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I need help with this assignment – ## CopyofPIN11_PostworkRubric.pdf – ## CopyofEarlyChildhoodPIN11_Postwork.pdf **## CopyofPIN11_PostworkRubric.pdf** Teach! Coursework Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric Effortful Thinking: Exemplars & Misconceptions (95%) Individua…
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– ## CopyofPIN11_PostworkRubric.pdf
– ## CopyofEarlyChildhoodPIN11_Postwork.pdf
**## CopyofPIN11_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
Effortful Thinking: Exemplars & Misconceptions (95%)
Individualized Feedback 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Individualized Feedback & Follow-up Questions Criteria
● Student’s paper is marked with the code to communicate feedback
● Notes recorded on the Purposeful Monitoring record sheet are accurate and represent students’ proficiency
● Follow-up questions:
○ Are effortful
○ Are targeted
○ Help the student reach the exemplar response to the original question
Ke’shundria Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Reese Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Londell Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Luke Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
1
Teach! Coursework
misconception. Language
lacks clarity or purpose.
connected to the error. Some
language may be unclear or
imprecise.
fully push student thinking.
Language is generally clear
and respectful.
student to revise or deepen their thinking.
Show–Call 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Show-Call Criteria
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Show-Call Script Unusable
Submission
No Attempt or
Action
Script is underdeveloped or
vague, with little alignment to
skill or student engagement.
Questions are missing or
ineffective.
Script includes some effort to
engage students but lacks
clarity, specificity, or
open-ended questioning.
Annotations may be minimal
or misaligned.
Script includes mostly neutral
language and prompts for
analysis. One or more parts
(e.g., annotations, questions,
or specificity) may be partially
developed.
Script consistently uses neutral and specific
academic language. All students are
prompted to engage with open-ended
questions and analyze the student work.
Visual annotations effectively focus attention
on the target skill.
Show-Call addresses the correct
knowledge and/or skills indicated in the
Purposeful Monitoring record sheet
Unusable
Submission
No Attempt or
Action
Show-Call is misaligned with
the skill or monitoring data
and does not support the
intended instructional goal.
Show-Call selection loosely
relates to the skill identified
or reflects misunderstanding
of the monitoring notes.
Show-Call generally aligns
with the identified skill,
though some opportunity to
target a more relevant
example may be missed.
Show-Call precisely aligns to the skill or
misconception identified in the monitoring
notes. The selected student work is
representative of the learning goal.
Writing Quality (5%)
0 Points 0 Points 2 Points 4 Points
Clarity & Organization:
Ideas are clear and organized
Unusable Submission Unclear and most information is
disorganized
Some disorganization and/or
individual sentences lack clarity
Presented in an organized way and
communicated clearly
Spelling & Grammar:
Error-free writing leads to credibility & trust
Unusable Submission Many grammatical and/or spelling
errors that impede the reader's
ability to understand
Some grammatical or spelling errors,
but the reader can generally
understand
Free of errors
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
2
**## CopyofEarlyChildhoodPIN11_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: This postwork includes two parts.
1. Script Responses to Student Thinking & Give Students Individualized Feedback
You have already completed the first lap of your purposeful monitoring pathway – marking students’ papers and
taking notes. You are midway through Lap 2.
● Review the four student work samples provided for you in this document.
● Use the teacher-created exemplar you drafted as part of Step 4 of our lesson internalization protocol.
○ You can find it in your postwork for Planning & Instruction #5 | Lesson Internalization: Defining
Student Success.
● Mark each student’s work using the codes provided in this document.
● Write a follow-up question for each student.
○ Be sure that your follow-up questions are both effortful and targeted.
● Record your Lap 2 notes for each student on the Purposeful Monitoring record sheet.
2. Script a Show-Call
● Review the completed Purposeful Monitoring record sheet.
● Use the template to draft a Show-Call you would use for in-the-moment batch feedback.
Lesson Context
Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8
Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds.
Students decompose the number seven in put-together situations of number pairs
using story situations, objects, sets, arrays, and numerals.
