Content
Strategies
Skills
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.
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
• 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
1
Term
4
LINCing Story
5
LINCing Picture
2
Definition
3 Reminding Word
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
1. How does the strategy connect with prior
knowledge?
2. How does is support memory?
3. How does the instruction support learners
who may struggle with new vocabulary
learning?
4. 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
• 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
2009
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
1. identify prefixes,
suffixes and roots in
word?
2. give the meaning for
the word parts ?
3. give definitions?
• Portable
• Transcribe
Part II: Teach Prefixes, Suffixes and
Word Families
“port” – to carry
import
export
report
porter
deport
support
important
transport
prediction
pre2009
dict
-ion
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
Example Tree with Example Words
2009
Word Mapping Strategy
Results
Performance on Vocabulary Tests
Before Instruction
After Instruction
5%
Correct
Meanings
73%
Correct
Meanings
16%
Prediction
51%
Prediction
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 660453101
crl@ku.edu | (785) 8644780
• Juliana Taymans
The George Washington
University
taymans@gwu.edu
240-351-710=94