1. Date and Reflection

The Vocabulary LINCing Routine is "designed to facilitate student use of two powerful tools that will help them learn and remember the meaning of complex terms. These tools are referred to as 'auditory memory devices' and 'visual memory devices'" (p. 2 of manual). 

After teaching students various vocabulary routines, I'm looking forward to using this one as it provides a connection for students as they think of the story, a picture and using a student-friendly definition. Years ago, I taught SAT vocabulary, and I wish I would have had this tool and routine.

LINCS encompasses five steps:

1. List the parts
2. Indicate a Reminding Word
3. Note a LINCing Story
4. Create a LINCing Picture
5. Self-test

I learned about Vocabulary LINCing on Dec 4, 2018 at Pattan Harrisburg.  I really like this routine and believe that it will be useful to teach other teachers and my own students.  

The Vocabulary Lincing Routine encourages students to use two tools in order to remember a word:  visual memory devices and auditory memory devices.  They connect a similar sounding word (reminding word), create a story to help remember the term using the reminding word and draw a picture of the story.  The actual definition - a student friendly definition is also used in the table.

This routine will be very helpful as I consult not only to P2G teams, but also as a literacy consultant. This can be easily generalized and will make a great tool in a student's toolbox (*and a teacher's).

Participated in the learning activities for the vocabulary LINCing routine and learned from the presentation.

Dec 4 and 5 2018
I know the LINCS Table is going to help English Learners.  The reminding term, the picture, the story, and definition is like using the Language Approach Chart to teaching ESL students. This allows students to tap into their background knowledge and use all language domains (listening, speaking, reading, and writing)

The Vocabulary Lincing Routine is a strategy designed to help students better understand and recall selected vocabulary words.  The Lincing Routine uses the LINCS Steps and Graphic Devise to guide students through developing a deeper understanding of a word.  This graphic devise can then be used for review and practice of the vocabulary word during lessons and in preparation for an assessment.  In the first step, the students List the word and a brief definition.  In the second step, students Identify a word they already know that sounds like part or all of the new word.  This word will be their "reminder word."  In step three, students think and make Note of a story that link the reminder word to the actual word.  In step four, the students Create a picture to go with the linking story and then in step five the teacher Supervises student practice of the word(s). This strategy creates a fun and engaging way to help student learn and remember important vocabulary words. 

Trained by Patty Graner and Diane Gillam

I like the clear steps in the Vocabulary LINCing routine and I am anxious to see it work with students.   I like that this routine provides a good way for teachers to support students in learning Tier 3 words that they will not encounter frequently.  I think that it could alleviate frustration for students and teachers as they will have a process to memorize words rather than just praying that they remember and cramming the night before a test.  It seems like it will be a routine with good "staying power".

I attended a training on 12/4-5/2018 that covered the Vocabulary LINCING Routine.  In additional to professional development, we participated to collaboration with colleagues on creating our own Lincing routines. I feel this is a great strategy to use to teach/expand vocabulary for appropriate students.

I participated in the P2G SIM in PA presentation on 12/4/18. Understanding that the work must make sense to the students (not the teacher) is critical!  The images are particularly helpful for my learning style.
jl

Received professional learning during 12/4/18 session at PaTTAN Harrisburg