KIM Strategy
Vocabulary makes up a large portion of teaching, and for good reason. Comprehending what you read, particularly in non-fiction depends on understanding the meaning of the words used (Tyson, 2013). If a reader doesn't understand 50% of the words in the reading, they are going to struggle to understand the main idea of the reading. I like to use graphic organizers to support vocabulary instruction in my class. One of the graphic organizer methods I will be looking at is the KIM strategy.
The KIM Strategy
The KIM Strategy uses a graphic organizer to help students retain knowledge of key terms or key ideas. The KIM Strategy also uses a mnemonic device to explain the different steps or columns of the graphic organizer. The first column, or 'K' column is where the key idea or term goes. The second column, or 'I' column is where information about the key idea goes. The last column, or 'M' column is where students come up with a memory clue (Wiebe, 2009). This could be a sketch or saying to help students remember. In some places, the KIM strategy also involves having students write a sentence using the word (KIM Strategy, 2014). I think this is an important part to add. If students are not able to correctly use the word in a sentence, it shows that they need some added practice and instruction. The Kim Strategy is my useful for students who have to remember a lot of vocabulary terms, people, events or ideas.
KIM Strategy in use
1. To help introduce students to a unit, assign them a series of vocabulary words to fill out in the KIM graphic organizer.
2. Identify the key terms that students need to use for the worksheet. Those words go in the left hand 'K' columns.
3. Have students read about the term in their book. Then have them read the definition. Their information should be written in their own words.
4. Lastly, have students create their memory clue to go in the third column.
5. Once students complete their graphic organizers, have students share their sheets with each other and review each other by stating the information on their sheet.
Benefits of the graphic organizers (KIM Strategy, 2014)
The KIM Strategy
The KIM Strategy uses a graphic organizer to help students retain knowledge of key terms or key ideas. The KIM Strategy also uses a mnemonic device to explain the different steps or columns of the graphic organizer. The first column, or 'K' column is where the key idea or term goes. The second column, or 'I' column is where information about the key idea goes. The last column, or 'M' column is where students come up with a memory clue (Wiebe, 2009). This could be a sketch or saying to help students remember. In some places, the KIM strategy also involves having students write a sentence using the word (KIM Strategy, 2014). I think this is an important part to add. If students are not able to correctly use the word in a sentence, it shows that they need some added practice and instruction. The Kim Strategy is my useful for students who have to remember a lot of vocabulary terms, people, events or ideas.
KIM Strategy in use
1. To help introduce students to a unit, assign them a series of vocabulary words to fill out in the KIM graphic organizer.
2. Identify the key terms that students need to use for the worksheet. Those words go in the left hand 'K' columns.
3. Have students read about the term in their book. Then have them read the definition. Their information should be written in their own words.
4. Lastly, have students create their memory clue to go in the third column.
5. Once students complete their graphic organizers, have students share their sheets with each other and review each other by stating the information on their sheet.
Benefits of the graphic organizers (KIM Strategy, 2014)
- Students interpret and apply new information
- Can be used at any age level
- Provides a visual clue for many learners (Monticello Mustangs, 2012)
- The multiple uses helps different types of learners cement the vocabulary into their memory
Flag 2 Video
In this video, the teacher reviews the strategy of KIM vocabulary to help students understand the words they will encounter when they read an assigned passage. The teacher sets the students up for success by showing something related to the term, this may be images, media clips, examples and more. Students agree on a defintion to go in the 'I' box and students make additions to it from what they have seen/heard/ or read. By students working in pairs it opens discussion and increases the depth of knowledge. She also suggests allowing students to give feedback to students on their sentences to make sure all of a good understanding of the words.
In this video, the teacher reviews the strategy of KIM vocabulary to help students understand the words they will encounter when they read an assigned passage. The teacher sets the students up for success by showing something related to the term, this may be images, media clips, examples and more. Students agree on a defintion to go in the 'I' box and students make additions to it from what they have seen/heard/ or read. By students working in pairs it opens discussion and increases the depth of knowledge. She also suggests allowing students to give feedback to students on their sentences to make sure all of a good understanding of the words.
References
KIM Strategy. (2014). effectivepractices -. Retrieved July 24, 2014, from http://effectivepractices.wikispaces.com/KIM+Strategy
Threatt, A. (2014, February 13). Frayer Model. YouTube. Retrieved July 24, 2014, from https://www.youtube.com/watch?v=QtRKHRuKmZg
Tyson, K. (2013, May 26). No Tears for Tiers: Common Core Tiered Vocabulary Made Simple l Dr. Kimberly's Literacy Blog. Dr Kimberlys Literacy Blog. Retrieved July 13, 2014, from http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/
Wiebe, G. (2009, November 20). Tip of the Week - KIM strategy. History Tech. Retrieved July 24, 2014, from http://historytech.wordpress.com/2009/11/20/tip-of-the-week-kim-strategy/
KIM Strategy. (2014). effectivepractices -. Retrieved July 24, 2014, from http://effectivepractices.wikispaces.com/KIM+Strategy
Threatt, A. (2014, February 13). Frayer Model. YouTube. Retrieved July 24, 2014, from https://www.youtube.com/watch?v=QtRKHRuKmZg
Tyson, K. (2013, May 26). No Tears for Tiers: Common Core Tiered Vocabulary Made Simple l Dr. Kimberly's Literacy Blog. Dr Kimberlys Literacy Blog. Retrieved July 13, 2014, from http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/
Wiebe, G. (2009, November 20). Tip of the Week - KIM strategy. History Tech. Retrieved July 24, 2014, from http://historytech.wordpress.com/2009/11/20/tip-of-the-week-kim-strategy/