effective vocabulary instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 ·...
TRANSCRIPT
![Page 1: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/1.jpg)
![Page 2: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/2.jpg)
Effective Vocabulary Instruction
![Page 3: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/3.jpg)
Why are we here? • Solid foundation in the common core
standards, accompanying assessments, and instructional strategies.
• Mentor support
• PD sessions to focus on comprehensive strategy integration (CSI) in the Spring of 2012.
• Teachers expected to combine multiple strategies during instruction.
3
![Page 4: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/4.jpg)
Today
• Additional binders
• Website
• Review of Effective Writing Strategies
• Vocabulary
– Overview
– Direct Instruction (narrative texts)
– Mnemonics
– LINCing Routine
![Page 5: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/5.jpg)
Additional Binders
Informational Text
![Page 6: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/6.jpg)
Website
http://louisville.edu/education/departments/t-l/ctt/ctt.html
![Page 7: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/7.jpg)
Effective Writing Strategies • Writing on Demand
1. Analyze writing prompts so they know how they are supposed to respond.
2. Understand the ways they will be tested and assessed, so they know what to expect and what graders are looking for.
3. Going over testing instructions beforehand (see new testing script handout)
4. Reviewing writing aids they will have while testing (i.e. Writer’s Reference Sheet)
5. Reviewing scoring criteria and grading rubric for On-Demand Writing (these are changing this year
6. Helping students score writing samples so they can understand how graders will use scoring criteria
![Page 8: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/8.jpg)
Effective Writing Strategies
• Reading Writing Connection
– Paraphrasing, complete sentences, simple sentences
• Technology and Writing
– Digital Narratives and Essays
– Wikis
– Blogs
• Writing Games
– Snakes and Ladders
– Dominoes
![Page 9: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/9.jpg)
Pre-Knowledge Survey
![Page 10: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/10.jpg)
Anticipation Guide Before Statement After
Agree Disagree Agree Disagree
Vocabulary can only be taught through direct instruction. Explanation:
Students must have multiple exposures to a word and its meaning to deeply process it. Explanation:
Mnemonic strategies can help to make vocabulary words more meaningful. Explanation:
![Page 11: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/11.jpg)
What are the Components of Effective Vocabulary Instruction?
Components
of Effective
Vocabulary
Instruction
![Page 12: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/12.jpg)
Components of Effective Vocabulary Instruction
Florida Center for Reading Research, 2004
![Page 13: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/13.jpg)
Modes of Vocabulary Development
How do children’s vocabulary develop?
Indirect Learning
• Engagement in oral communication
• Listening to adults read to them
• Reading extensively on their own
Direct Learning
• Learning word meanings
• Word-learning strategies
- using reference tools
- identifying word parts
- using context clues
![Page 14: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/14.jpg)
Effective Vocabulary Instruction Requires…
• Active and positive student participation (Carr & Wixson, 1986)
• Personal engagement with a new word (Dole, Sloan, & Trathen,
1995)
• Opportunities for students to discuss new words (National Reading Panel, 2000)
• Teaching vocabulary before reading (National Reading Panel, 2000)
• Providing multiple exposures to a word (Marzano, 2003)
![Page 15: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/15.jpg)
Basic Principles of Vocabulary Instruction
• Students remember vocabulary when the word is connected to what they already know and have experiences.
• Student remember vocabulary when it is deeply processed through visual, auditory, physical, or emotional experiences.
• Students remember vocabulary when they given the opportunity to explore or think about it in a variety of ways.
Silver & Strong, 2001
![Page 16: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/16.jpg)
Levels of Word Knowledge
• Established: meaning is easily, rapidly, and automatically recognized (happy)
• Acquainted: basic meaning is recognized, after some thought (thrilled)
• Unknown: meaning is completely unfamiliar (elated)
Beck, McKeown, & Omanson, 1987
![Page 17: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/17.jpg)
Levels of Word Knowledge
Established Acquainted Unknown
Pretty Beautiful Captivating
Right Correct ?
Same ? ?
![Page 18: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/18.jpg)
Levels of Word Knowledge
Established Acquainted Unknown
Pretty Beautiful Captivating
Right Correct Accurate
Same Congruent Analogous
![Page 19: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/19.jpg)
How many words can we teach students?
In a week?
In a year?
![Page 20: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/20.jpg)
So how many words can we teach?
