5. Describe Their Implementation

With the implementation, I frequently visited and assisted from time to time.  The challenges faced included students "skimping" on the images.  Being older students, they wanted to take shortcuts; however, through discussion of how to improve the images, students were actually discussing the words rather than never engaging with them.  

I coached Mrs. Moltz in using the LINCing routine with her 2nd grade class.  She used the strategy in her science lesson.  The lesson focused on states of matter as they relate to crayons and how they are made.  Because this was the first time she used the routine, she gave each student a copy of the table and also created a class copy.  Students struggled somewhat with how to create the story.  Mrs. Moltz did allow each student to create his/her own story.  Future plans include allowing students to create their own reminding word.  She plans to use the strategy mainly in science and social studies, but will slowly implement it in the literacy block as well.

Shelley chose the following terms to teach using the LINCing Routine: Hurricane, Typhoon, Monsoon, and Tornado. The students have been confusing them on SOL reviews, so we decided these should be the terms to reinforce. She wrote a short definition for each term on the board. Then the students were allowed to select the 2 terms they were having the most trouble remembering and create LINCs Tables for each. She did an excellent job walking them through the steps; we both circulated around the room to help the students. She encouraged the students to try to think of reminding words for “monsoon” and “typhoon” that didn’t rhyme because they seemed to be confusing the two words, and a rhyming word in this case might not help them distinguish between the two. The only problem we encountered with this lesson was that we ran short on time and had to delay the review until the following class. When she conducted the review several days later (it was 5 days because of block schedule and holiday weekend!), the students did a great job. Most of them still remembered all the sections of the LINCs Tables they created and actively participated in the review. Our plan in the future is to create a LINCs vocabulary wall of the best tables created throughout the year. We want the students to share ideas and encourage more collaboration when we use the device.

I had 2 examples that I completed with students. I described to her the process in which we completed the routine. I also showed her a LINCing paper chain that I used with the kids so it would help them remember the parts.