6. Submit a Log

I really like the Vocabulary LINCing Routine.  I like the organization of the actual table with the flexibility of doing #2 Definition after introducing the word.  I was very pleasantly surprised that using a phonemic or auditory clue as part of the word was as helpful as it was.  I was concerned that the reminding word and the fact that it did not have to be directly related to the word meaning might take away some of the effect of learning the word.  Instead, it really did and does assist the student in learning and then retrieving the word and its meaning.  One challenge is when students are uncomfortable drawing, or even the teacher!  Yes, images can be brought in from Google images, but when possible, having students draw their own will help them to connect it to the meaning more.  If I do have students in the future with motor difficulties or really refuse to draw, then the possibility of using images from other sources is a nice.  I think the self monitoring options are helpful.   I am going to discuss using the routine with the vocabulary from Word Generation.  It might be a nice additional layer of information for students to remember the words presented over the year. 

From the teacher:
Comments about what went well?
*The structure of the LINCS table
*The cue cards were very helpful in examples and non-examples
*Aligned perfectly with my content area

What were any challenges? 
* None

One of the major take-aways for participants was how the LINCing Routine differed from traditional vocabulary instruction where students have typically been required to memorize words and definitions. Participants did see value in having the LINCing steps and Cue Card #6 was a helpful graphic. They commented, however, on the order of steps in the LINCS tables. We discussed how Cue Card #6 and the order in which the boxes were filled in on the device differed. 
The most challenging part of the routine was Box #3, deciding on a reminding term. For one word - disparity - when I suggested 'pair' as a reminding term, there was some discussion (not recorded) about 'pair' not actually appearing in the word. We discussed, however, that one does hear 'pair' in 'disparity.' One participant noticed 'par' in 'disparity,' and his mind immediately went to 'golfing' - which would not be a good reminding term for 'disparity.' The idea of the reminding word and how to determine a 'good' reminding term was clearer after we worked through 4 sample LINCS tables. This could likely be a challenge for students as it was for my participants. When implementing with students, a teacher should be prepared with multiple examples of possible reminding terms for target words.
Participants enjoyed making sketches (see participant samples, uploaded separately) to help anchor the target words. Each illustration held meaning for individual participants - a benefit to support growing word knowledge. 

As we debriefed with our consultation team (who were our participants) we discussed how deciding on what 4 vocabulary words to group together to instruct upon can be challenging.  Choosing words that are important for the participants to know as well as choosing ones that aren't already in their knowledge base.  This routine can be fun as everyone gets to create what will help them remember the words. Our participants often came up with very different ideas for their stories and pictures. Sharing with each other we also said the sharing helps solidify the learning too.\

Bethany Wilson & Joan Sharrow

​​I am a 2nd grade general education teacher who co-teaches in a co-taught classroom. I have 18 students total in the classroom, 8 of which have IEPs.