Module Overview EngageNY – Kindergarten – Module 4 – Module Overview
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
1
[https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link](https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link)
[https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)
Teach! Coursework
Script Responses to Students’ Thinking
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
2
Teach! Coursework
Give Students Individualized Feedback
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
3
Teach! Coursework
Ke’Shundria
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
4
Teach! Coursework
Reese
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
5
Teach! Coursework
Londell
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
6
Teach! Coursework
Luke
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
7
Teach! Coursework
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Ke’Shundria ✔
Number bonds: 7 = 1 + 6
2. Reese GS
Has not started work
3. Londell ✔
Number bonds: 7 = 3 + 4; 7 = 2 + 5
4. Luke GS
Has not started work
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
8
Teach! Coursework
Purposeful Monitoring
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Nasya ✔
2. Zaria X
3. Jaxon ✔
4. Lucas X
5. Ravion X
6. Alayna X
7. Alexis ✔
8. Javon X
Steps in a Show–Call
1. Select and post the student work samples (either exemplar, incorrect answer, or both)
2. Turn & Talk: Ask students to evaluate
3. Lead whole class discussion, including naming the error & the best practice
4. Give students an ‘at bat’ to apply what they learned
Show–Call Criteria for Success
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
9
Teach! Coursework
Show–Call
Decide Type of Show Call:
● Correct work: Spotlight work that is accurate and/or truly exemplary, illustrating a key insight, idea, or skill that
others need to show what is possible and how to replicate success. It is usually quick. OR
● Common error work: Highlight student work with a common error trend to facilitate deep error excavation,
strengthen critical thinking, and engage re-teaching. Resist the urge to immediately correct the error. To
maximize student Think Ratio, hold back from identifying the error – let students discuss. OR
● Good to great work: Select student work that has a similar “Grow” that students can learn from, and Glows to
model for low/mid students. Balance between both positive and constructive feedback, to support low/mid
students with exemplars, and “stretch” proficient students by fixing a small, common mistake. Normalize
Revision by showing that even work with praise needs to be revised.
Step 1
Select and post the student work samples (either exemplar, incorrect answer, or both).
What to Plan Script
How will I introduce the student work samples? (Choose 1
option.)
● Anonymous: if you’re analyzing an error in
student work, you may want to keep it
anonymous. OR
● Name the Author: If you name the author,
neutralize the spotlight by acknowledging them
before revealing the work, then focus the class on
the work. Always name the author for exemplary
work.
Script 1-2 sentences to introduce the show-call:
Step 2
Turn & Talk: Ask students to evaluate.
What to Plan Script
What questions will I ask? (Choose 1 option.)
● Call Your Shots: To keep a focused, productive,
disciplined discussion, explicitly direct students to
the most important look-fors when short on time
or veering off-topic. (“What happened when they
combined like terms in this equation?” or “What
do you notice about the way they embedded
Script your question (1 sentence)
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
10
Teach! Coursework
their evidence?”) OR
● Non-directive: To increase Think Ratio, limit
guidance, especially if they have solid background
knowledge or had practice w/similar work (“What
did they do correctly?”)
Step 3
Lead a whole class discussion, including naming the error & the best practice.
What to Plan Script
How will students respond?
● Turn & Talk OR Write / Pair / Share (same as Think
/ Pair / Share)
● Survey with voting or hand signals
Script instructions you will say to have students respond
(1 sentence)
Step 4
Give students an ‘at bat’ to apply what they learned.
What to Plan Script
How will students share their responses?
● Volunteers, cold calling, or (if comparing 2
samples) vote with hand signals: Ask students to
track speaker.
● Have students elaborate: “Tell me more.” “What
makes you think that?” “How do you know?”
“Why is that important?” “Does anyone have a
different opinion?”
Script how you will call on students to share (1 sentence)
How will I punch the key ideas before releasing students
to practice?
● Lock It In: Before releasing students, ensure they
are clear on what and how they should revise by
using a quick CFU.
● Announce precisely when you’ll check for those
revisions. Prescribe the place where they should
show their changes to make the revision process
visible and easier to monitor
Script the key idea you will punch before you release
students to practice:
Script the instructions for students to apply what they
learned:
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
11
**## CopyofEarlyChildhoodPIN11_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: This postwork includes two parts.
1. Script Responses to Student Thinking & Give Students Individualized Feedback
You have already completed the first lap of your purposeful monitoring pathway – marking students’ papers and
taking notes. You are midway through Lap 2.
● Review the four student work samples provided for you in this document.
● Use the teacher-created exemplar you drafted as part of Step 4 of our lesson internalization protocol.
○ You can find it in your postwork for Planning & Instruction #5 | Lesson Internalization: Defining
Student Success.
● Mark each student’s work using the codes provided in this document.
