KIM+Strategy

**KIM Vocabulary Strategy**

**Content** The content being taught is vocabulary through reading while using the definitions and memory cues/pictures. **Grade Level** This can be used at any grade level from kindergarten through high school. This can be used with easy words for the younger students and more difficult words with the older students. However, this may be easier at the higher elementary or middle school ages because some high school words are more difficult to draw pictures for. **Curriculum Standards** CSO's for learning vocabulary in 8th grade include: RLA.O.8.1.03: use etymology, context clues, affixes, synonyms or antonyms to increase grade appropriate vocabulary CSO's for learning vocabularyin 9th grade include: RLA.O.9.1.10: Extend vocabulary by developing and using new terms through various literary and informational texts through various strategies: **Description of Practices** This KIM strategy for learning vocabulary is very easy to follow and teach to students (especially in middle school). Not only do the students write the definition of each word, but they are able to draw a picture to go with the word. There is a four step approach to this strategy: 1. Students record the **K**ey word (K) 2. Write down **I**mportant **I**nformation about the key word including a user friendly definition (I) 3. Draw what the key word means, and link it to an unusual connection to create a **M**emory device (M) -Students may use colors also in order to enhance the words meaning -Creating this unique word association seems to increase retention as well 4. Write the Key word in a context-rich sentence for application **Implementation Considerations** This strategy could be used in multiple settings. A small group setting would allow students to come up for fun and useful ideas for the picture cues. With about 4 people in a group, this would allow for more discussion and thoughts on what could be used in the KIM strategy. The group could find the definition together and draw the picture. After this is complete, they can make up their sentences independently so that everyone has something different that they can share. This could also be an individual activity to later be shared with the class or one that the class completes together and is teacher led. Each time this strategy is practiced, there could be many ways to implement it and since it is a mundane activity, it would be good to differentiate the type of instruction being used. **Example** An example of the KIM strategy is shown using the word "defeat:"
 * Context Clues
 * Affixes
 * Prefixes
 * Multiple Meanings
 * Origin
 * History
 * Evolution
 * These steps are repeated for each vocabulary word and should be practiced repeatedly. Through multiple exposure and repeated strategy, students will master the strategy and the words involved with it.

K (Key Vocabulary Word): Defeat

I (Information/Definition): To win victory over

M (Memory Cue/Picture):

Picture retrieved from []

Sentence: Bush __defeated__ Kerry in the 2004 election by winning the electoral college.

**Citation**

Goodman, Amy (2005). The middle school high five: strategies can triumph. //Voices from the MIddle, Volume 13(2)//. Retrieved from []Reading