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    Chunking

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    Krystian Nawara
    This lesson plan teaches an advanced reading technique called "chunking" to help students read more quickly while maintaining comprehension. The plan instructs teachers to model reading passages in meaningful phrases for students to repeat, practicing numerous times. With repeated guided practice, students learn to independently read short phrases rather than individual words, increasing their reading speed and understanding without losing comprehension. Mastering chunking prepares students for post-secondary education where strong reading skills are essential.

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    Chunking

    Uploaded by

    Krystian Nawara
    506 views2 pages
    This lesson plan teaches an advanced reading technique called "chunking" to help students read more quickly while maintaining comprehension. The plan instructs teachers to model reading passages in meaningful phrases for students to repeat, practicing numerous times. With repeated guided practice, students learn to independently read short phrases rather than individual words, increasing their reading speed and understanding without losing comprehension. Mastering chunking prepares students for post-secondary education where strong reading skills are essential.

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    This lesson plan teaches an advanced reading technique called "chunking" to help students read more quickly while maintaining comprehension. The plan instructs teachers to model reading passages in meaningful phrases for students to repeat, practicing numerous times. With repeated guided practice, students learn to independently read short phrases rather than individual words, increasing their reading speed and understanding without losing comprehension. Mastering chunking prepares students for post-secondary education where strong reading skills are essential.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    506 views2 pages

    Chunking

    Uploaded by

    Krystian Nawara
    This lesson plan teaches an advanced reading technique called "chunking" to help students read more quickly while maintaining comprehension. The plan instructs teachers to model reading passages in meaningful phrases for students to repeat, practicing numerous times. With repeated guided practice, students learn to independently read short phrases rather than individual words, increasing their reading speed and understanding without losing comprehension. Mastering chunking prepares students for post-secondary education where strong reading skills are essential.

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    © All Rights Reserved
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    Download as pdf or txt
    of 2

    Lesson Plan #10:

    Reading Skills Chunking (for advanced learners 9.0-12.9)

    INTRODUCTION:
    Chunking is a technique that encourages the learner to read a text in phrases or chunks of
    language that represent meaning rather than separate words. Students learn that they can
    understand meaning without having to read each individual word, a process which slows
    reading and can negatively impact comprehension. Chunking is a extremely useful reading
    skill for transitioning to post-secondary education or training.

    OBJECTIVES:
    In this lesson, students will:
    learn to read a passage in meaningful phrases by echo reading the teacher who
    models chunking.
    become less reliant on having to think about every word
    gain practice in reading phrases of text that represent thoughts to understand meaning
    become faster readers without sacrificing comprehension

    PROCEDURE:
    1. Teacher chooses a text to read.
    2. Teacher and student echo read the passage using meaningful phrases. In reading a
    sentence, the teacher models appropriate chunks of the sentence, and the student
    repeats.

    The example that follows illustrates the sequence:

    Sample text: During World War II, the United States fought the Germans, mainly in Europe,
    and the Japanese, mainly in the Pacific.

    Explanation:
    Teacher explains to students that she is going to help them become able to read faster
    and to understand more by reading in chunks, or phrases, rather than one word at a
    time. Teacher explains that she will help them, and that they will practice this strategy
    numerous times so that they begin to feel comfortable about it and can ultimately do it
    on their own.

    Modeling:
    Teacher reads the sentence in chunks:
    During World War II/the United States fought the Germans,/mainly in Europe,/and the
    Japanese,/ mainly in the Pacific.

    Student echoes:
    During World War II/the United States/fought the Germans,/mainly in Europe,/and the
    Japanese,/mainly in the Pacific.

    Guided Practice:
    The teacher and students continue reading. When possible, the teacher increases the
    number of sentences to be chunked before students repeat the model. Numerous
    opportunities for guided practice should be provided.

    Application:
    As students' ability to chunk phrases increases, the teacher no longer models, and
    students read independently.

    Continuous Monitoring of Progress:


    Teacher questions student about what he or she has read to check comprehension,
    using open-ended questions designed to demonstrate understanding.
    Example:
    1. Who did the United States fight? (Germans and Japanese)
    2. When? (during World War II)
    3. Where? (Germans mainly in Europe; Japanese mainly in Pacific)

    CONCLUSION:
    After numerous opportunities to practice chunking with various passages and texts, students
    can become adept at reading short phrases rather than individual words, one at a time, to
    better understand meaning, increase reading speed, and enhance overall comprehension.
    These skills become extremely important as students progress in their studies and transition
    to post-secondary education.

    Lesson plan developed by Linda Cox, SIPDC 2008

    References:

    Allington, R.L. (1983). Fluency: The Neglected Reading Goal. The Reading Teacher, 36,
    556-561.

    Samuels, S.J., Schermer, N., and Reinking, D. (1991). Reading Fluency: Techniques for
    Making Decoding Automatic. In S. J. Samuels and A.E. Farstrup (eds.) What Research Has
    to Say About Reading Instruction. Newark, DE: International Reading Association

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