● Write a follow-up question for each student.
○ Be sure that your follow-up questions are both effortful and targeted.
● Record your Lap 2 notes for each student on the Purposeful Monitoring record sheet.
2. Script a Show-Call
● Review the completed Purposeful Monitoring record sheet.
● Use the template to draft a Show-Call you would use for in-the-moment batch feedback.
Lesson Context
Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8
Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds.
Students decompose the number seven in put-together situations of number pairs
using story situations, objects, sets, arrays, and numerals.
Module Overview EngageNY – Kindergarten – Module 4 – Module Overview
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
1
[https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link](https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link)
[https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)
Teach! Coursework
Script Responses to Students’ Thinking
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
2
Teach! Coursework
Give Students Individualized Feedback
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
3
Teach! Coursework
Ke’Shundria
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
4
Teach! Coursework
Reese
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
5
Teach! Coursework
Londell
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
6
Teach! Coursework
Luke
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
7
Teach! Coursework
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Ke’Shundria ✔
Number bonds: 7 = 1 + 6
2. Reese GS
Has not started work
3. Londell ✔
Number bonds: 7 = 3 + 4; 7 = 2 + 5
4. Luke GS
Has not started work
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
8
Teach! Coursework
Purposeful Monitoring
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Nasya ✔
2. Zaria X
3. Jaxon ✔
4. Lucas X
5. Ravion X
6. Alayna X
7. Alexis ✔
8. Javon X
Steps in a Show–Call
1. Select and post the student work samples (either exemplar, incorrect answer, or both)
2. Turn & Talk: Ask students to evaluate
3. Lead whole class discussion, including naming the error & the best practice
4. Give students an ‘at bat’ to apply what they learned
Show–Call Criteria for Success
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
9
Teach! Coursework
Show–Call
Decide Type of Show Call:
● Correct work: Spotlight work that is accurate and/or truly exemplary, illustrating a key insight, idea, or skill that
others need to show what is possible and how to replicate success. It is usually quick. OR
● Common error work: Highlight student work with a common error trend to facilitate deep error excavation,
strengthen critical thinking, and engage re-teaching. Resist the urge to immediately correct the error. To
maximize student Think Ratio, hold back from identifying the error – let students discuss. OR
● Good to great work: Select student work that has a similar “Grow” that students can learn from, and Glows to
model for low/mid students. Balance between both positive and constructive feedback, to support low/mid
students with exemplars, and “stretch” proficient students by fixing a small, common mistake. Normalize
Revision by showing that even work with praise needs to be revised.
Step 1
Select and post the student work samples (either exemplar, incorrect answer, or both).
What to Plan Script
How will I introduce the student work samples? (Choose 1
option.)
● Anonymous: if you’re analyzing an error in
student work, you may want to keep it
anonymous. OR
● Name the Author: If you name the author,
neutralize the spotlight by acknowledging them
before revealing the work, then focus the class on
the work. Always name the author for exemplary
work.
Script 1-2 sentences to introduce the show-call:
Step 2
Turn & Talk: Ask students to evaluate.
What to Plan Script
What questions will I ask? (Choose 1 option.)
● Call Your Shots: To keep a focused, productive,
disciplined discussion, explicitly direct students to
the most important look-fors when short on time
or veering off-topic. (“What happened when they
combined like terms in this equation?” or “What
do you notice about the way they embedded
Script your question (1 sentence)
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
10
Teach! Coursework
their evidence?”) OR
● Non-directive: To increase Think Ratio, limit
guidance, especially if they have solid background
knowledge or had practice w/similar work (“What
did they do correctly?”)
Step 3
Lead a whole class discussion, including naming the error & the best practice.
What to Plan Script
How will students respond?
● Turn & Talk OR Write / Pair / Share (same as Think
/ Pair / Share)
● Survey with voting or hand signals
Script instructions you will say to have students respond
(1 sentence)
Step 4
Give students an ‘at bat’ to apply what they learned.
What to Plan Script
How will students share their responses?
● Volunteers, cold calling, or (if comparing 2
samples) vote with hand signals: Ask students to
track speaker.
● Have students elaborate: “Tell me more.” “What
makes you think that?” “How do you know?”
“Why is that important?” “Does anyone have a
different opinion?”
Script how you will call on students to share (1 sentence)
How will I punch the key ideas before releasing students
to practice?
