3. Co-Construct and Instruct

Vocabulary LINCing Routine Implementation Checklist  
Teacher _SJetter_______________________                                    Observer ____JBrown__________________ School __________________                                                            Subject ______Science_____ 
Date ________________1/18/18_______                               1st day ___X__ Subsequent days _
Directions: Put a checkmark (√) by each behavior that you observe. If an inappropriate use of LINCing Routine, go to Overall section and mark zeros on appropriate items and stop recording.  
Cue
The teacher…  
x             Named the LINCS Table or the LINCing Routine  
x             Explained how it will help
x             Handed out blank LINCS Tables  
x             Explained expectations  
Do Step 1: List the parts
The teacher…  
x             Specified the word/term to be learned
x              Wrote the term in Section 1
x             Elicited ideas from the students regarding the definition for the term
x              Worked with the students to create a succinct definition
x              Wrote the definition in Section 2 in brief form  
Step 2: Identify a Reminding Word
The teacher…  
x             Elicited Reminding Words from the students  
x             Wrote one of the contributed Reminding Words in Section 3  
Step 3: Note a LINCing Story
The teacher…  
x             Elicited a phrase or sentence from the students that connects the Reminding Word to the meaning of the new word  
x             Wrote a LINCing Story in Section 5  
Step 4: Create a LINCing Picture
The teacher…  
x             Elicited descriptions of pictures that connect the Reminding Word with the term’s definition from the students  
x             Drew an appropriate picture in Section 5  
Step 5: Supervise practice
The teacher…  
x               Introduced the practice activity explaining how to practice forwards and backwards through the table x                Circulated and supervised the students as they practiced with the memory devices to learn the term and its definition  
Review
The teacher…
 x             Elicits answers to questions related to the information written on the LINCing Table(s)
x             Elicits answers to questions to review the process of making a LINCing Table to help the students learn x              Elicits answers to questions to review how the students will use their LINCing Tables

SIM Vocabulary LINCing Implementation Donni Davis-Perry   I partnered in a middle school, co-taught classroom in an urban school district.  The school is currently unaccredited by VDOE. The group of students I facilitated with the SIM Vocabulary LINCing Routine was comprised of general education and special education students. There was one girl and three boys, all sixth grade students. During their initial introduction, the students took two 30 minute class sessions to engage in the strategy for four new vocabulary words.  This has become faster as they become more familiar with the routine.   Using the routine overall went very well.  The students learned with the initial instruction the process for using the device.  The second session went smoother-with students wanting to work independently. One student with autism got a little 'stuck' on developing reminding words. He wanted to use a reminding word that didn't fit the 'criteria' but felt like it was the only word that would trigger him remembering the word/definition.  He used his word initially, but eventually softened as he saw other students' work and their reminding words.  He actually created a reminding phrase.  The students enjoyed the process and were excited about how well they did on their assessment.  They were eager to use it again with different vocabulary words.  The only challenge was that the kids worked at different rates, some finishing very early.  After introducing and teaching the routine, I was able to allow them to work independently or in pairs so they could have as much or little time as they needed to complete the process.  This was the main adjustment needed to support the kids in their learning. We continue to use the routine in the classroom.  Additional students are cycling through the SIM ‘station’ and learning the routine. I have used the strategy on two days in November and two days in December. I plan to continue to use it through the rest of the year. When asked, 100% of the students have been able to recall the definition of all the vocabulary words they learned. 

See video:
https://youtu.be/1C7FJvXirxU (intro + cue)

https://youtu.be/KYTqDkphZHQ (do+review)