I REALLY like the Vocab Lincing routine, I have used the frayer model in the past and was super frustrated with kids just Googling and not THINKING about a new vocab term. In the frayer model, where kids should be creating a sentence to help them think of the word, they were all copying sentences that they didn't understand.
Most of the kids are doing great with the LINCing routine. I have a handful SUPER smart kids who do not find learning new vocabulary challenging. They have been good about it, but once in a while a tinsy bit of the "why would you do this many steps to learn a new word" attitude slips out. Of course, this attitude comes out with a few other things we do and it isn't particular to the LINCing routine. I think it is difficult for kids who learn things easily to see the reason why others break things down into steps.
One hiccup that I have run into with the LINCing routine with only a FEW students is a poor choice in reminding words. Since the kids know the routine well now, they are not selecting a reminding word that reminds them of the new word, they are picking a reminding word that is EASY to work in a sentence! OR....they are putting way too much thought in the reminding word trying to figure out how it can be used in a sentence of mean the same as the new word. I have put up the cue card about what the reminding word is and shown a few models again to help. For those who were struggling, I don't think they were seeing the connection with the reminding word to "jog" your brain to think of and remember the new word. It wasn't in the workbook or online, but with my "at risk" group, they seemed to really be struggling with the reminding word's purpose, so we came up with a reminding word challenge game. (I teach these kiddos in an elective Extended English class where I can reinforce things that we are doing in their English class) Basically, your team gets points by getting another team to win the race of matching a group of reminding words to the new words. I used note cards and wrote out 20 tricky new words (one on each card). On 20 blank note cards, working in a group, the students picked a good "reminding word" that they all agreed met the "remind word" cue card requirements and wrote each one on a card. The groups shuffled the 40 cards together and then traded with another group. Being sure to start at the same time, the group members would try to match the reminding words with the new words. They liked the game and are picking better reminding words. I tried to stress the connection that if another person could match your reminding word to the new word, then it must be easy to do, so your own brain will do it automatically (your own brain needs to do this automatically in order for the steps to help).
Most of the kids are doing great with the LINCing routine. I have a handful SUPER smart kids who do not find learning new vocabulary challenging. They have been good about it, but once in a while a tinsy bit of the "why would you do this many steps to learn a new word" attitude slips out. Of course, this attitude comes out with a few other things we do and it isn't particular to the LINCing routine. I think it is difficult for kids who learn things easily to see the reason why others break things down into steps.
One hiccup that I have run into with the LINCing routine with only a FEW students is a poor choice in reminding words. Since the kids know the routine well now, they are not selecting a reminding word that reminds them of the new word, they are picking a reminding word that is EASY to work in a sentence! OR....they are putting way too much thought in the reminding word trying to figure out how it can be used in a sentence of mean the same as the new word. I have put up the cue card about what the reminding word is and shown a few models again to help. For those who were struggling, I don't think they were seeing the connection with the reminding word to "jog" your brain to think of and remember the new word. It wasn't in the workbook or online, but with my "at risk" group, they seemed to really be struggling with the reminding word's purpose, so we came up with a reminding word challenge game. (I teach these kiddos in an elective Extended English class where I can reinforce things that we are doing in their English class) Basically, your team gets points by getting another team to win the race of matching a group of reminding words to the new words. I used note cards and wrote out 20 tricky new words (one on each card). On 20 blank note cards, working in a group, the students picked a good "reminding word" that they all agreed met the "remind word" cue card requirements and wrote each one on a card. The groups shuffled the 40 cards together and then traded with another group. Being sure to start at the same time, the group members would try to match the reminding words with the new words. They liked the game and are picking better reminding words. I tried to stress the connection that if another person could match your reminding word to the new word, then it must be easy to do, so your own brain will do it automatically (your own brain needs to do this automatically in order for the steps to help).