● Lock It In: Before releasing students, ensure they
are clear on what and how they should revise by
using a quick CFU.
● Announce precisely when you’ll check for those
revisions. Prescribe the place where they should
show their changes to make the revision process
visible and easier to monitor
Script the key idea you will punch before you release
students to practice:
Script the instructions for students to apply what they
learned:
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
11
**## CopyofPIN11_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
Effortful Thinking: Exemplars & Misconceptions (95%)
Individualized Feedback 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Individualized Feedback & Follow-up Questions Criteria
● Student’s paper is marked with the code to communicate feedback
● Notes recorded on the Purposeful Monitoring record sheet are accurate and represent students’ proficiency
● Follow-up questions:
○ Are effortful
○ Are targeted
○ Help the student reach the exemplar response to the original question
Ke’shundria Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Reese Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Londell Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Luke Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
1
Teach! Coursework
misconception. Language
lacks clarity or purpose.
connected to the error. Some
language may be unclear or
imprecise.
fully push student thinking.
Language is generally clear
and respectful.
student to revise or deepen their thinking.
Show–Call 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Show-Call Criteria
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Show-Call Script Unusable
Submission
No Attempt or
Action
Script is underdeveloped or
vague, with little alignment to
skill or student engagement.
Questions are missing or
ineffective.
Script includes some effort to
engage students but lacks
clarity, specificity, or
open-ended questioning.
Annotations may be minimal
or misaligned.
Script includes mostly neutral
language and prompts for
analysis. One or more parts
(e.g., annotations, questions,
or specificity) may be partially
developed.
Script consistently uses neutral and specific
academic language. All students are
prompted to engage with open-ended
questions and analyze the student work.
Visual annotations effectively focus attention
on the target skill.
Show-Call addresses the correct
knowledge and/or skills indicated in the
Purposeful Monitoring record sheet
Unusable
Submission
No Attempt or
Action
Show-Call is misaligned with
the skill or monitoring data
and does not support the
intended instructional goal.
Show-Call selection loosely
relates to the skill identified
or reflects misunderstanding
of the monitoring notes.
Show-Call generally aligns
with the identified skill,
though some opportunity to
target a more relevant
example may be missed.
Show-Call precisely aligns to the skill or
misconception identified in the monitoring
notes. The selected student work is
representative of the learning goal.
Writing Quality (5%)
0 Points 0 Points 2 Points 4 Points
Clarity & Organization:
Ideas are clear and organized
Unusable Submission Unclear and most information is
disorganized
Some disorganization and/or
individual sentences lack clarity
Presented in an organized way and
communicated clearly
Spelling & Grammar:
Error-free writing leads to credibility & trust
Unusable Submission Many grammatical and/or spelling
errors that impede the reader's
ability to understand
Some grammatical or spelling errors,
but the reader can generally
understand
Free of errors
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
2
**## CopyofEarlyChildhoodPIN11_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: This postwork includes two parts.
1. Script Responses to Student Thinking & Give Students Individualized Feedback
You have already completed the first lap of your purposeful monitoring pathway – marking students’ papers and
taking notes. You are midway through Lap 2.
● Review the four student work samples provided for you in this document.
● Use the teacher-created exemplar you drafted as part of Step 4 of our lesson internalization protocol.
○ You can find it in your postwork for Planning & Instruction #5 | Lesson Internalization: Defining
Student Success.
● Mark each student’s work using the codes provided in this document.
● Write a follow-up question for each student.
○ Be sure that your follow-up questions are both effortful and targeted.
● Record your Lap 2 notes for each student on the Purposeful Monitoring record sheet.
2. Script a Show-Call
● Review the completed Purposeful Monitoring record sheet.
● Use the template to draft a Show-Call you would use for in-the-moment batch feedback.
Lesson Context
Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8
Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds.
Students decompose the number seven in put-together situations of number pairs
using story situations, objects, sets, arrays, and numerals.
