Post on 22-Dec-2015
LINCSThe Vocabulary Routine
Michele GoodsteinSIM Professional
Developermg517@optonline.net
Lynbrook
The Challenge
• Large volume of information• Same amount of instructional time• High expectations for student achievement• Greater cultural diversity among students• Greater academic diversity among students• Unrealistic planning expectations• Learning is difficult for many students
Content Enhancement Routines
Planning and Leading LearningCourse Organizer
Unit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying RoutineLINCing Vocabulary RoutineLINCing Vocabulary Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
ORDER Routine
Content Enhancement
• A way of teaching an academically diverse group of students in which:– Both group and individual needs are
valued and met;– The integrity of the content is maintained– Critical features of the content are selected
and transformed in a manner that promotes student learning; and
– Instruction is carried out in a partnership with students
5 BIG IDEASLiteracy
1. Phonemic awareness
2. Alphabet principle
3. Fluency
4. Comprehension
5. Vocabulary- a large vocabulary is a key element in facilitating reading comprehension.
To stay at grade level students must:
• Learn to recognize many thousands of new words by sight in order to maintain fluency
• Learn the meaning of thousands of new words
Many students
• Have vocabulary deficits• Have not acquired or invented
strategies for learning vocabulary• Need to learn the meaning of large
numbers of words• By 7th grade most new vocabulary is
gained from reading (not listening).
Types of vocabulary strategies
• Word-specific strategies- Students learn each word separately.
• Generative strategies-Students figure out the meaning of words.
Pertinent Setting Demand
Students’ success in mainstream content classes depends on their ability to:
•Understand what they hear and read•Speak about the content•Answer test questions about the content
EnglishVocabulary for a Poetry Unit
AlliterationAssonance ConsonanceEnd rhyme
Internal rhymeOnomatopoeia
QuatrainRepetition
Stanza VerseBallard
Blank VerseFree VerseCinquainCoupletElegyEpic
Social StudiesVocabulary from a Middle Ages
Feudal systemNoblesBaronsBishops
SerfsVillainsKnights
Mercenary soldiersSiegeMining
CatapultBattering ramGlaive Jack
SalletVisor
Motte and Bailey Castle
ScienceVocabulary from a unit on Light
EnergyTransverse wave
Light waveReflectance
EmitAbsorb
ReflectedRefracted
Pass throughTransmission
PhotonAngle of refraction Index of refraction
Color
MathematicsVocabulary from a Unit on Geometry
Sphere RadiusCenter
DiameterLateral faces
BaseCircumference
PerimeterSymmetric
ParallelogramTrapezoid
PrismCylinder
Let’s see how good you are at Let’s see how good you are at learning new vocabulary words:learning new vocabulary words:
(You have 10 minutes.)
Lost Civilization Word List
zibble food made from grain and honey
tamar a wild horse
kiko shoes decorated with beads
alster cooked fish
crosstex necklace worn to ward off evil spirits
lamber a religious holiday
zemac a tribal leader
bayshoo a medicine man
dectrum clay pottery used for eating and cooking
motosa a spear-like weapon used for hunting
What strategies did you use to What strategies did you use to learn your new words?learn your new words?
• Auditory prompt – word that sounded like the word?
• Cognitive prompt – created meaning?
• Visual prompt – visualized or drew a picture?
Rational behind this Routine
– Students often exhibit deficits in the area of vocabulary learning.
– Students often exhibit memory deficits
– Students often exhibit deficits in the area of vocabulary learning.
– Students often exhibit memory deficits
– Students often do not connect new learning to current knowledge.
Rational behind this Routine
– Students often exhibit deficits in the area of vocabulary learning.
– Students often exhibit memory deficits
– Students often do not connect new learning to current knowledge.
– Students often do poorly on tests where the mastery of vocabulary is emphasized.
