Teaching effectively is rocket science!

3-2-1…

What”magic’ do you do to get students to remember vocabulary?

• Brainstorm on a “Post-it Note”
• Put your name on the back of your ticket & I’ll collect for a door prize!

Gotta have a sense of humor……

The Vocabulary LINCing Routine

LINCing Background Knowledge to

New Vocabulary

Katie Hurley Tazewell Middle School

Leesa Peery Tazewell High School

Teaching vocabulary also has to:

• Be Meaningful and Memorable!

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• Tie the new words with prior knowledge!

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• Engage our students in learning!

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• Be revisited multiple times!

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We’ve got to use powerful teaching tools!�

“..which, oh by the way, have to be researched- based, too!”

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The LINCs Table

• Can be used in place of flashcards
• Is used initially under teacher direction and then independently by students
• Uses auditory, visual & kinesthetic memory to recall terms
• “LINCS’ learning to previous learning
• Can be used in large groups, small groups & individual students

Let’s take a closer look at your packet & guidebook ...

How can I make this definition:

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• Meaningful and Memorable?
• Tie it in with prior knowledge?
• Engage my students in learning?
• Available to be revisited multiple times?

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NARRATIVE: Telling a story

TERM &

An important word that all students are expected to understand and remember.

Pg 6

L

ist the parts…

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DEFINITION

A brief statement

of the term’s definition.

Can underline most important parts

Definition

L

ist the parts…

dentify the reminding word:

REMINDING WORD:

A word that sounds

similiar to the new term.

I

A Good 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.

Pg. 40

An Effective Reminding Word

EXAMPLES

NEW WORD EXAMPLE

irony iron

theme dream

simile smile

analogy an allergy

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An Effective Reminding Word

EXAMPLES

NEW WORD EXAMPLE

idiom idiot

symbolism symbol

summarize summer

antonym Auntie Em

main idea Marie

An Effective Reminding Word

NONEXAMPLES

NEW WORD NONEXAMPLE

detail daily

compare contract

describe talk

infer observe

LINCing STORY:

A phrase or sentence that connects- or LINCS-

the definition of the new term

to the Reminding Word

N

ote a LINCing story…

A Good LINCing Story always….

• 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

Pg 41

An Effective LINCing Story

EXAMPLE:

Analyze: To separate into parts or basic principles to determine the whole of something

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Reminding Word: Wise

LINCing Story: The wise scientist separated the skeleton into parts to examine the whole dinosaur.

(Why is this effective?)

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An Effective LINCing Story

EXAMPLE:

Cause: person or thing that makes something happen

Reminding Word: Pause

LINCing Story: The teacher had to pause because the student was making noises.

(Why is this effective?)

An Ineffective LINCing Story

NONEXAMPLE:

Analyze: To separate into parts or basic principles to determine the whole of something

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Reminding Word: Wise

LINCing Story: The wise scientist examined the dinosaur.

(Why isn’t this effective?)

An Ineffective LINCing Story

NONEXAMPLE:

Theme: main subject or idea of something

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Reminding Word: Dream

LINCing Story: I love to dream about flying.

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(Why isn’t this effective?)

reate a LINCing picture….

THE LINCing PICTURE:

A memory device that provides a

visual LINC for the new term.

C

A Good LINCing Picture always...

• 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.

An Effective Lincing Picture

Example Term: detail

Definition: small part of a whole; an item

Reminding Word: tail

Lincing Story: The tail is only one small part of the whole dog

Pg 44

S

elf- Test

The LINCS Memory Chain

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

Pg45

Close your eyes…�Take the chain and self-test…

The LINCing Steps

Step 1: List the parts

Step 2: Identify a Reminding Word

Step 3: Note a LINCing Story

Step 4: Create a LINCing Picture

Step 5: Self-test

Math….

commutative property

commute

associative property

associate

identity property

identical

inverse property

in

The two cars commuted differently to the same grocery store.

The three client associations did not affect the sum of money.

The girl’s hair was identical after the haircut.

When you are in the pool you are wet, and when you are out of the pool you are dry.

The order in which two numbers are added does not affect the sum.

a + b = b + a

The way that three numbers are grouped does not affect the sum.

(a + b)+ c = a + (b + c)

The sum of a number and zero is the number.

x + 0 = x

The sum of a number and its opposite is zero.

a + (-a) = 0

Developed by W Miller, L.Lorton/Botetourt Co, VA

Science….

Elective…

Language Arts….

Language Arts…

Social Studies…

Social Studies

Let’s try one out for fun...

Take out the green sheet…

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1. I do one
2. We’ll do one
3. Ya’ll will do one
4. Finally , You will do one (or 2, 3,4)

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LINCS Tables

Count off by 3’s &�

• Use the LARGE LINCing table
• Think of a vocabulary word your students struggle with…
• Create a DRAFT LINCs Table
• Use pages 6 & 7 to “proof” your example
• Be ready to share…

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O.K. Now It’s YOUR � Turn...

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1. Using your vocabulary List, develop a LINCing Table to use with your students…
2. TTYN and use the checklist

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• Then WE’LL share samples with a

“Gallery Walk”….

Let’s try to vary the routine & avoid pitfalls…..

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• Open your guidebook to pages 30-33.

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• Preview the ideas and choose one that “Pops” out at you!

The Vocabulary LINCing Routine is...

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• A way to solidify vocabulary words as meaningful and memorable!
• A way to tie prior knowledge to new words!
• A way to engage your students in learning!
• A way to “revisit” student knowledge of vocabulary taught in each lesson!

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Any Burning Questions???�Coaching Opportunities…

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• Evaluations
• Any Questions: khurley@tazewell.k12.va.usAny Questions: khurley@tazewell.k12.va.us, lepeery@tazewell.k12.va.us, dmccaleb@vt.edu

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