SIM
Vocabulary LINCing Reflections
Donni
Davis-Perry
I partnered in a middle school, co-taught classroom in an
urban school district. The school is
currently unaccredited by VDOE. The group of students I facilitated with the
SIM Vocabulary LINCing Routine was comprised of general education and special
education students. There was one girl and three boys, all sixth grade
students.
During their initial introduction, the students took two 30
minute class sessions to engage in the strategy for four new vocabulary
words. This has become faster as they
become more familiar with the routine. It became faster to implement as students became familiar with the routine. It worked well because they were used to a station teaching model. They were able to focus and stay on task because of previous experience with teacher led stations. Next time I will adjust quicker to make pairs more flexible depending on the amount of time they need to complete the device.
Using the routine overall went very well. The students enjoyed the process and were excited about how well they did on their assessment. They were eager to use it again with different vocabulary words. The only challenge was that the kids worked at different rates, some finishing very early. After introducing and teaching the routine, I was able to allow them to work independently or in pairs so they could have as much or little time as they needed to complete the process. This was the main adjustment needed to support the kids in their learning. We continue to use the routine in the classroom. Additional students are cycling through the SIM ‘station’ and learning the routine. I have used the strategy on two days in November and two days in December. I plan to continue to use it through the rest of the year. When asked, 100% of the students have been able to recall the definition of all the vocabulary words they learned.
Using the routine overall went very well. The students enjoyed the process and were excited about how well they did on their assessment. They were eager to use it again with different vocabulary words. The only challenge was that the kids worked at different rates, some finishing very early. After introducing and teaching the routine, I was able to allow them to work independently or in pairs so they could have as much or little time as they needed to complete the process. This was the main adjustment needed to support the kids in their learning. We continue to use the routine in the classroom. Additional students are cycling through the SIM ‘station’ and learning the routine. I have used the strategy on two days in November and two days in December. I plan to continue to use it through the rest of the year. When asked, 100% of the students have been able to recall the definition of all the vocabulary words they learned.