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Content. Skills. Strategies. 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. - PowerPoint PPT PresentationTRANSCRIPT
Content
Skills
Strategies
An Individual’s approach to a task is called a
It includes how a person thinks and acts when
planning, executing, and evaluating performance on
a task and its outcomes.
STRATEGY
is instruction in
how to learnand perform
Strategy Instruction
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
WordReminding
Word
Definition
LINCingStory
LINCing Picture
The LINCS Table
List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test
1
3
4 5 2Term
Reminding Word
LINCing Story LINCing Picture Definition
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 StrategyPart 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 exportreport porterdeport supportimportant transport
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
Example Tree with Example Words
2009
Word Mapping Strategy Results
Performance on Vocabulary Tests
73%CorrectMeanings
51%Prediction
After Instruction
5% CorrectMeanings
16%Prediction
Before Instruction
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 KansasCenter for Research on Learning1122 West Campus Road, Room 521Lawrence, KS [email protected] | (785) 864-4780
• Juliana TaymansThe George Washington University
240-351-710=94