8-10 words can be taught effectively each week
300-500 words per year (Beck; 2002; Biemiller, 2004 Stahl, 1999; Stahl, 2006).
This number could double to as much as 600-800, however, if we incorporate such instructional methods as: structural analysis (roots and affixes).
![Page 21: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/21.jpg)
PLANNING VOCABULARY INSTRUCTION
• Select words
• Teach word meanings
• Determine effective ways to teach words and planning
• Integrate with teacher read alouds of literature
• Integrate with writing and speaking
![Page 22: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/22.jpg)
Selecting Words to Teach
Consider different levels of utility…
• Tier One: probably know already (e.g., pretty, kind)
• Tier Two: high-frequency words for mature language users (e.g., benevolent, mention, occurrence)
• Tier Three: lower frequency, content-specific, and best learned in the content area (e.g., photosynthesis, parallel)
Beck & McKeown, 2002
![Page 23: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/23.jpg)
Selecting Words to Teach
Choose words that …
• can be connected to what students know.
• can be explained with words students know.
• will be useful and interesting to students.
Beck & McKeown, 2002
![Page 24: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/24.jpg)
More On Criteria
– words that will be frequently encountered in other texts and content areas.
– words crucial to understanding the main ideas.
– words that are not a part of the students’ prior knowledge.
– words unlikely to be learned independently through the use of context and/or structural analysis.
Beck & McKeown, 2002
![Page 25: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/25.jpg)
Selecting Words to Teach
On Easter Monday the rain began again in earnest. It was as though the elements were conspiring to ruin their short week of freedom.
![Page 26: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/26.jpg)
Selecting Words to Teach
On Easter Monday the rain began again in
earnest. It was as though the elements were
conspiring to ruin their short week of freedom.
![Page 27: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/27.jpg)
Word Tier-anny Tier 1, 2, or 3?
• forget • hostile • find • forlorn • hungry • fund • ceiling • isotope • lathe • peninsula
• break • coincidence • triumphant • industrious • devour • absurd • corner • fricative • filibuster • amicable • trivial
Beck & McKeown, 2002
![Page 28: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/28.jpg)
Word Tier-anny Tier 1, 2, or 3?
• Forget 1
• Hostile 2
• Find 1
• Forlorn 2
• Hungry 1
• Fund 2
• Ceiling 1
• Isotope 3
• Lathe 3
• Peninsula 3
• Break 1 • Coincidence 2 • Triumphant 2 • Industrious 2 • Devour 2 • Absurd 2 • Corner 1 • Fricative 3 • Filibuster 3 • Amicable 2 • Trivial 2
![Page 29: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/29.jpg)
You Have Been Assigned A Number
Read the sentence that goes with the number that you have been assigned and
choose the tier 2 word(s). Be ready to provide a rationale for your choice(s).
Remember the words you choose to teach are not words that students should be able to read/decode just words students should be able to understand in listening and speaking!
![Page 30: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/30.jpg)
Sentences
1. “What I want to do is go to Terabithia,” she said, looking mournfully at the pouring rain.
2. “Leslie. If she was an animal predator, we’d be obliged to try to help her.”
3. It would have been easier, but he couldn’t escape the feeling that one must enter Terabithia only by the prescribed entrance.
![Page 31: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/31.jpg)
Choose A Chapter
You have been provided a novel.
• Skim a chapter in the book and locate all the tier 2 words you would choose to teach.
• Narrow your original list to THE three words you would teach to your students.
![Page 32: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/32.jpg)
What about learning definitions?
Word Dictionary Definition “Odd” Sentence
Usurp to take without right The blue chair was usurped
from the room. The thief
tried to usurp the money
from the safe.
Correlate establish a mutual or
reciprocal relation between
Me and my parents
correlate, because without
them, I wouldn’t be here.
Meticulous very careful and with great
attention to every
detail; marked by extreme
or excessive care
I was meticulous about
falling off the cliff.
Redress To set right, as a wrong; to
repair, as an injury; to make
amends for; to remedy; to
relieve from.
The redress for getting well
when you’re sick is to stay
in bed.
![Page 33: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/33.jpg)
Creating Student-Friendly Definitions
Beck, McKeown, & Kucan (2002) Bringing Words to Life
![Page 34: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/34.jpg)
Creating Student-Friendly
Definitions Beck, McKeown, & Kucan (2002) Bringing Words to Life
• Ask yourself, “When do we use this word?” “Why do we have this word?”
