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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.

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  1. Content Skills Strategies

  2. 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.

  3. Strategy Instruction is instruction in how to learn and perform

  4. Strategy Instruction • “I do it!”(Learn by watching) • “We do it!”(Learn by doing together) • “You do it! (Learn by practicing on my own)

  5. Two Types of Vocabulary Strategies • Word-specific strategies- Students learn each word separately. • Generative strategies-Students figure out the meaning of words.

  6. The LINCS Vocabulary Strategy Word Reminding Word LINCing Story LINCing Picture Definition

  7. Term 1 LINCing Picture 5 2 LINCing Story Definition 4 3 Reminding Word The LINCS Table List the parts Identify a remaining word Note a LINCing story Create a LINCing picture Self-test

  8. 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.

  9. 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

  10. 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.

  11. Step 5: Self-Test • Vocabulary word • Reminding word • LINCing story • LINCing picture • Definition

  12. Instructional Methodology • “I do it!”(Learn by watching) • “We do it!”(Learn by doing together) • “You do it! (Learn by practicing on my own)

  13. Debrief • How does the strategy connect with prior knowledge? • How does is support memory? • How does the instruction support learners who may struggle with new vocabulary learning? • In what situations would this strategy be most effective?

  14. 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.

  15. 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

  16. 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

  17. Teaching Word Mapping StrategyPart I: Pretest Can learners • identify prefixes, suffixes and roots in word? • give the meaning for the word parts ? • give definitions? • Portable • Transcribe

  18. Part II: Teach Prefixes, Suffixes and Word Families “port” – to carry import export report porter deport support important transport

  19. prediction pre- dict -ion

  20. 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!

  21. Map the targeted word by breaking down into its word parts

  22. Attack the meaning by translating each word part

  23. Predict the meaning of the word by putting the word part meanings together

  24. See if your prediction is correct by checking with the dictionary or someone

  25. Example Tree with Example Words

  26. Before Instruction After Instruction 73% Correct Meanings 51% Prediction 5% Correct Meanings 16% Prediction Word Mapping Strategy Results Performance on Vocabulary Tests

  27. 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

  28. For More Information • The University of KansasCenter for Research on Learning1122 West Campus Road, Room 521Lawrence, KS 66045-3101crl@ku.edu | (785) 864-4780 • Juliana Taymans The George Washington University taymans@gwu.edu 240-351-710=94

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