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Chunking

Breaking assignments, projects, or text into smaller, more manageable parts, which makes the information easier to process.

 

Allowable on at least one state assessment

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

Examples Include:

  • Chunking long assignments and projects provides scaffolding so that students are not overwhelmed by the entire task. Chunking can help students learn executive functioning skills such as planning, organization, and time management.

  • Chunking text develops reading comprehension skills such as organizing information, summarizing, and synthesizing information. Chunking can be used with any length of text.

    The video below features Dr. Diana Townsend explaining a text chunking strategy that helps readers who struggle with comprehension and making inferences.

    play video

How to Implement:

  • 1.

    Identify the assignment or text to be chunked based on student need. 

    Identify the assignment or text to be chunked based on student need. 

  • 2.

    Break down the assignment or text. For text, break it down into smaller parts. The length of the chunk will vary depending on the student's

    Break down the assignment or text. For text, break it down into smaller parts. The length of the chunk will vary depending on the student's reading level. For assignments, break them down into several smaller assignments.

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  • 3.

    Assign a piece of the text or a part of the assignment for the student to complete. Explain when the student is expected to

    Assign a piece of the text or a part of the assignment for the student to complete. Explain when the student is expected to finish each chunk of text. For assignments, give the student due dates for each small assignment. Depending on the student, the final due date can be the same as the due date for the class or can be a later date. 

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  • 4.

    Teach expectations for how to complete the smaller assignments as well as reading the chunks of text. Provide a rubric or graphic organizer for

    Teach expectations for how to complete the smaller assignments as well as reading the chunks of text. Provide a rubric or graphic organizer for the student and teach the student how to use it.

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  • 5.

    Monitor the student as they work. Record data about their progress. Adjust the work as needed depending on observations. 

    Monitor the student as they work. Record data about their progress. Adjust the work as needed depending on observations. 

  • 6.

    Provide feedback that is specific and frequent. Feedback should include positive praise as well as corrective feedback.

    Provide feedback that is specific and frequent. Feedback should include positive praise as well as corrective feedback.

  • 7.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

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