In reviewing the feedback, it was noted that the student table had two words, famished and opulence, in which the student used the new term in the sentence for the LINCing story. In order to be an effective LINCing story, the story/sentence should include the Reminding Word (not the new word) or some form of the Reminding Word.
When teaching this again, I would highlight the following:
*Review Cue Card #2 (p. 41) with the students and review the criteria. For an effective LINCing Story to focus on the ALWAYS category which should include:
**The Reminding Word or some form of the Reminding Word.
**Links the Reminding Word to the meaning of the new word.
**Is short and simple.
Also, I would do more in the WE DO part. First, model 1 one word with I DO. Then 2 words with WE DO and then have the students partners which each other and use Cue Card #2 to see if they met the criteria for an effective LINCing story. If not, then they assist and correct the errors. Then YOU DO would be the students would do this independently and also use Cue Card #2 to make sure they met the criteria.
Since this was the first exposure to this routine, I see a need to do more WE DO as a group before independent practice. It's also necessary to familiarize the students with the Cue Cards as part of going through the five steps of LINCS:
1. List the parts
2. Indicate a Reminding Word
3. Note LINCing Story -- (where the students needed more support)
4. Create a LINCing Picture
5. Self-test
When teaching this again, I would highlight the following:
*Review Cue Card #2 (p. 41) with the students and review the criteria. For an effective LINCing Story to focus on the ALWAYS category which should include:
**The Reminding Word or some form of the Reminding Word.
**Links the Reminding Word to the meaning of the new word.
**Is short and simple.
Also, I would do more in the WE DO part. First, model 1 one word with I DO. Then 2 words with WE DO and then have the students partners which each other and use Cue Card #2 to see if they met the criteria for an effective LINCing story. If not, then they assist and correct the errors. Then YOU DO would be the students would do this independently and also use Cue Card #2 to make sure they met the criteria.
Since this was the first exposure to this routine, I see a need to do more WE DO as a group before independent practice. It's also necessary to familiarize the students with the Cue Cards as part of going through the five steps of LINCS:
1. List the parts
2. Indicate a Reminding Word
3. Note LINCing Story -- (where the students needed more support)
4. Create a LINCing Picture
5. Self-test