• Use everyday language to explain the meaning of the word.
• Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.
• Try to include something, someone, or describes in your explanation to clarify how the word is used.
Beck et al., 2002
![Page 35: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/35.jpg)
Creating Student-Friendly Definitions
sprint . . . When someone sprints, they run very quickly.
forlorn . . . Forlorn describes someone who is very sad.
expert . . . An expert is someone who knows a lot more than other people about a particular topic.
avoid . . . When someone avoids something, they try to keep away from it or keep it from happening.
nuisance . . . A nuisance is something that annoys or bothers people.
Beck & McKeown, 2002
![Page 36: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/36.jpg)
Ask yourself, “When do I use this word?” “Why do we have this word?”
Use everyday language to explain the meaning of the word.
Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.
Try to include something, someone, or describes in your explanation to clarify how the word is used.
I use the word drowsy to describe when I’m having trouble keeping my eyes open.
trouble keeping my eyes open…sleepy…tired… lazy…some medicines make me feel this way
multiple meanings…not a problem here
Remember…
Choose one of the words from your list and create a student friendly definition
Beck & McKeown, 2002
![Page 37: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/37.jpg)
Teaching Words
• Selected words may be explicitly taught before or after reading the text
• When introducing the word, ask students to say the word
• Teach the word meaning
• Allow students opportunities to use the words in different contexts and/or demonstrate their understanding of the meaning
Beck & McKeown, 2002
![Page 38: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/38.jpg)
Create and Use Instructional Contexts
Word Associations For example: accomplice, virtuoso, novice Which word goes with crook? (accomplice) Student explanation: “An accomplice helps a crook.”
Which word goes with “drowsy”: medicine, understand, silverware benevolent, forlorn, lethargic
Have You Ever…?
Ask student to explain “a time when…” “Describe a time when you were an accomplice.”
Have you ever been drowsy? Describe a time when you were drowsy.
Beck & McKeown, 2002
![Page 39: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/39.jpg)
Informal Vocabulary Assessment
Word Lines
How surprised would you be if . . .
• you saw your friend vault over the moon? • your teacher commended you for doing good work? • a dog started bantering with you? • the mayor urged everyone to leave town? • a coach berated his football team for making a touchdown? • a rabbit trudged through a garden? ------------------------------------------------------------------------------------------------------------------- Least Surprised Most Surprised
Beck & McKeown, 2002
![Page 40: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/40.jpg)
Mnemonics
![Page 41: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/41.jpg)
DLD Alert: Vocabulary Instruction
• Keyword Mnemonics
• Direct Instruction
• Fluency Building
• Cognitive Strategies
– Semantic feature analysis
– Semantic mapping
![Page 42: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/42.jpg)
What were your techniques??
![Page 43: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/43.jpg)
Mnemonics- What is it? • Structured ways to help people
remember and recall information.
• Combines presentation of important information with explicit strategies for recall.
• Employed in areas where large amounts of unfamiliar information needs to be recalled
• Make associations between two or more units of information to recall
![Page 44: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/44.jpg)
What Are Effective Mnemonic Strategies?
• Strategies that make Unfamiliar Information more:
– Concrete
– Meaningful
– Familiar
– Memorable
![Page 45: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/45.jpg)
Why Should Mnemonic Strategies Improve Memory for Students with LD?
• Mnemonic strategies minimize relative weaknesses of students with LD
• Semantic memory • Spontaneous word retrieval • Prior knowledge • Spontaneous strategy use
• Mnemonic strategies maximize relative strengths of students with LD
• Memory for pictures • Awareness of acoustic similarities • Ability to benefit from provided retrieval links • Associations with concrete, familiar
information
![Page 46: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/46.jpg)
For whom is it intended?
• All students across all age groups.
• Well researched and validated for students with high-incidence disabilities
![Page 47: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/47.jpg)
The Keyword Method
• Recode unfamiliar word to an acoustically similar but familiar word or keyword.
