1. Content Strategies Skills
The relationship among the three types of knowledge can be illustrated in this manner.
Here, the nature of the content defines the types of skills that are needed.
Strategies form the bridge between content and skills with the knowledge of the appropriate approach for integrating content and skills.
One goal associated with SIM is to teach students how to become strategic, thus assisting students in becoming more effective and efficient in applying the skills they know to content, so they can meet the demands of the settings in which they are expected to perform.

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. how to learn Strategy Instruction is instruction in and perform
In short, and in a more popular tone, we can say that 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
2009
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. The LINCS Table List the parts Identify a remaining word1 3 4 5 2
Term
Reminding Word
LINCing Story
LINCing Picture
Definition
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
2009
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
Michael Graves – play with words, word consciousness
2009

16. Strategy Elements Provide a systematic approach for students to use.
Focus on the use of high frequency prefixes, suffixes, and roots.
Use roots with large word families.

17. 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

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

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

20. 2009
prediction
pre dict ion
2009

21. 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!

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

24. Attack the meaning
by translating each
word part

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

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

28. Morpheme Rules A morpheme can have several meanings.
2009
Morpheme Rules
A morpheme can have several meanings.
“in-” means “not” and “into”
2. Morphemes can have the same meaning but different forms.
“an-” means “not”
“dis-” means “not”
“im-” means “not
2009

29. Example Tree with Example Words
2009
Example Tree with Example Words
2009

30. Word Mapping Strategy Results
2009
Word Mapping Strategy Results
Performance on Vocabulary Tests 5%
Correct
Meanings
16%
Prediction
Before Instruction
73%
Correct
Meanings
51%
Prediction
After Instruction
9th grade inclusive setting
51% prediction huge contribution for students who couldn’t predict especially on tests.

31. 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

32. For More Information
The University of Kansas Center for Research on Learning 1122 West Campus Road, Room 521 Lawrence, KS | (785)
Juliana Taymans
The George Washington University
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