Embedded Files
ENGAGE:
Breaking up a lengthy text into smaller, digestible sections, or “chunks,” is an easy and straightforward approach to making a complex text more manageable for students. Experienced readers may naturally chunk a large text or chapter of a book as they notice themes emerging, changes in thought, or transitions to new arguments. Marking these sections of the text makes it easier for them to return to and more thoroughly explore ideas in different areas of the text. The following instructional practice develops students’ inquiry process, assists them in recognizing different sections of text, and helps them to competently chunk their own text.
PREPARATION:
Select a text and and “chunk” it, noting transitional phrases, different ideas or themes, or changes in tone that demonstrate a different chunk of text.
Account for different ways that a text may be chunked, noting the paragraphs or areas of text that are ambiguous or could fall into different chunks.
STEPS:
INTERACT WITH TEXT: After numbering the paragraphs, students begin interacting with the text through an initial read-through, wherein they circle key terms and underline main ideas.
CHUNK THE TEXT: Place students into pairs for the second read-through, wherein they will be chunking the text together.
ASK "WHY?": Through a Think–Pair–Share, ask students the following question: Why do we chunk a text?
DISCUSS "HOW TO CHUNK?": After soliciting responses and guiding the discussion, have students Think–Pair–Share about the following question: How do you chunk a text?
INFORM NEXT STEPS: After soliciting responses and guiding the discussion, inform students that they will be chunking the text with their partner.
SHARE TRANSITIONAL WORDS OR PHRASES: Explain that while there are many ways to recognize shifts in the text, they are often easily recognizable by transitional words and phrases. Ask students to share out common transitional words and phrases, then introduce them to Student Resource: Transitional Words and Phrases.
Give students time to review the resource and ask questions regarding uncommon words and phrases.
CHUNK FIRST PIECE OF TEXT: Return the students’ attention to the text and inform them that you will be marking the first chunk of text with them. As you read through the first part of the text, pause and demonstrate your thinking and why you placed the first chunk where you did by writing a small response that shows either the change in idea, transition to a new argument, different evidence being introduced, or any other reason you decided to chunk that section of text.
IN PAIRS, STUDENTS CHUNK: Next, have the student pairs begin reading and chunking the next section of text, writing in the margins why they chunked that area of text.
WHIRL AROUND: Before students chunk the remainder of the text, use a quick Whirl Around to ask them to justify how they chunked the next section of text before releasing them to chunk the remainder of the text.
INTERACT WITH TEXT AGAIN: After students have chunked the remainder of the text, have them interact with the text a third time with a strategy that requires them to use the chunks that they created.
VARIATIONS:
For more experienced readers, have them chunk the text as a part of their initial reading. Students can compare their chunks, review their reasoning, and calibrate based on any differences.
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