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ELD-SS.1.Inform.Interpretive Interpret informational texts in social studies by:
● Determining topic associated with compelling or supporting questions
● Defining and classifying attributes, characteristics, and qualities in relevant information
Needs to happen before actual lesson objectives to build background knowledge...
I loved the Best Fit strategy for grade 1. Notice and Wonder will work great for a teacher read aloud book. A notice and wonder discussion about the pictures in the book to build background knowledge and vocabulary would work great. Guide discussion about what is noticed in the pictures and what students wonder about.

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Helen (Lannie) Simpson
Interpret mathematics arguments by:

Comparing conjectures with patterns, and/or rules

Student partners read a word problem with a mathematical rule and view a partially completed table containing the numerical pattern that is generated from the mathematical rule (e.g., There are 4 beans in the jar. Each day 3 beans are added. How many beans are in the jar for each of the first 2 days?). Students make conjectures as to the pattern (e.g., adding an additional day, and adding the corresponding operation

and amount to the table). Student partners then join another partner group to compare their conjectures, revising as needed.

BEST FIT STRATEGY:
Where does it fit: introduction, direct instruction/modeling, guided practice, independent practice or closure?

I would use this as independent practice (with a partner) after teacher modeling with direct instruction.

What instruction might need to happen before or after it?
Since the In the Classroom example is a "snippet" of instruction, it is important to figure out what you will do before and after in your instructional sequence.  You could use the Define terms to help you with front loading vocabulary. Then I would go to direct instruction of the skills and teacher modeling...then guided practice...and then on to independent practice...(I consider this to be independent practice, but supported with a partner...in other words, peer-assisted practice!)

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ELD-SI.4-12.Narrate ● Share ideas about one’s own and others’ lived experiences and previous learning ● Connect stories with images and representations to add meaning ● Identify and raise questions about what might be unexplained, missing, or left unsaid

Unpacked Language Expectation
Expressive Verbs: ShareInterpretive Verbs: Connect, Identify, Question
They are similar because they all involve interacting with a narrative at different levels.
They are different because of the depth of interaction/engagement.

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Strategy: Number the Skills                                       (3 SKILLS in ALL CAPS)                                         ELD-MA.K.Inform.Interpretive Interpret mathematical informational texts (with prompting                 ELD-MA.K.Inform.Interpretive Interpret mathematical informational texts (with prompting and support) by:                                  ● Identifying concept or object     ● Describing quantities and attributes                         Clarification: Students analyze a mathematical concept or object. Unpacked Language Functions:                                             ● DEFINE terms: concept, object   ● IDENTIFY a concept                         ● Identify an object     Clarification: Students describe concepts or objects by their quantities or attributes.    Unpacked Language Functions:     ● Define terms: quantity, attributes                                               ● DESCRIBE quantities                       ● Describe attributes                                               Students listen to a math informational text as the teacher reads aloud. Students use red and yellow manipulatives to show the addition problem. Students use a sentence starter to practice their speaking skills (e.g., She has a total of ______).                                         Sample Language Objective: Students will be able to interpret mathematical informational texts IDENTIFYING concepts or objects by using manipulatives and a sentence starter.                     Students listen to a math informational text about blocks. Teacher points out groups of blocks in the book and describes their quantity and attributes. Then students (pairs/sm groups) use set of blocks to DESCRIBE their own set of blocks using a sentence frame: There are _______ rectangle blocks, This is a ______ because it has _______.                                         Sample Language Objective: Students will be able to interpret mathematical informational texts DESCRIBING them by quantities or attributes using sentence frames.                                                                                     I like the way focusing in on the skills makes it easier to simplify the standard, create the objective and confirm that the objective and teaching strategies match the standard.                         

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Strategy: Number the Skills                                       (3 SKILLS in ALL CAPS)                                         ELD-MA.K.Inform.Interpretive Interpret mathematical informational texts (with prompting                 ELD-MA.K.Inform.Interpretive Interpret mathematical informational texts (with prompting and support) by:                                  ● Identifying concept or object     ● Describing quantities and attributes                         Clarification: Students analyze a mathematical concept or object. Unpacked Language Functions:                                             ● DEFINE terms: concept, object   ● IDENTIFY a concept                         ● Identify an object     Clarification: Students describe concepts or objects by their quantities or attributes.    Unpacked Language Functions:     ● Define terms: quantity, attributes                                               ● DESCRIBE quantities                       ● Describe attributes                                               Students listen to a math informational text as the teacher reads aloud. Students use red and yellow manipulatives to show the addition problem. Students use a sentence starter to practice their speaking skills (e.g., She has a total of ______).                                         Sample Language Objective: Students will be able to interpret mathematical informational texts IDENTIFYING concepts or objects by using manipulatives and a sentence starter.                     Students listen to a math informational text about blocks. Teacher points out groups of blocks in the book and describes their quantity and attributes. Then students (pairs/sm groups) use set of blocks to DESCRIBE their own set of blocks using a sentence frame: There are _______ rectangle blocks, This is a ______ because it has _______.                                         Sample Language Objective: Students will be able to interpret mathematical informational texts DESCRIBING them by quantities or attributes using sentence frames.                                                                                     I like the way focusing in on the skills makes it easier to simplify the standard, create the objective and confirm that the objective and teaching strategies match the standard.                         

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ELD-SC.4-5.Explain.Expressive

Describe observations and/or data about a phenomenon

Establish neutral or objective stance in communicating results

Develop reasoning to show relationships between evidence and claims

Summarize and/or compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution

Number the Skills

Describe observations

Communicate results with neutral stance

Show relationships between evidence and claims

Summarize and compare solutions to problems

We love this because it allows us to break things down for our students to understand clearly and have a deeper level of understanding. This also allows us to continue to build off the classroom teachers lessons and provide a seamless integration.