• Relate the the keyword in an interactive picture with the to-be-remembered information
• Retrieve the new definition by thinking of the keyword and what was happening in the
interactive picture
![Page 48: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/48.jpg)
The Vocabulary LINCing Routine
LINCing Background
Knowledge to
New Vocabulary
![Page 49: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/49.jpg)
Critical Session Outcomes
• Understand how the Strategic Instruction Model (SIM) supports the Collaborative teacher teams in Carroll, Gallatin, and Trimble Counties
• Learn and prepare to use the Vocabulary LINCing Routine with your students
![Page 50: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/50.jpg)
Carroll, Gallatin, and Trimble
Fluency
Decoding
Word
Recognition
Comprehension
Vocabulary
Reading Core
How will I
address
VOCABULARY?
![Page 51: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/51.jpg)
Pair-Share
![Page 52: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/52.jpg)
What “tricks” do you use to increase your students’
performance on vocabulary?
• Brainstorm on a “Post-it Note” and then turn to your neighbor and share…
![Page 53: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/53.jpg)
How many times must a student be “exposed” to a word to
internalize?
![Page 54: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/54.jpg)
Is the cognitive level of a student
a factor
in the number of exposures required
for word recognition?
![Page 55: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/55.jpg)
Cognitive Level # of times
120-129
110-119
90-109
89-80
79-70
69-60
20
30
35
40
45
55
B. Armbruster (U of IL)
![Page 56: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/56.jpg)
How can students possibly learn the
words in your course and the three to five others that they are
taking?
![Page 57: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/57.jpg)
Alliteration Assonance
Consonance End rhyme
Internal rhyme Onomatopoeia
Quatrain Repetition
Stanza Verse Ballard
Blank Verse Free Verse Cinquain Couplet
Elegy Epic
English/ Language Arts
Vocabulary from a Poetry Unit
![Page 58: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/58.jpg)
Feudal system
Nobles Barons Bishops
Serfs Villains Knights
Mercenary soldiers Siege
Mining Catapult
Battering ram Glaive Jack
Sallet Visor
Motte and Bailey Castle Stone Keep Castle
Social Studies Vocabulary
from a Middle Ages Unit
![Page 59: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/59.jpg)
Energy
Transverse wave Light wave Reflectance
Emit Absorb
Reflected Refracted
Pass through Transmission
Photon Angle of refraction Index of refraction
Color
Science Vocabulary
from a Unit on Light
![Page 60: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/60.jpg)
Sphere Radius Center
Diameter Lateral faces
Base Circumference
Perimeter Symmetric
Parallelogram Trapezoid
Prism Cylinder
Mathematics Vocabulary
from a Unit on Geometry
![Page 61: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/61.jpg)
We must use powerful teaching tools!
“..which, by the
way, have to be
researched-
validated as
well!”
![Page 62: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/62.jpg)
Let your finger do the walking through the manual
![Page 63: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/63.jpg)
Vocabulary instruction should:
• Be meaningful and memorable! • Tied to prior knowledge!
• Engaging to our students!
• Designed so that words are revisited multiple times!
![Page 64: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/64.jpg)
LANGUAGE
SKILLS
STRATEGIES
SUBJECT MATTER
Let’s Review!
Building Blocks for
Academic Competency
![Page 65: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/65.jpg)
Where can we use the Vocabulary
LINCING Routine?
Level 1: Enhance content instruction
(mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes
using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using 8-stage instructional
sequence; individual Strategic Tutoring)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (2%) (mastery of language underpinnings of curriculum
content and learning strategies)
![Page 66: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/66.jpg)
How can I make this definition:
Narrator: someone who
tells a story
• Meaningful and Memorable?
• Tied into prior knowledge?
• Engaging to my students?
• Available to be revisited multiple times?
![Page 67: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/67.jpg)
By using the LINCing Vocabulary Routine!
Step 1: List the parts
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
![Page 68: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/68.jpg)
By using the LINCing Vocabulary Routine!
Step 1: List the parts (terms/definitions)
![Page 69: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/69.jpg)
By using the LINCing Vocabulary Routine!
Step 1: List the parts (terms/definitions)
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
![Page 70: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/70.jpg)
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
LINCS Tables
Term
Reminding Word
LINCing Story LINCing Picture Definition
![Page 71: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/71.jpg)
List the Parts The TERM:
An important word that all students are expected to understand and
remember.
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
narrator
![Page 72: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/72.jpg)
List the Parts
THE DEFINITION
A brief statement
of the term’s definition.
