Break It Down!

(2 min/Whole Group)

Review “decompose” as a computational thinking vocabulary word. The megaphone symbol (📣) indicates student voice. 

Example Script:

1. 1. Let’s review! Remember that computational thinking is a set of skills for problem solving.
   2. Call & Response: Computational thinking is a set of skills for what? 📣“Problem solving!”
   3. Right now we’re going to focus on the skill to “decompose.” Can you clap it out with me? 📣 “De–com–pose”
   4. Decompose means to break something down into its parts to better understand them.

(3 min/Whole Group)

Use the anchor chart to guide through the routine. Cover up the visuals on the right side with paper and slide it down as you go through each step. 

Example Script:

1. Let’s use our “Break It Down!” routine. First I’ll show you how, then we’ll try it together, and lastly you’ll do it on your own.
2. Read from Anchor Chart: When you come across something tricky while reading or writing, you can decompose or break it down. Let’s try it with a CVC word!
3. For Step 1, we have this word (point to “cat”). Let’s break it down into letters “c–a–t” (draw lines between each letter).
4. Step 2 says to sound out each letter. Remember you can use our alphabet wall to help remember each letter sound. I see “c” for /k/, “a” for /a/, and “t” for /t/.
5. Step 3 says blend it together. “/k/…/a/…/t/”
6. Step 4 says say it all together “cat!”

(5 min/Whole Group)

Work through an example together using the word “dog.” 

Example Script:

1. Let’s try “Break It Down!” together with this word (show sentence strip with the word “dog” on it).
2. For Step 1, we have this word (point to “dog”). Let’s break it down into letters (use scissors to cut the strip into letters).
3. Step 2 says to sound out each letter. Remember you can use our alphabet wall to help remember each letter sound. 
4. 📣 Can someone tell me each letter and what sound it makes? (Call on different students for each letter for response.)
5. 📣 Step 3 says blend it together. Can someone help me blend the sounds together?
6. 📣 Step 4 says say it all together. Can someone else tell us the word?
   1. “Dog!” Great work everyone.
7. Now you’ll practice this on your own.

(5 min/Pairs)

Divide class into pairs; provide each pair with a sentence strip with the word written on it, differentiated by level (“at,” “pet,” “just,” “home,” etc.).

Example Script:

1. Each pair has a strip of paper with a word on it, differentiated by level. Using the steps in the “Break It Down!” routine, cut up each letter, name each letter sound, and then try to blend it back together.
2. 📣 When finished, we’ll have 2 pairs share out how they decomposed their word to help them read it.

(5 min/Whole Group)

Facilitate a discussion about when else students can use this skill, not just with reading, but also with writing/spelling. As the year progresses and students develop more advanced skills, apply this routine to break down word to letter sounds, word to syllables, sentence to words, paragraphs to sentences, etc. Reference the examples in the “What Is Decomposition?” table for further ideas.

Example Script:

1. 📣 How can “Break It Down!” help you with other reading and writing activities? (Encourage think–pair–share before sharing with the whole group.)