1. Date and Reflection

Using LINCing for vocabulary in AFDA to help students remember important vocabulary words.

Professional Development received at July 2015 Summer institute and again Sept 18, 2017 with Judith Fontana.

During my training I learned various ways to do LINCing in my classroom.  Many of the ideas and techniques introduced were valuable information that can be used with every day instruction.  

During the Vocabulary LINCing Routine training I learned a variety of content essentials I can utilize with my lessons in the classroom. It is paramount that a child has twelve encounters with a word to improve their reading comprehension. There is a six step process to follow. This particular content enhancement involves systematic instruction. As a math teacher I think it would be beneficial for me to utilize this when providing new math vocabulary for my students. It not only provides a definition of the word, but also a visual for them to make of their own or with you as a group, a story to describe the picture and a reminding word. It is a great way to reinforce the same word more than once to implant it in their memory bank. I enjoyed the professional development of this credential and plan to implement it many times in my lessons.

Working at a SIM/CLC demonstration site offer me the opportunity to have professional development in a number of routines.  I have used the Lincing Routine on numerous occasions in all subjects.  I have found it to be a useful tool especially in science and social studies.  

I participated in the Vocabulary Lincing Routine professional development during the VDOE Excellence in Co-Teaching Initiative Academy on July 19, 2017.  The Vocabulary Lincing Routine is an auditory and visual memory enhancement tool that builds students content vocabulary.  I plan to implement these routines across the curriculum in my 2nd grade co-teaching classroom this school year.  I feel it will positively impact the diverse learners in my classroom.  

I plan to implement the Vocabulary LINCing routine during an 'extended learning' block in middle school that I support as a T/TAC Project Specialist.

Dana (my co-teaching partner and I) sat down to develop a strategy to implement the LNCING strategy.  We developed a co-teaching lesson plan and submitted it to our VDOE TTAC representatives on 9/11/17.  Our reflection on this strategy is that it is substantially different than the Frayer models we use.  Since our department heavily relies on etymology, the LNCING technique is putting us out of our comfort zone.  However, we are going to trust in the research and deploy this strategy despite our reservations.  An important component to implementing this technique is to seek out student feedback on which strategy was more helpful to them: LNCING or Frayer models.

I participated in the initial professional development for the Vocabulary LINCing Routine on July 19,2017 at the Excellence in Co-Teaching Initiative Summer Institute.  My co-teacher and I plan on using this strategy for essential reading and writing vocabulary to aid in student comprehension and retention.