LINCS The Vocabulary Routine Michele Goodstein SIM Professional Developer [email protected]...

LINCSThe Vocabulary Routine

Michele GoodsteinSIM Professional

[email protected]

Lynbrook

mailto:[email protected]

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

Rational behind this routine

– Students often exhibit deficits in the area of vocabulary learning.

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.

Words Encountered

The average 5th grader encounters 10,000 new words in the school

year

Words Learned Per Year

3000

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

Lost Civilization Word List

zibble

tamar

kiko

alster

crosstex

lamber

zemac

bayshoo

dectrum

motosa

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 memory deficits

Dr. Deshler’s“Three M Principle”

Memory

Meaning

Manipulation

= m + m

= M + M

M

m



– Students often do not connect new learning to current knowledge.




– Students often do not connect new learning to current knowledge.

– Students often do poorly on tests where the mastery of vocabulary is emphasized.


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")

Index Card

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.).

Components of the LINCing Routine

• The LINCS Table

• The LINCS Steps

• The Cue-Do-Review Sequence

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


Reminding Term

1 4 5 2

31


Reminding Term

The LINCS Table1

3

4 5 2Term

Reminding Word

LINCing Story LINCing Picture Definition

1

3

4 5 2Term

Reminding Word


1

3

4 5 2Term

Reminding Word


1

3

4 5 2Term

Reminding Word


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

1

3

4 5 2Term

Reminding Word


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


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


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.


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.


Never– Sounds completely different from the new word.– Is a nonsense word.– Has a meaning that you don’t know.

EXAMPLES

NEW WORD EXAMPLE

shivaree shiver

paramecium parachute

crinoline crinkle

EXAMPLES

NEW WORD EXAMPLE

flourite floor

marsupium opium

fief chief

serf servant

paraffin pairs of fins

NONEXAMPLES

NEW WORD NONEXAMPLE

shivaree celebration

paramecium parapuse

crinoline crinium

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


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.


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.


Sometimes– Includes both the Reminding Word and the

new word.– Is funny and/ or bizarre.


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


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


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.

Watch me as I model one for you

1

3

4 5 2Term

Reminding Word


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


very thingaunt

He was so thin that he

was nearly gone.

gone

Auditory prompt

Cognitive prompt

Visual prompt

PRACTICE STUDY CARD

Front of Card

Back of the Card

perpetual

pet

constantlyThe pet constantly barks.

barkbark

Front of Card

Back of Card

Your turn to Practice the LINCSstrategy

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


Reminding Term


Reminding Term

1 4 5 2

31


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



LINCing Story– Reminding Word contained in story– Short and simple story– Links meaning of key parts of definition



LINCing Picture-Contains connection to definition-Contains connection to Reminding Word and LINCing story


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

http://www.kucrl.org/

LINCS The Vocabulary Routine Michele Goodstein SIM Professional Developer [email protected]...

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