Module Overview EngageNY – Kindergarten – Module 4 – Module Overview
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
1
[https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link](https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link)
[https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)
Teach! Coursework
Script Responses to Students’ Thinking
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
2
Teach! Coursework
Give Students Individualized Feedback
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
3
Teach! Coursework
Ke’Shundria
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
4
Teach! Coursework
Reese
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
5
Teach! Coursework
Londell
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
6
Teach! Coursework
Luke
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
7
Teach! Coursework
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Ke’Shundria ✔
Number bonds: 7 = 1 + 6
2. Reese GS
Has not started work
3. Londell ✔
Number bonds: 7 = 3 + 4; 7 = 2 + 5
4. Luke GS
Has not started work
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
8
Teach! Coursework
Purposeful Monitoring
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Nasya ✔
2. Zaria X
3. Jaxon ✔
4. Lucas X
5. Ravion X
6. Alayna X
7. Alexis ✔
8. Javon X
Steps in a Show–Call
1. Select and post the student work samples (either exemplar, incorrect answer, or both)
2. Turn & Talk: Ask students to evaluate
3. Lead whole class discussion, including naming the error & the best practice
4. Give students an ‘at bat’ to apply what they learned
Show–Call Criteria for Success
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
9
Teach! Coursework
Show–Call
Decide Type of Show Call:
● Correct work: Spotlight work that is accurate and/or truly exemplary, illustrating a key insight, idea, or skill that
others need to show what is possible and how to replicate success. It is usually quick. OR
● Common error work: Highlight student work with a common error trend to facilitate deep error excavation,
strengthen critical thinking, and engage re-teaching. Resist the urge to immediately correct the error. To
maximize student Think Ratio, hold back from identifying the error – let students discuss. OR
● Good to great work: Select student work that has a similar “Grow” that students can learn from, and Glows to
model for low/mid students. Balance between both positive and constructive feedback, to support low/mid
students with exemplars, and “stretch” proficient students by fixing a small, common mistake. Normalize
Revision by showing that even work with praise needs to be revised.
Step 1
Select and post the student work samples (either exemplar, incorrect answer, or both).
What to Plan Script
How will I introduce the student work samples? (Choose 1
option.)
● Anonymous: if you’re analyzing an error in
student work, you may want to keep it
anonymous. OR
● Name the Author: If you name the author,
neutralize the spotlight by acknowledging them
before revealing the work, then focus the class on
the work. Always name the author for exemplary
work.
Script 1-2 sentences to introduce the show-call:
Step 2
Turn & Talk: Ask students to evaluate.
What to Plan Script
What questions will I ask? (Choose 1 option.)
● Call Your Shots: To keep a focused, productive,
disciplined discussion, explicitly direct students to
the most important look-fors when short on time
or veering off-topic. (“What happened when they
combined like terms in this equation?” or “What
do you notice about the way they embedded
Script your question (1 sentence)
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
10
Teach! Coursework
their evidence?”) OR
● Non-directive: To increase Think Ratio, limit
guidance, especially if they have solid background
knowledge or had practice w/similar work (“What
did they do correctly?”)
Step 3
Lead a whole class discussion, including naming the error & the best practice.
What to Plan Script
How will students respond?
● Turn & Talk OR Write / Pair / Share (same as Think
/ Pair / Share)
● Survey with voting or hand signals
Script instructions you will say to have students respond
(1 sentence)
Step 4
Give students an ‘at bat’ to apply what they learned.
What to Plan Script
How will students share their responses?
● Volunteers, cold calling, or (if comparing 2
samples) vote with hand signals: Ask students to
track speaker.
● Have students elaborate: “Tell me more.” “What
makes you think that?” “How do you know?”
“Why is that important?” “Does anyone have a
different opinion?”
Script how you will call on students to share (1 sentence)
How will I punch the key ideas before releasing students
to practice?
● Lock It In: Before releasing students, ensure they
are clear on what and how they should revise by
using a quick CFU.
● Announce precisely when you’ll check for those
revisions. Prescribe the place where they should
show their changes to make the revision process
visible and easier to monitor
Script the key idea you will punch before you release
students to practice:
Script the instructions for students to apply what they
learned:
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
11
**## CopyofPIN11_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
Effortful Thinking: Exemplars & Misconceptions (95%)
Individualized Feedback 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Individualized Feedback & Follow-up Questions Criteria
● Student’s paper is marked with the code to communicate feedback
● Notes recorded on the Purposeful Monitoring record sheet are accurate and represent students’ proficiency
● Follow-up questions:
○ Are effortful
○ Are targeted
○ Help the student reach the exemplar response to the original question
Ke’shundria Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Reese Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Londell Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Luke Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
1
Teach! Coursework
misconception. Language
lacks clarity or purpose.
connected to the error. Some
language may be unclear or
imprecise.
fully push student thinking.
Language is generally clear
and respectful.
student to revise or deepen their thinking.
