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    Lincs Vocabulary Strategy

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    api-340613443
    The document describes the LINCS strategy for learning new vocabulary words. The strategy involves 5 steps: 1) List the Parts (define the word), 2) Identify a Reminding Word (choose a similar sounding word), 3) Note a LINCing Story (create a story linking the new and reminding words), 4) Create a LINCing Picture (draw a picture of the story), and 5) Self-Test. These steps are used to create "links" between a new vocabulary word and its meaning, making the word easier to remember. Research results showed that students who used LINCS improved their test scores more than students who did not use the strategy. The document provides examples and instructions for creating LIN

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    Lincs Vocabulary Strategy

    Uploaded by

    api-340613443
    226 views16 pages
    The document describes the LINCS strategy for learning new vocabulary words. The strategy involves 5 steps: 1) List the Parts (define the word), 2) Identify a Reminding Word (choose a similar sounding word), 3) Note a LINCing Story (create a story linking the new and reminding words), 4) Create a LINCing Picture (draw a picture of the story), and 5) Self-Test. These steps are used to create "links" between a new vocabulary word and its meaning, making the word easier to remember. Research results showed that students who used LINCS improved their test scores more than students who did not use the strategy. The document provides examples and instructions for creating LIN

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    The document describes the LINCS strategy for learning new vocabulary words. The strategy involves 5 steps: 1) List the Parts (define the word), 2) Identify a Reminding Word (choose a similar sounding word), 3) Note a LINCing Story (create a story linking the new and reminding words), 4) Create a LINCing Picture (draw a picture of the story), and 5) Self-Test. These steps are used to create "links" between a new vocabulary word and its meaning, making the word easier to remember. Research results showed that students who used LINCS improved their test scores more than students who did not use the strategy. The document provides examples and instructions for creating LIN

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    226 views16 pages

    Lincs Vocabulary Strategy

    Uploaded by

    api-340613443
    The document describes the LINCS strategy for learning new vocabulary words. The strategy involves 5 steps: 1) List the Parts (define the word), 2) Identify a Reminding Word (choose a similar sounding word), 3) Note a LINCing Story (create a story linking the new and reminding words), 4) Create a LINCing Picture (draw a picture of the story), and 5) Self-Test. These steps are used to create "links" between a new vocabulary word and its meaning, making the word easier to remember. Research results showed that students who used LINCS improved their test scores more than students who did not use the strategy. The document provides examples and instructions for creating LIN

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 16

    LINCS

    Vocabulary
    Strategy

    What is the LINCS Strategy?


    A more effective and efficient way of
    learning new vocabulary.
    The 5 LINCS steps cue students to focus on
    critical elements of a vocabulary word.

    List the Parts


    Identify a Reminding Word
    Note a LINCing Story
    Create a LINCing picture
    Self-Test

    Chain Analogy
    Different
    pieces of
    knowledge
    are linked
    together like
    a chain.

    When you apply the LINCS


    Strategy to a word you need
    to remember, you create a
    strong chain between the
    word and its meaning.

    Many times, if you can remember


    the information in one of the links
    in a chain, you will remember
    information in many of the other
    links.
    The stronger the links
    between pieces of
    information, the easier you
    can remember them. The
    weaker the links, the more
    difficulty youll have
    remembering them.

    What are the Results?


    Mean Percentage Correct on Social Studies
    Vocabulary Tests
    Test 2 (After LINCS taught in

    Test 1 (Before LINCS)


    class A)

    LD Students in Class A
    77%

    53%

    NLD Students in Class A


    92%

    84%

    * Theser
    esults are by M. Wedel, D.D. Deshler,f .B, Schumaker,& E.S.E llis, in prep., Effectso f
    All Students
    in Class B
    86%

    lnstructiono f a VocabularyS trategyi n a MainstreamC lass,L awrence,K S: Center for Researchin


    Learning. 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.

    85%

    What do I Need?
    Index cards
    LINCS cue cards
    In your packet
    Book rings (optional)

    What do I do?

    All important information is recorded on a 3


    x5 index card.
    On the front and back the students will draw
    a horizontal line in the center of the card.
    On the back the students will also draw a
    vertical line in center of the lower half

    LINCS Cards

    BACK
    FRONT

    List the Parts

    A student is learning the meaning of the word


    SERF (a peasant who served the lord of a
    manor in exchange for protection)
    Serfrf

    FRONT

    Write the Vocabulary


    word on top and CIRCLE
    IT!

    List the Parts


    Write the definition of the word Serf on the
    top of the back.
    Peasants who served the Lord
    of a manor in exchange for
    protection.

    Identify a Reminding Word


    Students create a mnemonic device using
    the keyword technique.
    Students say the name of the vocab. word
    then think of a word they already know that
    rhymes OR sounds similar.
    The reminding word is written on the bottom
    half of the front side of the index card.

    Identify a Reminding Word

    Serfrf
    Server
    In this case, Server sounds like Serf and is our
    reminding word.

    Note a LINCing Story


    Students generate an association between
    the familiar word and the new word by
    creating a short story that links the meaning
    of the two words in some way.
    The student then writes the story on the
    bottom left side of the back of the card.
    Underline the reminding word in the story.
    Be CREATIVE!

    Note a LINCing Story


    Peasants who served the Lord of a
    manor in exchange for protection.

    The servers at
    the kings
    party made
    sure his glass
    was always
    full and were
    given really
    great tips!

    Create a LINCing Picture


    Students transform the information into a
    visual image that they describe to
    themselves or someone else.
    Then draw that image on the lower right side
    of the back of the card.
    Example: I picture a fat king at a table with
    little servers around him filling up his cup
    and he is handing them money!

    Create a LINCing Picture


    Peasants who served the Lord of a manor in
    exchange for protection.
    The servers at the
    kings party made
    sure his glass was
    always full and
    were given really
    great tips!

    Your Turn
    Create your own LINCS card for the following
    words:
    Remediation
    Intervention
    Tutoring

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