1. LINCS The Vocabulary Routine Michele Goodstein SIM Professional Developer mg517@optonline.net Lynbrook

2. 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

3. Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine LINCing Vocabulary Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine ORDER Routine

4. 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

5. Rational behind this routine –Students often exhibit deficits in the area of vocabulary learning.

6. 5 BIG IDEAS Literacy 1.Phonemic awareness 2.Alphabet principle 3.Fluency 4.Comprehension 5.Vocabulary- a large vocabulary is a key element in facilitating reading comprehension.

7. Words Encountered The average 5th grader encounters 10,000 new words in the school year

8. Words Learned Per Year 3000

9. 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

10. 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 7 th grade most new vocabulary is gained from reading (not listening).

11. Types of vocabulary strategies Word-specific strategies- Students learn each word separately. Generative strategies- Students figure out the meaning of words.

12. 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

13. English Vocabulary for a Poetry Unit Alliteration Assonance Consonance End rhyme Internal rhyme Onomatopoeia Quatrain Repetition Stanza Verse Ballard Blank Verse Free Verse Cinquain Couplet Elegy Epic

14. Social Studies Vocabulary from a Middle Ages Feudal system Nobles Barons Bishops Serfs Villains Knights Mercenary soldiers Siege Mining Catapult Battering ram Glaive Jack Sallet Visor Motte and Bailey Castle

15. Science Vocabulary from a unit on Light Energy Transverse wave Light wave Reflectance Emit Absorb Reflected Refracted Pass through Transmission Photon Angle of refraction Index of refraction Color

16. Mathematics Vocabulary from a Unit on Geometry Sphere Radius Center Diameter Lateral faces Base Circumference Perimeter Symmetric Parallelogram Trapezoid Prism Cylinder

17. Let’s see how good you are at learning new vocabulary words: (You have 10 minutes.)

18. Lost Civilization Word List zibblefood made from grain and honey tamara wild horse kikoshoes decorated with beads alstercooked fish crosstex necklace worn to ward off evil spirits lambera religious holiday zemaca tribal leader bayshooa medicine man dectrumclay pottery used for eating and cooking motosaa spear-like weapon used for hunting

19. Lost Civilization Word List zibble tamar kiko alster crosstex lamber zemac bayshoo dectrum motosa

20. What strategies did you use to learn your new words? Auditory prompt – word that sounded like the word? Cognitive prompt – created meaning? Visual prompt – visualized or drew a picture?

21. Rational behind this Routine –Students often exhibit deficits in the area of vocabulary learning. –Students often exhibit memory deficits

22. Dr. Deshler’s “Three M Principle” Memory Meaning Manipulation

23. = m + m = M + M M m

24. –Students often exhibit deficits in the area of vocabulary learning. –Students often exhibit memory deficits –Students often do not connect new learning to current knowledge. Rational behind this Routine

25. –Students often exhibit deficits in the area of vocabulary learning. –Students often exhibit memory deficits –Students often do not connect new learning to current knowledge. –Students often do poorly on tests where the mastery of vocabulary is emphasized. Rational behind this Routine

26. 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*

27. The Package of LINCS Memory Devices –Imagery –Key Words ("Reminding Words") –Stories ("LINCing Stories")

28. Index Card

29. 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 The LINCS Memory Chain

30. 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.

31. 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.).

32. Components of the LINCing Routine The LINCS Table The LINCS Steps The Cue-Do-Review Sequence

33. The LINCS Table Term LINCing Story LINCing Picture Definition Reminding Term 14 5 2 3 L ist the parts of the story I dentify an reminding word N ote a LINCing Story C reate a LINCing picture S elf-test 14 5 2 3 1 45 2 3 Term LINCing Story LINCing PictureDefinition Reminding Term Term LINCing Story LINCing PictureDefinition Reminding Term 1 4 5 2 31 Term LINCing Story LINCing PictureDefinition Reminding Term

34. The LINCS Table 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition L ist the parts I dentify a remaining word N ote a LINCing story C reate a LINCing picture S elf-test

35. 1 3 4 5 2 Term Reminding Word LINCing Story LINCing Picture Definition palisades Section 1 of the LINCS Table The Term An important word that all students are expected to understand and remember

36. Section 2 of the LINCS Table The Definition A brief statement of the term’s definition 1 3 4 5 2 Term Reminding Word LINCing Story LINCing Picture Definition palisades A line of steep cliffs along a river or ocean.

