Unpacking Padlet by Laura VanCamp https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl Parking Lot en-us 2022-05-17 22:21:39 UTC 2025-11-14 17:45:07 UTC hello@padlet.com Best Fit https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226840827 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. ]]> 2022-06-21 13:52:10 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226840827 Number the Skills https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226896454 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.
 
]]> 2022-06-21 14:47:23 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226896454 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. https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226932621 2022-06-21 15:26:55 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226932621 ELD-MA.4-5.Argue.Interpretive https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226934666 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!)

]]> 2022-06-21 15:29:19 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2226934666 Stratgey 3: Modes of Communication https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2228084055  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. ]]> 2022-06-22 18:01:26 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2228084055 Danielle Barter dbarter1 https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2228945020 2022-06-23 14:32:04 UTC https://padlet.com/lauravancamp2020/oy3bc3j5mirx1ztl/wish/2228945020