LINCS: A Vocabulary Strategy by Edwin S. Ellis University of Kansas Presentation by Jean Washburn Revised by Dianne Campbell & Roxie Cohen, 10/2004

Addresses a pertinent setting demand learn new vocabulary words remember abstract terms recall names of places, events, and people Students’ success in mainstream content classes depends on their ability to:

Purposes of this strategy to make students active in learning the basic vocabulary needed to acquire and express knowledge of content to enable students to use a package of memory strategies for learning vocabulary. to enable students to use a self-test process to master new vocabulary.

RATIONALES BEHIND THE LINCS STRATEGY This strategy enables students to become active vocabulary learners. This strategy gives students a package of memory devices to aid their memories. This strategy facilitates students’ memories by making connections. This strategy enables students to perform well on vocabulary tests.

AN EFFECTIVE LEARNING STRATEGY... Is a systematic plan for learning new information. Involves “thinking smart” about information. Usually involves the use of a set of powerful thinking tactics. An example of an effective learning strategy: Using the first letters of each item in a list to form a word or phrase. For example, the words “CAME FAR” – “Our Friends came far during WWII” - countries that fought with the United States.

LINCS memory devices IMAGERY KEY WORDS reminding words / auditory STORIES LINCing stories / non-linguistic expression

AN OVERVIEW OF THE LINCS STRATEGY Step 1 : L ist the parts. Step 2: I ndicate a Reminding Word. Step 3: N ote a LINCing Story. Step 4: C reate a LINCing picture. Step 5: S elf-test.

LINCS Manual Contents Introduction Stages of Instruction ( ) Appendices ( A - F )

LINCS STRATEGY STUDENT FOLDER CONTENTS Progress Chart Envelope for cue cards Pre-test Practices Post-test Generalization

STAGE 1: PRETEST Pretest Study Sheet Pretest Quiz

Stage 2: Describe Advanced Organizer Discuss Rationales Discuss when and where to use the strategy Provide an overview of the strategy Describe steps Present chain analogy Introduce mnemonic device Provide basketball analogy Post organizer

ALL ABOUT THE LINCS STRATEGY ALWAYS helps you remember the meaning of a new word. focuses your attention on the parts of the definition you need to remember. uses knowledge you already have to help you learn new knowledge involves testing yourself to check whether you can recall the meaning of the new word. SOMETIMES helps you remember the meaning of some words on a list of related words. is easy to apply to some words; is difficult to apply to other words. involves leaving out some steps because they are not needed.

ALL ABOUT THE LINCS STRATEGY NEVER i s used to memorize a series of items in a list or steps in a process is used to memorize a passage or poem is used when you already know what the word means is used when a different strategy is better for memorizing a particular word.

Using LINCS to remember: EXAMPLES The aorta is the major artery taking blood out of the heart. Herbert Hoover was President of the United States at the beginning of the Great Depression. Onomatopoeia is a device in poetry that uses a wound that sounds like its name. A preene valve controls air intake in carburetor. NON-EXAMPLES The heart circulates blood throughout the body {known information} The five key elements that started Great Depression. {Don’t use to memorize lists} Lines or phrases from a poem Steps to rebuilding a carburetor {Memorizing steps in a process.}

List the parts List word on front of a study card. List the most important parts of the definition on the back of the study card. STEP 1

Identify a Reminding Word Think of a familiar word that sounds like the new word, or part of the new word. Write it under the new word. Step 2 nibble

Note a LINCing Story Make up a short story about the meaning of the new word that includes the new word. Write it on the bottom left half of the back of the study card. Step 3

Create a LINCing Picture Create an image in your mind of what the word is about. Draw the image on the bottom right half of the back of the card. Step 4

Self-test Self-test “forwards”: 1. Say the new word. 2. Say the Reminding Word. 3. Think of the LINCing Story. 4. Think of the LINCing picture 5. Say the meaning of the new word. 6. Check to see if you’re correct Self-test “backwards”: 1. Say the meaning of the new word. 2. Think of the LINCing picture 3. Think of the LINCing Story. 4. Think of the Reminding Word. 5. Say the new word. 6. Check to see if you are correct. Step 5

Chain Analogy

Stage 3 : Model

Stages 4 ~ 8

REMEMBER A Strategy includes: Instruction Stages on acquisition Generalization Curriculum Field tested content Environment Empowering the students

SUMMARY Introduce the strategy rationales settings benefits results Explain steps while students make cue cards Model the strategy Practice and FEEDBACK GENERALIZATION