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A Vocabulary Strategy: K.I.M.\
Timothy Rasinskil
by
Dr
Resourceful Research
by
Dr
Angela Danley and Alisha O’Rear
Angela Danley and Alisha O’Rear
Timothy Rasinskil
Introduction
Sedita (2005), stated, “Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read” (p.33). Chall and Jacobs (2003) shared that there is a high correlation in research that indicates if students do not grow their vocabulary knowledge then reading comprehension will be affected. Johnson & Johnson (n.d.) stated, “Effective vocabulary development is a multifaceted process requiring a combination of direct instruction, discussion, and active encouragement of independent learning strategies” (p.4). Providing the teacher candidates the opportunity to teach a mini-lesson focused on vocabulary instruction allows them to gain experience selecting and implementing a strategy like the K.I.M. strategy. K.I.M. is an acronym which stands for key ideas, information, and memory cues. This strategy can be used to assist the students in vocabulary building and development. K.I.M. can be used to highlight vocabulary words, gain experience with key vocabulary words, and activate multiple modes of learning while working with vocabulary words (Goodman, 2005).
K.I.M. Strategy Explained
The K.I.M. strategy can easily be implemented by the teacher:
1) Teacher chooses vocabulary words from text/unit or student chooses words as they read.
2) Students create a graphic organizer on their paper or use an organizer developed by the teacher.
3). Student places the vocabulary word in the left-hand column (Key Ideas),
4) Student places the definition or information they have gathered from reading in the center column (Information).
5). Student places a cue to help them remember the vocabulary word and how it is used in the right-hand column (Memory Cue).
(see KIM chart at the bottom of the page)
A teacher candidate (TC) with whom I worked on the development of a vocabulary mini-lesson planned on using the read aloud, Hogwash written by Karma Wilson in her kindergarten practicum. After reviewing her lesson collaboratively, we decided the K.I.M. strategy would be appropriate. Using this strategy with the kindergartners provided the students the opportunity to not only visualize the words but also practice using the word in a sentence. The TC originally planned on using a vocabulary sort. After reviewing the lesson and her focus of the lesson, we collectively decided the K.I.M. strategy would align to her lesson.
K.I.M. Strategy in Action
The TC took five key vocabulary words from the book, Hogwash for her kindergarten students to learn. The five words selected were: plan, fetched, dragged, filthy, and pondered. The TC adapted the use of the strategy for kindergarten students by having the words, definitions, and picture cues pre-made. Before releasing the students to work in partnerships, the TC modeled the strategy explicitly by explaining the purpose of the strategy and how the strategy helps them to learn the meaning of unknown words. Additionally, she modeled the use of the graphic organizer by guiding the students through completing the first word, which was plan. After modeling the word plan, she released the students to work in partnerships. she checked for
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Key Ideas, Information, Memory Cue
Timothy Rasinskil
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