Key Words Are Key

When introducing this Before activity to students on Day 1, the teacher should present the LINCs sheet on a projector or interactive whiteboard for students to see. An example is provided that the teacher needs to use as a model to explain the purpose and process of using a LINC graphic organizer.

After reading the instructions at the top of the handout, the teacher can say “Let’s say, for example, your new vocabulary term is arduous. This word is an adjective, and you’ll notice there is a picture attached below it. If we move over to where it says ‘Definition,’ you can find this on https://www.dictionary.com and copy and paste the definition into your graphic organizer. This word means ‘requiring much effort; very difficult.’ Next, I want to be able to come up with a reminding word for this vocabulary term. A reminding word can look like the target word or even sound like the target word, but it cannot mean the same thing. I chose ‘duo.’ What other words can we pull out of this word? Or… does this word rhyme with anything else? Does it look like another word you use in your everyday living?” (Pause and wait on ideas.) 

“So after establishing that, then we need to link these together. Your LINCing sentence is made up of some part of your definition (enough to where it makes sense and you capture the essence of the word) and your reminding word. The key? Your new vocabulary term should NOT be in your LINCing sentence. So you’ll see the sentence has both parts. Check yourself by UNDERLINING the part of your definition you want to be included in your sentence, and underline it IN the sentence. HIGHLIGHT your reminding word and then highlight it in your actual sentence for accountability. If you’ve got both parts and no vocabulary term in your sentence, you’re golden and have done it correctly.

Let’s try our first word: ‘Key Words/Phrases…”

(The teacher should continue with this process, and then have students work independently on the rest of the sheet. Explain to them that this is their interactive study guide for either a formative or summative assessment coming up where these words could make an appearance.)

After that, explain to students that these words are vital to know for the next activity where they will need to establish what a keyword or phrase is when trying to read for information. Then, they’ll need to read to find text evidence. Ultimately, the goal is to read and answer a prompt by backing themselves up with support from the reading at hand. 

Next, pass out individual mini packets of the reading excerpt from “The Monsters Are Due on Maple Street,” along with the three-column chart found at the bottom of the student handout. Students will also need pencils and three different color highlighters (blue, pink, and green). Establish a casting (or just read aloud, popcorn or teacher-led) for the reading of the excerpt from “Monsters are Due on Maple Street” play. The characters are as follows (The teacher can post this on a digital screen or whiteboard to  serve as a visual reminder for students):

• Voices (small, small section)
• Pete Van Horn (smaller section)
• Steve (major section)
• Don (major section)
• Charlie (major section)
• Woman (average section)
• Tommy (major section)

From this small scene of the play, have students start developing the mindset of “framing somebody.” Who sounds the most guilty?

Read as a whole-class setting, first reading through the lens that Pete Van Horn is a guilty man. Have pink highlighters ready to highlight anything that can be used as evidence to frame this man. After reading, give students time to jot down their best three pieces of text in the chart.

Repeat this process for the other two characters in the other two highlighter colors. 

After reading, students will share their best evidence pieces with the class. Read them the main prompt for the actual assignment typed out underneath their charts. Ask them how ready they feel, and if they understand the idea of reading for information.