Can underline most important parts
Definition
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
narrator someone
who tells a
story
![Page 73: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/73.jpg)
Indicate a Reminding Word
THE REMINDING WORD:
A word that sounds
similar to the new term.
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
narrow
narrator someone
who tells a
story
![Page 74: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/74.jpg)
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.
![Page 75: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/75.jpg)
An Effective Reminding Word
EXAMPLES:
NEW WORD EXAMPLE
irony iron
theme dream
simile smile
analogy an allergy
![Page 76: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/76.jpg)
An Effective Reminding Word
EXAMPLES:
NEW WORD EXAMPLE
idiom
symbolism
summarize
antonym
main idea
?
![Page 77: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/77.jpg)
An Effective Reminding Word
NONEXAMPLES:
NEW WORD NONEXAMPLE
detail daily
compare contract
describe talk
infer observe
![Page 78: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/78.jpg)
Pg. 40
![Page 79: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/79.jpg)
Note a LINCing Story
THE LINCing STORY:
A phrase or sentence that connects- or LINCS-
the definition of the new term
to the Reminding Word
narrow
narrator someone
who tells a
story
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
She told the
story about
a narrow
road.
narrator
narrow
someone
who tells a
story
![Page 80: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/80.jpg)
An Effective LINCing Story always….
•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.
![Page 81: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/81.jpg)
An Effective LINCing Story EXAMPLE:
Analyze: To separate into parts or basic principles to
determine the whole of something
Reminding Word: Wise
LINCing Story: The wise scientist separated the skeleton
into parts to examine the whole dinosaur.
(Why is this effective?)
![Page 82: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/82.jpg)
An Ineffective LINCing Story
NONEXAMPLE:
Analyze: To separate into parts or basic principles to
determine the whole of something
Reminding Word: Wise
LINCing Story: The wise scientist examined the dinosaur.
(Why isn’t this effective?)
![Page 83: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/83.jpg)
An Ineffective LINCing Story
NONEXAMPLE:
Theme: main subject or idea of something
Reminding Word: Dream
LINCing Story: I love to dream about flying.
(Why isn’t this effective?)
![Page 84: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/84.jpg)
Pg 41
![Page 85: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/85.jpg)
Create a LINCing Picture
THE LINCing PICTURE:
A memory device that provides a
visual LINC for the new term.
narrow
narrator someone
who tells a
story
narrator
narrow
someone
who tells a
story
1
3
4 5 2 Term
Reminding Word
LINCing Story LINCing Picture Definition
narrator
narrow
Someone
who tells a
story
She told the
story about a
narrow road.
![Page 86: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/86.jpg)
A Good LINCing Picture always...
• 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.
![Page 87: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/87.jpg)
![Page 88: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/88.jpg)
An Overview of the LINCing Routine
Step 1: List the parts
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
![Page 89: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/89.jpg)
Chain Analogy
Different pieces of
knowledge are
linked together
like a chain. Many times, if you can
remember the information in
one of the links in a chain, you
will remember information in
many of the other links.
When you apply the LINCS
Strategy to a word you need to
remember, you create a strong
chain between the word and its
meaning.
The stronger the links
between pieces of
information, the easier you
can remember them. The
weaker the links, the more
difficulty you'll have
remembering them.
Pg 42
![Page 90: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/90.jpg)
The LINCS Memory Chain
Word
Using the LINCS Strategy transforms
a potentially weak link between a word and its
definition into a chain of very strong links.
Reminding Word
Definition
LINCing Story
Image
Pg45
![Page 91: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/91.jpg)
Pg 44
![Page 92: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/92.jpg)
Let’s try one out for fun...
Take out the sheet titled:
LINCs Tables
1. I’ll do the first one…
2. We’ll do one together
3. Ya’ll do the rest with a partner or by yourself
![Page 93: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/93.jpg)
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
Term
Reminding Word
LINCing Story LINCing Picture Definition
LINCS Tables
Term
Reminding Word
LINCing Story LINCing Picture Definition
![Page 94: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/94.jpg)
O.K. Now It’s YOUR Turn...
1. Using your vocabulary from text, develop a LINCing Table to use with your students…
2. Then We’LL share….
![Page 95: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/95.jpg)
The Vocabulary LINCing Routine is...
– A way to solidify vocabulary words as meaningful and memorable!
– A way to tie prior knowledge to new words!
– A way to engage your students in learning!
