3. Co-Construct and Instruct

My co-teaching partner and I have been implementing the Vocabulary LINCing Routine instructional model this school year with our 2nd graders.  We introduced the LINCing model to our students whole group, but often utilize it in our small group station rotations.  We stressed the importance of making connections to the new vocabulary words so they can be easily remembered.  We utilize the LINCing model across our curriculum to introduce and review key vocabulary words.  I am attaching a student sample of the LINCS Table.   We added some additional information to the LINCS Table device to help our students remember the components.  

Students were given the opportunity to practice with a LINCing routine earlier in the year by completing a modified version on dry-erase boards. For this particular lesson, I did several examples on the board and explained the LINCing routine as a whole, as well as its uses to connecting vocabulary to memory tools. Students were then given the opportunity to practice with the routine on their own in a low-risk environment. At the conclusion of the lesson, we reassembled as a class in order to give good examples and review what we had learned.