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
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