Rational behind this Routine
LINCS Strategy Results Test 1 Test 2 (Before LINCS) (After LINCS taught in Class
A)
LD students in Class A 53% 77%
NLD students in Class A 84% 92%
All students in Class B 86% 85%
* These results are by M. Wedel, D.D. Deshler, J.B. Schumaker, & E.S. Ellis, in prep., Effects of Instruction of a Vocabulary Strategy in a Mainstream Class, Lawrence, KS: Institute for Research in Learning Disabilities. Some of the LD students in this study received additional instructional time outside of the mainstream class when they needed it to complete the practice activities.
Table 1:
Mean Percentage Correct on Social Studies Vocabulary Tests*
The Package of LINCS Memory Devices
– Imagery
– Key Words("Reminding Words")
– Stories("LINCing Stories")
Word
Using the LINCS Strategy transforms
a potentially weak link between a word and its
definition into a chain of very strong links.
RemindingWord
DefinitionLINCing
StoryImage
The LINCS Memory Chain
The Vocabulary LINCing Routine is …
– A way to help students remember the meaning of important words.
– A way to “revisit” and solidify student knowledge of terms introduced or taught in a lesson.
Where the LINCing Routine Can Be Used and by Whom
• Within the context of a general education classroom in which a diverse group of students is enrolled (e.g., biology or history).
• In small classes where intensive types of instruction can take place.
• Support teachers (e.g., special education teachers, study skills teachers, speech teachers, etc.).
The LINCS TableTerm LINCing Story LINCing Picture Definition
Reminding Term
1 4 5 2
3
List the parts of the story Identify an reminding word Note a LINCing Story Create a LINCing picture Self-test
1 4 5 2
3
1 4 5 2
3
Term LINCing Story LINCing Picture Definition
Reminding Term
Term LINCing Story LINCing Picture Definition
Reminding Term
1 4 5 2
31
Term LINCing Story LINCing Picture Definition
Reminding Term
The LINCS Table1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
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
palisades
Section 1 of the LINCS TableThe Term
An important word that all students are expected to understand and remember
Section 2 of the LINCS Table
The DefinitionA brief statement of the term’s definition
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
palisades A line of steep cliffs along a
river or ocean.
Section 3 of the LINCS TableThe Reminding Word
A word that sounds similar to the new term.
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
palisades
pal
A line of steep cliffs a long a
river or ocean.
An Effective Reminding Word
Always– 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.
An Effective Reminding Word
Sometimes– Sounds like the beginning of the new word.– Sounds like the end of the new word.– Rhymes with the new word or sounds like almost all
of the new word.– Has a meaning that is very similar to the new word’s
meaning.– Can be two or more words that sound like the new
word.
An Effective Reminding Word
Never– Sounds completely different from the new word.– Is a nonsense word.– Has a meaning that you don’t know.
EXAMPLES
NEW WORD EXAMPLE
flourite floor
marsupium opium
fief chief
serf servant
paraffin pairs of fins
Section 4 of the LINCS Table
The LINCing Story A phrase or sentence that connects—or links—the
definition of the new term to the Reminding Word.
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
palisades
pal
My pal, Joe, dove from the cliff into the
ocean.
A line of steep cliffs along a
river or ocean.
An Effective LINCing Story
An effective LINCing Story is short and simple and helps you take advantage of what you already know by associating the meaning of the Reminding Word with the meaning of the new word.
An Effective LINCing Story
Always– Includes the Reminding Word or some form
of the Reminding Word.– Links the Reminding Word to the meaning of
the new word.– Is short and simple.
An Effective LINCing Story
Sometimes– Includes both the Reminding Word and the
new word.– Is funny and/ or bizarre.
An Effective LINCing Story
Never– Includes only the new word.– Is so complex that it takes a lot of mental
energy to remember it.
Flourite: A purple mineral used to make steel
hard
Reminding Word: Floor
LINCing Story: “My knee turned purple when it
hit the hard, steel floor.” (Story helps you think
of steel and the color purple.)
Examples
Flourite: A purple mineral used to make steel
hard
Reminding Word: Floor
LINCing Story: “The floor was messy.” (Story
does not help you think of steel or the color
purple.)
Non-Examples
ExamplesDecree: To make a decision and force it on
others
Reminding Word: Decide
LINCing Story: “The dictator decided to force
everyone to pay higher taxes.” (Story helps you
think of a decision being forced on others.)