– A way to “revisit” student knowledge of vocabulary taught in each lesson!
![Page 96: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/96.jpg)
Last Manual Points
![Page 97: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/97.jpg)
Lesson Planning
![Page 98: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/98.jpg)
What it is…
• A process that enables you to figure out the meaning of unknown vocabulary words
• Based on what research has found to be effective in teaching vocabulary – Students do learn vocabulary incidentally through extensive reading (e.g.,
Baumann et. al, 2002, 2003)
– Rich classroom discussion is effective in increasing vocabulary (e.g., Beck, et. al. 2002)
– Teach important high incidence words (Pressley, et. al, 2007)
– Large growth in vocabulary occurs in an environment with challenging literature and expository text, extensive discussion of vocabulary and multiple uses of words tied to broad contexts (school-community-personal) (see Beck, et. al, 2002, Pressley, et. al, 2007)
![Page 99: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/99.jpg)
Why it’s needed
• A strong vocabulary leads to better comprehension, writing, and speaking
• The positive relationship between vocabulary and reading comprehension is well documented (NRP, 2000; Oakland, de Mesquita, & Buckley, 1988; Roth, Speece, & Cooper, 2002; Snow, 2002; Stanovich, Nathan, & Vala-Rossi, 1986).
![Page 100: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/100.jpg)
The Vocabulary Process Steps 1-2
1. Write the word
2. Pronounce the word
Whole Class Instruction
How you do it…
![Page 101: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/101.jpg)
The Vocabulary Process Steps 3-4
3. Look for clues to the word’s meaning • check the context
• check the prefix, suffix, and root
4. Guess what the word means
Partner Practice
![Page 102: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/102.jpg)
The Vocabulary Process Step 5
5. Discuss & identify a common definition (This is a critical aspect of vocabulary development)
Whole Class Instruction
![Page 103: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/103.jpg)
The Vocabulary Process Steps 6-7
6. Identify other words with the same prefix, suffix, or root
7. Write two example sentences • One with the vocabulary word
• One with a common prefix, suffix, or root word
Independent
![Page 104: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/104.jpg)
Steno Template
![Page 105: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/105.jpg)
A Model
projection
The coach’s projection of a winning
season came true.
![Page 106: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/106.jpg)
projectio
n pro-before tion-act, result, state of ject-throw
Throwing something forward
A prediction about the future
Project
Protect
Process
participation
construction
trajectory
The cost of the building was a
lot more than the families
original projection. A professional football player
lives in my neighborhood.
![Page 107: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/107.jpg)
Practice from Set 1
• Each person selects a word to teach the
rest of the group.
• Each person will have 3-5 minutes to teach
their word.
![Page 108: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/108.jpg)
Turn to Your Neighbor
• Discuss the 7-Step Process
– Identify areas that need clarification
– Identify ideas for enhancing instruction
![Page 109: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/109.jpg)
Model how to study
For each word in your steno pad:
• Say the word
• Think of what the parts mean
• Think of our definition
• Check your definition
• Read your sentences
• Create a new sentence using the word (See pp. 215-217 of Establishing the Course for additional details.)
![Page 110: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/110.jpg)
Practice studying
Each person will explain to the group how to study the word they taught.
![Page 111: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/111.jpg)
Scoring p. 219
Weekly vocabulary products to score:
• Steno pad work
• New sentences created when studying
• Quizzes
![Page 112: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/112.jpg)
Monitoring Student Progress
![Page 113: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/113.jpg)
How do we teach Fusion Vocabulary? (see page 205-213 in ETC)
• Jargon “confidence builder”
• Explain and Model steps 1-7
• Quickly review the section and determine the questions you have.
![Page 114: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/114.jpg)
Any Burning Questions???
Go forth to
make a
difference in
your students’
vocabulary
acquisition!
![Page 115: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/115.jpg)
Anticipation Guide Before Statement After
Agree Disagree Agree Disagree
Vocabulary can only be taught through direct instruction. Explanation:
Students must have multiple exposures to a word and its meaning to deeply process it. Explanation:
Mnemonic strategies can help to make vocabulary words more meaningful. Explanation:
![Page 116: Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they](https://reader034.vdocument.in/reader034/viewer/2022042211/5eafdf800359ea2ca37602e3/html5/thumbnails/116.jpg)
Post-Knowledge Survey and Evaluation