LINCS: A Vocabulary Strategy by Edwin S. Ellis University of Kansas Presentation by Jean Washburn Revised by Dianne Campbell & Roxie Cohen, 10/2004.

LINCS:A Vocabulary Strategy

by

Edwin S. Ellis

University of Kansas

Presentation by Jean Washburn

Revised by Dianne Campbell & Roxie Cohen, 10/2004

Addresses a pertinent setting demand

learn new vocabulary words remember abstract terms recall names of places, events, and people

Students’ success in mainstream content classesdepends on their ability to:

Purposes of this strategy

to make students active in learning the basic vocabulary needed to acquire and express knowledge of content

to enable students to use a package of memory strategies for learning vocabulary.

to enable students to use a self-test process to master new vocabulary.

RATIONALES BEHIND THE LINCS STRATEGY

This strategy enables students to become active vocabulary learners.

This strategy gives students a package of memory devices to aid their memories.

This strategy facilitates students’ memories by making connections.

This strategy enables students to perform well on vocabulary tests.

AN EFFECTIVE LEARNING STRATEGY. . .

Is a systematic plan for learning new information. Involves “thinking smart” about information. Usually involves the use of a set of powerful

thinking tactics.

An example of an effective learning strategy:

Using the first letters of each item in a list to form a word or phrase. For example, the words “CAME FAR” – “Our Friends came far during WWII” - countries that fought with the United States.

LINCS memory devices

IMAGERYKEY WORDS

reminding words / auditory

STORIESLINCing stories / non-linguistic

expression

AN OVERVIEW OF THE LINCS STRATEGY

Step 1: List the parts.

Step 2: Indicate a Reminding Word.

Step 3: Note a LINCing Story.

Step 4: Create a LINCing picture.

Step 5: Self-test.

LINCS Manual Contents

Introduction Stages of Instruction ( 1 - 8 ) Appendices ( A - F )

LINCS STRATEGY STUDENT FOLDER CONTENTS

Progress Chart Envelope for cue cards Pre-test Practices Post-test Generalization

Chain Analogy

Stage 3: Model

Stages 4 ~ 8

REMEMBERA Strategy includes:

Instruction Stages on acquisition Generalization

Curriculum Field tested content

Environment Empowering the students

SUMMARY

Introduce the strategy rationales settings benefits results

Explain steps while students make cue cards Model the strategy Practice and FEEDBACK GENERALIZATION