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. We have 4 students in our class that are reading at least a ½ a grade level behind. Our students struggle the most with science and math vocabulary. We have been using the LINCing routine weekly since returning from the holiday break. The students have been creating their LINCing tables using their Chromebooks and saving the files to their personal drives. We felt that this will be more accessible for them while studying their words. Some students have needed more support with words than others. Overall, our students have enjoyed the routine. To get them feeling comfortable with the routine, we provided weekly vocabulary words that we did with them. Most of our students are now independently creating their own LINCing tables/templates. Their favorite part of the routine is definitely coming up with the story and picture. At times, our students have struggled with coming up with a reminder word. The routine can take a long time, but according to a Jan Richardson comprehension assessment, our students’ vocabulary scores went from a 72% pass rate to a 100% pass rate. We have students that are in different stages of using the routine, but all students are using it in some way, shape, or form. At first, every word took about 20 minutes. Now we can complete the routine in about 10 minutes.