Non-Examples
Decree: To make a decision and force it on
others
Reminding Word: Decide
LINCing Story: “He decided to go to town.” (Story
does not help you think of forcing a decision on
others.)
Section 5 of the LINCS TableThe LINCing Picture
A memory device that provides a
visual link for the new term.
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
palisades
pal
My pal, Joe, dove from the cliff into the
ocean.
A line of steep cliffs a long a river or ocean.
An Effective LINCing Picture Example term: Palisades
Definition: A line of steep cliffs that rise along a river or ocean
Reminding Word: Pal
LINCing Story: My pal, Joe, dove from the cliff into the ocean.Poor Better Best
LINCing Picture LINCing Picture LINCing Picture
palace
palisades The palace sat on the cliff along the ocean.
A line of steep cliffs along a river or ocean
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
Let’s try the term “palisades” with a different reminding word.
The LINCS Steps
• List the parts (the term & definition)
• Identify a Reminding Word
• Note a LINCing Story
• Create a LINCing Picture
• Supervise practice
Step 5
Self-test forward:1. Say the new word.
2. Say the Reminding Word.
3. Think of the LINCing Story.
4. Think of the image.
5. Say the meaning of the new word.
6. Check to see whether you're correct.
Self-test
Step 5
Self-test backward:1. Say the meaning of the new word.
2. Think of the image.
3. Think of the LINCing Story.
4. Think of the Reminding Word.
5. Say the new word.
6. Check to see whether you're correct.
Self-test
The Cue-Do-Review Sequence• Cue
– Name the routine or the LINCS Table.– Explain benefits of the routine.– Specify expectations.
• Do– The LINCing steps
• Review– Ask questions about the information.– Ask questions about the process.
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
very thingaunt
She liked to flaunt the fact that she was very
thin.flaunt
Auditory prompt
Cognitive prompt
Visual prompt
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
very thingaunt
He was so thin that he
was nearly gone.
gone
Auditory prompt
Cognitive prompt
Visual prompt
The LINCS TableTerm LINCing Story LINCing Picture Definition
Reminding Term
1 4 5 2
3
List the parts of the story Identify an reminding word Note a LINCing Story Create a LINCing picture Self-test
1 4 5 2
3
1 4 5 2
3
Term LINCing Story LINCing Picture Definition
Reminding Term
Term LINCing Story LINCing Picture Definition
Reminding Term
1 4 5 2
31
Term LINCing Story LINCing Picture Definition
Reminding Term
Workshop Exercise
groat A British fourpence piece used from the 14th to 17th century
pityriasis skin diseases of humans and animals that result in shedding of flaky scales
suffrutescent having a woody stem or base
greenockite a yellowish brown to red mineral
Chlamydate having a mantle as in mollusks
affricate A speech sound produced by stopping the breath and releasing it at articulation
Curriculum-Based Assessment
Scoring Criteria for LINCS Devices
Reminding Word– Sounds like new word– Meaning is familiar to learner– Real word
Curriculum-Based Assessment
Scoring Criteria for LINCS Devices
LINCing Story– Reminding Word contained in story– Short and simple story– Links meaning of key parts of definition
Curriculum-Based Assessment
Scoring Criteria for LINCS Devices
LINCing Picture-Contains connection to definition-Contains connection to Reminding Word and LINCing story
Curriculum-Based Assessment
Scoring Criteria for Student Performance– Students can generate definition when given the
new word.– Students can generate new word when given
definition.– Students can explain how Reminding Word helps
them remember the LINCing Story.– Students can explain how their LINCing Story
helps them remember definition of new word.
Vocabulary Test
• Create a test with the vocabulary words• 50% of words: student defines• 50% of words: student identifies
vocabulary word• Mastery is 80%
Something to think about…
How would your end of the year test results change if your students mastered one important vocabulary word a day for the whole year?
Now factor that over 6 years of schooling!
Curious?
• If you want to learn more about the Center for Research on Learning, please go to:
• WWW.KUCRL.ORG