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-chew…check” • 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 student’s 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