Content

Skills

Strategies

An Individual’s approach to a task is

called a

It includes how a person thinks and acts when

planning, executing, and evaluating performance on

a task and its outcomes.

STRATEGY

is instruction in

how to learnand perform

Strategy Instruction

Strategy Instruction

• “I do it!” (Learn by watching)

• “We do it!” (Learn by doing together)

• “You do it! (Learn by practicing on my own)

Two Types of Vocabulary Strategies

• Word-specific strategies- Students learn each word separately.

• Generative strategies-Students figure out the meaning of words.

The LINCS Vocabulary Strategy

WordReminding

Word

Definition

LINCingStory

LINCing

Picture

The LINCS Table

List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition

Step 2: Identify a REMINDING WORD

•Sounds like part or all of the new word.

•Is a real word.

•Has a meaning that you already know.

•Helps you remember what the new word means.

Step 3: Note a LINCing Story

•Includes the Reminding Word or some form of the Reminding Word

•LINCs the Reminding Word to the meaning of the new word

•Is short and simple

Step 4: Create a LINCing Picture

•Contains a part related to the Reminding Word.

•Contains parts related to the important ideas in the definition.

•Helps you remember the new term’s definition.

Step 5: Self-Test

•Vocabulary word

•Reminding word

•LINCing story

•LINCing picture

•Definition

Instructional Methodology

• “I do it!” (Learn by watching)

• “We do it!” (Learn by doing together)

• “You do it! (Learn by practicing on my own)

Debrief

1. How does the strategy connect with prior knowledge?

2. How does is support memory?3. How does the instruction support learners

who may struggle with new vocabulary learning?

4. In what situations would this strategy be most effective?

Word Mapping Strategy

To expand students vocabulary by helping them predict the meanings of unknown words using key language elements (roots, prefixes, suffixes) they come across while reading.

Purpose of instruction

• To teach learners the meaning of prefixes, suffixes, & roots

• To teach learners to use the Word Mapping Strategy to predict the meaning of new words

• To enable learners to “play” with and become familiar with word patterns

2009

Teaching Word Mapping Strategy

• Part I: Pretest• Part II: Introduce Morphemes and the Strategy

– Prefixes– Suffixes– Roots– The Strategy

• Part III: Practice the Strategy• Part IV: Post test and Generalization

Teaching Word Mapping StrategyPart I: Pretest

Can learners 1. identify prefixes,

suffixes and roots in word?

2. give the meaning for the word parts ?

3. give definitions?

• Portable

• Transcribe

Part II: Teach Prefixes, Suffixes and Word Families

“port” – to carry

import exportreport porterdeport supportimportant transport

prediction

pre- dict -ion

2009

Word Mapping Strategy

Step 1: M – Map the word parts

Step 2: A – Attack the meaning of each part

Step 3: P – Predict the word’s meaning

Step 4: S – See if you’re right!

Map the targeted word by breaking down

into its word parts

Attack the meaning by translating each

word part

Predict the meaning of the word by

putting the word part meanings together

See if your prediction is correct by checking

with the dictionary or someone

Example Tree with Example Words

2009

Word Mapping Strategy Results

Performance on Vocabulary Tests

73%CorrectMeanings

51%Prediction

After Instruction

5% CorrectMeanings

16%Prediction

Before Instruction

Debrief

• Uses I Do, We Do, and You Do strategy instruction

• Longer term instructional commitment• Will have a bigger spread of where learners

are in instruction• Provides a foundation for broader vocabulary

learning

For More Information

• The University of KansasCenter for Research on Learning1122 West Campus Road, Room 521Lawrence, KS 66045-3101crl@ku.edu | (785) 864-4780

• Juliana TaymansThe George Washington University

taymans@gwu.edu

240-351-710=94