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LINCS Vocabulary Strategy

LINCS Vocabulary Strategy. What is the LINCS Strategy?. A more effective and efficient way of learning new vocabulary. The 5 LINCS steps cue students to focus on critical elements of a vocabulary word. List the Parts Identify a Reminding Word Note a LINCing Story

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LINCS Vocabulary Strategy

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  1. LINCS Vocabulary Strategy

  2. What is the LINCS Strategy? • A more effective and efficient way of learning new vocabulary. • The 5 LINCS steps cue students to focus on critical elements of a vocabulary word. • List the Parts • Identify a Reminding Word • Note a LINCing Story • Create a LINCing picture • Self-Test

  3. 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.

  4. What are the Results? * Theseresults are by M. Wedel, D.D. Deshler,f .B, Schumaker,& E.S.E llis, in prep., Effectso f lnstructiono f a VocabularyStrategyi n a MainstreamClass,Lawrence,K S: Center for Researchin Learning. 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. Mean Percentage Correct on Social Studies Vocabulary Tests Test 1 (Before LINCS) Test 2 (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%

  5. What do I Need? • Index cards • LINCS cue cards • In your packet • Book rings (optional)

  6. What do I do? All important information is recorded on a 3 x5” index card. On the front and back the students will draw a horizontal line in the center of the card. On the back the students will also draw a vertical line in center of the lower half

  7. LINCS Cards BACK FRONT

  8. List the Parts Serfrf Write the Vocabulary word on top and CIRCLE IT! FRONT A student is learning the meaning of the word “SERF” (a peasant who served the lord of a manor in exchange for protection)

  9. List the Parts Peasants who served the Lord of a manor in exchange for protection. Write the definition of the word “Serf” on the top of the back.

  10. Identify a Reminding Word Students create a mnemonic device using the “keyword” technique. Students say the name of the vocab. word then think of a word they already know that rhymes OR sounds similar. The reminding word is written on the bottom half of the front side of the index card.

  11. Identify a Reminding Word Serfrf Server In this case, “Server” sounds like “Serf” and is our reminding word.

  12. Note a LINCing Story Students generate an association between the familiar word and the new word by creating a short story that links the meaning of the two words in some way. The student then writes the story on the bottom left side of the back of the card. Underline the reminding word in the story. Be CREATIVE!

  13. Note a LINCing Story Peasants who served the Lord of a manor in exchange for protection. The servers at the king’s party made sure his glass was always full and were given really great tips!

  14. Create a LINCing Picture Students transform the information into a visual image that they describe to themselves or someone else. Then draw that image on the lower right side of the back of the card. Example: “I picture a fat king at a table with little servers around him filling up his cup and he is handing them money!”

  15. Create a LINCing Picture Peasants who served the Lord of a manor in exchange for protection. The servers at the king’s party made sure his glass was always full and were given really great tips!

  16. Your Turn • Create your own LINCS card for the following words: • Remediation-Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously. • Intervention-The systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions are provided by both special and general educators, and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation, and include ongoing student progress monitoring.

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