Chunk

Pair auditory and visual cues: if instructions are provided visually, also read aloud; if instructions are read aloud, add an visual component (anchor chart, gesture) Visual presentation do the graphics and/or layout support instructional material (help build connection) or distract? Is the font large enough Is it easy to read? Can the information be presented with technology/media? Provide hands-on experiences (centers, stations, manipulatives) Use music, chants, rhymes, mnemonic Add social component: brainstorm, share experiences, predict/hypothesize, role play Can the material be broken down into smaller chunks? chunk-chew-chunk-chewcheck Can large pieces of new information be paraphrased? Use repetition and rephrasing of important information Can visual presentations be color-coded? Are there cues students can listen for, i.e.: In summary? Can any of the material be pre-taught (i.e.: vocabulary)? Have students repeat (i.e.: key vocabulary, directions) Subvocalization i.e.: students whisper important information several times to themselves Provide hard copy of presented information (i.e.: print out blending page from flipchart for individual student or small groups to use while participating in whole group this page could be color-coded, enlarged font, etc. Color-coding highlighting the key concepts, directions, etc. Use checklists number and sequence steps Visual prompts i.e.: stop signs, arrows that support directions Periodic breaks - i.e.: movement Timing wait time, extra time, timers Alert students attention before expressing key points Provide real-world connections to material

Chew

Visual: picture walks, anchor charts, strategy cards Auditory: read alouds, saying the letters to the sight words as you spell them Kinesthetic: sky-writing, manipulatives, ice cream scoops/basketball shots, stand & share, walk & talk Partners peer helpers (i.e.: can check understanding of directions) Provide system for checking off steps completed Display directions and/or provide table copy Develop incentive system for task completion Remove any positive reinforcement for fast finishers Limit amount of content on written page (use two pages versus one busy page) Provide all necessary materials before beginning a task Provide a model/example of completed task Use timers combine with incentive, breaks, checklists Use mini-offices or references students can access to help find information (i.e.: hundreds chart, sound-spelling cards)
Check Underline key words in directions Use word bank or idea bank Group like questions, i.e.: all computation, all main idea Provide quiet setting, i.e.: study corral Allow use of manipulatives Allow more time Provide shorter assessments more frequently Have students verbalize instructions before beginning task