37. Section 3 of the LINCS Table 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 palisades pal A line of steep cliffs a long a river or ocean.

38. 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.

39. An Effective Reminding Word 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.

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

41. EXAMPLES N EW WORD E XAMPLE shivaree shiver paramecium parachute crinoline crinkle

42. EXAMPLES N EW WORD E XAMPLE flourite floor marsupiumopium fiefchief serfservant paraffinpairs of fins

43. NONEXAMPLES NEW WORD N ONEXAMPLE shivaree celebration paramecium parapuse crinoline crinium

44. 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 2 Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs along a river or ocean.

45. 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.

46. An Effective LINCing Story 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.

47. An Effective LINCing Story Sometimes –Includes both the Reminding Word and the new word. –Is funny and/ or bizarre.

48. An Effective LINCing Story Never –Includes only the new word. –Is so complex that it takes a lot of mental energy to remember it.

49. 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

50. 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

51. Examples Decree : 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.)

52. 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.)

53. Section 5 of the LINCS Table The LINCing Picture A memory device that provides a visual link for the new term. 1 3 4 5 2 Term Reminding Word LINCing Story LINCing Picture Definition palisades pal My pal, Joe, dove from the cliff into the ocean. A line of steep cliffs a long a river or ocean.

54. 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. PoorBetterBest LINCing PictureLINCing PictureLINCing Picture

55. Let’s try the term “palisades” with a different reminding word.

56. The LINCS Steps L ist the parts (the term & definition) I dentify a Reminding Word N ote a LINCing Story C reate a LINCing Picture S upervise practice

57. 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

58. 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

59. 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.

60. Watch me as I model one for you

61. 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition very thin gaunt She liked to flaunt the fact that she was very thin. flaunt Auditory prompt Cognitive prompt Visual prompt

62. 1 3 4 52 Term Reminding Word LINCing Story LINCing Picture Definition very thin gaunt He was so thin that he was nearly gone. gone Auditory prompt Cognitive prompt Visual prompt

64. PRACTICE STUDY CARD Front of Card Back of the Card

65. perpetual pet constantly The pet constantly barks. bark Front of Card Back of Card

66. Your turn to Practice the LINCS strategy

67. The LINCS Table Term LINCing Story LINCing Picture Definition Reminding Term 14 5 2 3 L ist the parts of the story I dentify an reminding word N ote a LINCing Story C reate a LINCing picture S elf-test 14 5 2 3 1 45 2 3 Term LINCing Story LINCing PictureDefinition Reminding Term Term LINCing Story LINCing PictureDefinition Reminding Term 1 4 5 2 31 Term LINCing Story LINCing PictureDefinition Reminding Term

68. Workshop Exercise groatA British fourpence piece used from the 14th to 17th century pityriasisskin diseases of humans and animals that result in shedding of flaky scales suffrutescenthaving a woody stem or base greenockitea yellowish brown to red mineral Chlamydatehaving a mantle as in mollusks affricateA speech sound produced by stopping the breath and releasing it at articulation

69. Curriculum-Based Assessment Scoring Criteria for LINCS Devices Reminding Word –Sounds like new word –Meaning is familiar to learner –Real word

70. Curriculum-Based Assessment Scoring Criteria for LINCS Devices LINCing Story –Reminding Word contained in story –Short and simple story –Links meaning of key parts of definition

71. Curriculum-Based Assessmen t Scoring Criteria for LINCS Devices LINCing Picture -Contains connection to definition -Contains connection to Reminding Word and LINCing story

72. Curriculum-Based Assessment 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.

73. Vocabulary Test Create a test with the vocabulary words 50% of words: student defines 50% of words: student identifies vocabulary word Mastery is 80%

74. 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!

75. Curious? If you want to learn more about the Center for Research on Learning, please go to: WWW.KUCRL.ORG