Content Strategies Skills The relationship among the three types of knowledge can be illustrated in this manner. Here, the nature of the content defines the types of skills that are needed. Strategies form the bridge between content and skills with the knowledge of the appropriate approach for integrating content and skills. One goal associated with SIM is to teach students how to become strategic, thus assisting students in becoming more effective and efficient in applying the skills they know to content, so they can meet the demands of the settings in which they are expected to perform.

An Individual’s approach to a task is called a STRATEGY It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes.

how to learn Strategy Instruction is instruction in and perform In short, and in a more popular tone, we can say that strategy instruction is instruction in how to learn and perform.

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 2009 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 Word Reminding Word LINCing Story LINCing Picture Definition

The LINCS Table List the parts Identify a remaining word 1 3 4 5 2 Term Reminding Word LINCing Story LINCing Picture Definition List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

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 How does the strategy connect with prior knowledge? How does is support memory? How does the instruction support learners who may struggle with new vocabulary learning? 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 2009 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 Michael Graves – play with words, word consciousness 2009

Strategy Elements Provide a systematic approach for students to use. Focus on the use of high frequency prefixes, suffixes, and roots. Use roots with large word families.

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 Strategy Part I: Pretest Can learners identify prefixes, suffixes and roots in word? give the meaning for the word parts ? give definitions? Portable Transcribe

Part II: Teach Prefixes, Suffixes and Word Families “port” – to carry import export report porter deport support important transport

2009 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

Morpheme Rules A morpheme can have several meanings. 2009 Morpheme Rules A morpheme can have several meanings. “in-” means “not” and “into” 2. Morphemes can have the same meaning but different forms. “an-” means “not” “dis-” means “not” “im-” means “not 2009

Example Tree with Example Words 2009 Example Tree with Example Words 2009

Word Mapping Strategy Results 2009 Word Mapping Strategy Results Performance on Vocabulary Tests 5% Correct Meanings 16% Prediction Before Instruction 73% Correct Meanings 51% Prediction After Instruction 9th grade inclusive setting 51% prediction huge contribution for students who couldn’t predict especially on tests.

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 Kansas Center for Research on Learning 1122 West Campus Road, Room 521 Lawrence, KS 66045-3101 crl@ku.edu | (785) 864-4780 Juliana Taymans The George Washington University taymans@gwu.edu 240-351-710=94