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LA.2.1.6.8 The student will determine the correct meaning of words with multiple meanings (e.g., mine) in context; and 

Common Core Standards

• CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

ESOL Standards

11) Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing.

Chunking is an important strategy to teach students because it makes processing information easier and it helps students break down text into more meaningful pieces. Students are able to absorb information and store it into their long term memory, rather than doing a brief overview. 

Steps:

1. Preparation
   Chunking can be used with challenging texts of any length. A paragraph can be chunked into phrases and sentences while a reading of several pages can be chunked into paragraphs or sections.  It is often helpful to have students record information about each “chunk” in a graphic organizer, which you may want to prepare in advance. 
2. Review reading strategies
   Before having students work on paraphrasing the text, it is helpful to go over specific decoding strategies. You may want to post the following “reading reminders” on the board:
• 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.
3. Chunk the text
   “Chunking the text” simply means breaking the text down into smaller parts. 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.  Students can work on chunking texts with partners or on their own.  Depending on students’ reading level, the lengths of chunks can vary.  A struggling reader may work with phrases, rather than sentences. A stronger reader can often work with longer chunks.
4. Paraphrase meaning
   Students should rewrite “chunks” in their own words.  By the end of this activity, students should have a paraphrased version of the original text.
5. Assessment and sharing
   The paraphrased text can be used to evaluate students’ understanding and reading ability.  You can also have students compare their versions of the text. This step often leads to interesting discussion about interpretation – how people can often find different meaning in the same words.

Website Retrieved: http://www.facinghistory.org/resources/strategies/chunking