4. Use the LINCS Table Routinely

We have been using the the LINCS Table with our 7th grade collaborative Math class as we begin a unit.  We use the LINCS Table to introduce new vocabulary words.  Recently, we have been using the LINCS Routine with small groups for remediation to review vocabulary words that students find challenging. 

This Linc table was presented to an 8th Grade Pre-Algebra class.  21 regular education students and 5 special education students.  The table was then put in their notebooks and used as a review weekly during warm up time in preparation for vocabulary they may see on their future SOL test.

I have been using the LINCS Table with my self contained Reading Skills class with good success. I also co-teach World Geography, and we have recently begun using the Routine to review vocabulary during the 2nd semester as part of our ongoing review and reinforcement of terms students will need to know for the SOL.

Our classroom: We co-teach 19 fifth grade students. We have 5 students in our class with IEPs. Three of the students are eligible for services due to a specific learning disability and two of the students have Autism. We have 8 Gap group 1 students and 2 Gap group 2 students.

Co-Taught Civics allows for our students to apply the strategies of the Lincing Routine, through guided/independent or independent practice.  We are using the Lincing Routine with new vocabulary. The students construct a LINCs for unit vocabulary.   Generally, we use the Lincing routine to introduce new terms. Our students can use the LINCing template as one option for their unit vocabulary. Our struggling students have chosen to use the LINCing over the Frayer model. Second semester we plan to have students create LINCs on their own to learn new vocabulary. As we move into the second semester of school, we hope students will become proficient with the Lincing Routine.

https://drive.google.com/file/d/1y8U1BQU8sPA7iONR-MdZ8IIAIhm6r-NM/view?usp=sharing
Student work-copy and paste google drive shareable link

SIM Vocabulary LINCing Reflections 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 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.