4. Use the LINCS Table Routinely

We have been using the LINCS Table with our 2nd grade class this school year.  We utilize the LINCS Table routinely to introduce and review key vocabulary words across our curriculum.  We instruct this model whole group and in small groups.  We usually work on two to four key vocabulary words per unit when we utilize the LINCS Table.  I am attaching pictures of the LINCS Table being used with students.

I use the LINCS table in my eighth grade self- contained English class, during small group and whole group instruction. We typically use the LINCS table when introducing new thematic units as a way to introduce content vocabulary and vocabulary within the novel or short story. 

We used this concept to review the vocabulary arithmetic and geometric.

Sarina Marine
LINCing Routine Log  
Date
11/8               Water Cycle Vocabulary – evaporation, condensation, precipitation
12/6               Rotation vs. Revolution (day/night and seasons)
12/11            Product and Quotient
1/31               Geometry – polygon, quadrilateral
2/6                 Animal Adaptations – adaptation, camouflage
2/23               Traditional Literature Genres – traditional literature

In the beginning, it was a little difficult to get first graders to write and create a LINCing table. However, as we complete one (usually for each of their reading unit) they are understanding the vocabulary better and it's helping them make connections during their reading. I've continued to do a lot of modeling and complete the routine with them but they are improving their explanations and describing each parts of the LINCing table now. 

LINCS Table is used in English 11 class when introducing new literature.  I have used the LINCS table in all of my English 11 classes, but it has become a habit in my Extended English elective class.  Students are scheduled in this elective class to receive extra practice with skills in order to close gaps.  

We have used the LINCs Table routinely throughout this school year to teach/review vocabulary. We used detachable dry erase boards which hang at the back of the room in order for students to first demonstrate a "light" version of the LINCs routine. Working in pairs, students wrote out the name of a property, gave an example, wrote what the property "sounds like," and drew a picture of what an example of that would be. We shared these with the class and analyzed one another's work for accuracy and relevance. Since demonstrating the full LINCs routine with a review of properties in February of this year, we have also referenced it often in order to draw students' attention to memory devices for memorizing properties. We have also had class "brainstorms" in order to determine what a good LINCing word/picture would be for certain concepts. Our plan is to continue to demonstrate and use the LINCing routine for various concepts throughout the school year.

We use the Vocabulary LINCing strategy to introduce new content vocabulary.  With every new unit, we review the vocabulary using Vocabulary LINCing.  We have also implemented this strategy in our SOL remediation plan, wherein we use the strategy every Wednesday as another hands on review.  

Use the LINCs Table Routinely   Our high school utilizes the semester block schedule resulting in new class groups for our teaching team each semester.  During the 1st semester of the 2017-2018 academic term, my co-teacher and I shared one co-taught English 9 class and during the current second semester we are sharing two co-taught English 9 classes.  Our respective other teaching assignments have us in different classrooms and disciplines. The LINCing routine has been used in the noted co-taught English 9 classes as the instructional method for delivering new vocabulary instruction.  We have been able to increase the rate at which students become independent in the LINCing practice, having worked through its intricacies in the 1st semester of the term.  Each of the three co-taught English 9 classes have an average of 24 students, with the number of IEP students per class averaging between 52% and 60% of the class populations.  Overall, they average 75% male and 25% female in make-up, with African American students accounting for approximately 15% of the total.  Our two at risk subgroups in our overall student population are IEP students and African American students. Depending upon the literature (short story) work we are engaging at any given time within the curriculum, our vocabulary selections have been composed of lists running from seven to eleven words.  Our experience during the 1st semester with longer works, Homer and Shakespeare, have resulted in multiple vocabulary lists per work. The introduction of the LINCing routine in each of the three classes has required explicit introduction upon introduction.  The overall speed at which the students have grasped the concept seems to be quicker in attainment during the 2nd semester when compared to the 1st semester.  We, as instructors, are having more opportunity during the 2nd semester to use the routine while building on what we learned of it in the 1st semester.  The students are benefiting from this. We just completed our third short story and have achieved the best student performance to date.  The third table was handed to them and two-thirds of each group began and completed the tables with little or no extra instructional help.  One third of all students are still requiring assistance to get started and complete their tables.  As we introduce the fourth and final short story, we are planning to have the students construct their own tables.  We believe a majority are up to the task. Student cognitive skills are growing as the routine is used more.  The story lines using the initial vocabulary word, the linking word, and the cartoon representations are growing in creativity as exercises evolve.  One of the best things is that they are enjoying coming up with stories and cartoons that make their peers laugh.  Student scores on vocabulary assessments are improving at a moderate rate.   J.L. Miller, Gloucester High School   

I work in a school that is a former demo site for SIM/CLC.  We are encouraged to use all routines as a part of instruction.  We use this routine as often as we feel it is an appropriate tool for instruction.