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The guide outlines LINCS step-by-step: selecting a word, writing a simple definition, choosing a reminding word with specific sound and meaning constraints, creating a short linking story, and building a visual picture for the term. It also includes guidance on self-tests in both forward and backward directions, plus sections on academic vocabulary, why to teach it, evidence-based factoids, and support for ELL learners.",{"@graph":69,"@context":118},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lincs-vocabulary-strategy-instructional-materials-and-notes/492281/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lincs-vocabulary-strategy-instructional-materials-and-notes/492281.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key steps in the LINCS Vocabulary Strategy?","Question",{"text":112,"@type":113},"The strategy requires listing the word, writing a simple definition, identifying a reminding word with defined sound/meaning criteria, creating a short linking (lincing) story that includes the reminding word and definition element, and forming a visual picture using the reminding word and definition ideas. It also includes self-tests forward (word to definition) and backward (definition to word).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why teach academic vocabulary, and how does the document support this?",{"text":117,"@type":113},"The guide argues that explicit instruction in critical academic terms builds background knowledge so students can better understand what they read and hear. It cites research factoids showing improved reading comprehension with direct vocabulary instruction and references the importance of systematic instruction for students, including those from less academically advantaged backgrounds.","https://schema.org",{"og:url":83,"og:type":120,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":122,"canonical":83},"index,follow",{"doc_id":124,"site_id":62},492281,1791216358,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":92,"user_avatar":129,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":135,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":67,"update_tm":139,"read_time":140,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Instructional Materials and Notes for  \nLINCS Vocabulary Strategy  \nPresenters: Jean Piazza  \n[jhpiazza@icloud.com](jhpiazza@icloud.com)  \nand Sue Woodruff  \n[swoodruf@me.com](swoodruf@me.com)  \nLINCS  \nLINCS Strategy Steps  \nList the parts  \n• Word  \n• Simple definition  \nIdentify a reminding word  \nReminding word must:  \n• Sound like new word  \n• Be a real word  \n• Have a meaning known to students  \nNote a LINCing story  \nLINCing story must:  \n• Short & simple  \n• Include reminding word  \n• Include element of definition  \nCreate a picture (first mentally, then on paper) Picture must:  \n• Include the reminding word  \n• Include an aspect or aspects of definition  \nSelf-test  \n• Forwards (word to definition)  \n• Backwards (definition to word)  \nThe LINCS Vocabualry Strategy is designed to facilitate student use of two powerful tools-auditory memory devices and visual memory devices-that will help them learn and remember the meaning of complex terms. In the LINCS Strategy, these two devices are constructed and used in a sequence especially designed to enhance student learning. This sequence ensures that students who have memory problems make effective cognitive linkages between bits of information.  \nSec$on 1 of the LINCS Table  \nThe Term  \nAn important word that all students are  \nexpected to understand and remember  \n| |\n| --- |\n| 3 Reminding Word pals\u003Cbr>|\n\n4 LINCing Story  \nMy pal, Joe, dove from the cliff into the ocean.  \n2 Definition  \nA line of steep cliffs a long a river or ocean.  \nSec$on 2 of the LINCS Table  \nThe Defini)on  \nA brief statement of the term’s defini$on  \n3  \n1  \nTeprmalisade Reminding Worpalsd  \nLINCing Story  \nMy pal, Joe, dove from the cliff into the ocean.  \nAlways wriFen in student friendly language aFending toa complete explana$on rather than focusing on one aspect  \nSec$on 3 of the LINCS Table  \nThe Reminding Word  \nA word that sounds similar to the new term .  \n3  \n1  \nTeprmalisade Reminding Worpalsd  \nLINCing Story  \nMy pal, Joe, dove from the cliff into the ocean.  \nLINCing Picture  \n2 Definition  \nA line of steep cliffs a long a river or ocean.  \nAlways ~~ ~~  \n Sounds like part or all ofthe new Sounds like the beginning or end of the new word. Never Sounds completely different  \nSometimes  \nword.  \nIs a real word.  \nHas a meaning that you already know. Helps you remember what the new word means.  \nRhymes with the new word or sounds like almost all of the new word.  \nHas a meaning that is very similar to the new word 􀀁 s meaning.  \nCan be two or more words that sound like the new word.  \nfrom the new word. Is a nonsense word. Has a meaning that you don 􀀁 t know.  \nSec$on 4 of the LINCS Table  \nThe LINCing Story  \nA phrase or sentence that connects—or links—the defini$on of the new term to the Reminding  \n Word.  \n| Teprmalisade |\n| --- |\n|  Reminding Worpalsd |\n\n2 Definition  \nA line of steep cliffs a long a river or ocean.  \nNever  \nAlw~~ay~~ncludes the Reminding Word or some ~~ ~~Som~~e~~t~~e~~lu~~s~~des both the Includes only the new word.  \nform of the Reminding Word. Reminding Word and the Is so complex that it takes a lot of mental  \nLinks the Reminding Word to the new word. energy to remember it.  \nmeaning of the new word. Is funny or bizarre. Is long like a paragraph.  \nIs short and simple. Includes words you don’t understand.  \nSec$on 5 of the LINCS Table  \nThe LINCing Picture  \nA memory device that provides a visual link for the new term .  \nAlways  \n1  \n4  \nMy pal, Joe, dove from the cliff into the ocean.  \n5   \nA line of steep cliffs a long a river or ocean.  \nTeprmalisade Reminding Worpalsd  \nLINCing Story  \n2 Definition  \nBest  \nContains a part related to the RemindingWord Contains parts related to the important ideas in the definition.  \nHelps you remember the new term 􀀁 s definition.  \nPoor  \nBeHer  \nAcademic Vocabulary  \nWhat is Academic Vocabulary?  \nAcademic vocabulary is the vocabulary  \ncritical to understanding the concepts of the content taught in schools. In identifying academic vocab","cbCaihENr2IuGsmP","https://ap.wps.com/l/cbCaihENr2IuGsmP","pdf",2927785,"English","# LINCS Vocabulary Strategy\n## LINCS Strategy Steps\n## LINCS Table Sections\n## Academic Vocabulary\n## Why Teach Academic Vocabulary?\n## Factoids\n## ELL Students and Academic Vocabulary","[{\"question\":\"What are the key steps in the LINCS Vocabulary Strategy?\",\"answer\":\"The strategy requires listing the word, writing a simple definition, identifying a reminding word with defined sound/meaning criteria, creating a short linking (lincing) story that includes the reminding word and definition element, and forming a visual picture using the reminding word and definition ideas. It also includes self-tests forward (word to definition) and backward (definition to word).\"},{\"question\":\"Why teach academic vocabulary, and how does the document support this?\",\"answer\":\"The guide argues that explicit instruction in critical academic terms builds background knowledge so students can better understand what they read and hear. It cites research factoids showing improved reading comprehension with direct vocabulary instruction and references the importance of systematic instruction for students, including those from less academically advantaged backgrounds.\"}]","LINCS Vocabulary Strategy - Instructional Materials and Notes | PDF",1790860597,23]