Show–Call 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Show-Call Criteria
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Show-Call Script Unusable
Submission
No Attempt or
Action
Script is underdeveloped or
vague, with little alignment to
skill or student engagement.
Questions are missing or
ineffective.
Script includes some effort to
engage students but lacks
clarity, specificity, or
open-ended questioning.
Annotations may be minimal
or misaligned.
Script includes mostly neutral
language and prompts for
analysis. One or more parts
(e.g., annotations, questions,
or specificity) may be partially
developed.
Script consistently uses neutral and specific
academic language. All students are
prompted to engage with open-ended
questions and analyze the student work.
Visual annotations effectively focus attention
on the target skill.
Show-Call addresses the correct
knowledge and/or skills indicated in the
Purposeful Monitoring record sheet
Unusable
Submission
No Attempt or
Action
Show-Call is misaligned with
the skill or monitoring data
and does not support the
intended instructional goal.
Show-Call selection loosely
relates to the skill identified
or reflects misunderstanding
of the monitoring notes.
Show-Call generally aligns
with the identified skill,
though some opportunity to
target a more relevant
example may be missed.
Show-Call precisely aligns to the skill or
misconception identified in the monitoring
notes. The selected student work is
representative of the learning goal.
Writing Quality (5%)
0 Points 0 Points 2 Points 4 Points
Clarity & Organization:
Ideas are clear and organized
Unusable Submission Unclear and most information is
disorganized
Some disorganization and/or
individual sentences lack clarity
Presented in an organized way and
communicated clearly
Spelling & Grammar:
Error-free writing leads to credibility & trust
Unusable Submission Many grammatical and/or spelling
errors that impede the reader's
ability to understand
Some grammatical or spelling errors,
but the reader can generally
understand
Free of errors
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
2
**## CopyofEarlyChildhoodPIN11_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: This postwork includes two parts.
1. Script Responses to Student Thinking & Give Students Individualized Feedback
You have already completed the first lap of your purposeful monitoring pathway – marking students’ papers and
taking notes. You are midway through Lap 2.
● Review the four student work samples provided for you in this document.
● Use the teacher-created exemplar you drafted as part of Step 4 of our lesson internalization protocol.
○ You can find it in your postwork for Planning & Instruction #5 | Lesson Internalization: Defining
Student Success.
● Mark each student’s work using the codes provided in this document.
● Write a follow-up question for each student.
○ Be sure that your follow-up questions are both effortful and targeted.
● Record your Lap 2 notes for each student on the Purposeful Monitoring record sheet.
2. Script a Show-Call
● Review the completed Purposeful Monitoring record sheet.
● Use the template to draft a Show-Call you would use for in-the-moment batch feedback.
Lesson Context
Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8
Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds.
Students decompose the number seven in put-together situations of number pairs
using story situations, objects, sets, arrays, and numerals.
Module Overview EngageNY – Kindergarten – Module 4 – Module Overview
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
1
[https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link](https://drive.google.com/file/d/1_DkpUWy44p3HBneZN9awMLrQTAQ4_GqT/view?usp=drive_link)
[https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link](https://drive.google.com/file/d/1nUoi4DQhcaulAg3sh98APoZez3oFKbFP/view?usp=drive_link)
Teach! Coursework
Script Responses to Students’ Thinking
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
2
Teach! Coursework
Give Students Individualized Feedback
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
3
Teach! Coursework
Ke’Shundria
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
4
Teach! Coursework
Reese
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
5
Teach! Coursework
Londell
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
6
Teach! Coursework
Luke
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
7
Teach! Coursework
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Ke’Shundria ✔
Number bonds: 7 = 1 + 6
2. Reese GS
Has not started work
3. Londell ✔
Number bonds: 7 = 3 + 4; 7 = 2 + 5
4. Luke GS
Has not started work
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
8
Teach! Coursework
Purposeful Monitoring
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Nasya ✔
2. Zaria X
3. Jaxon ✔
4. Lucas X
5. Ravion X
6. Alayna X
7. Alexis ✔
8. Javon X
Steps in a Show–Call
1. Select and post the student work samples (either exemplar, incorrect answer, or both)
2. Turn & Talk: Ask students to evaluate
3. Lead whole class discussion, including naming the error & the best practice
4. Give students an ‘at bat’ to apply what they learned
Show–Call Criteria for Success
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
9
Teach! Coursework
Show–Call
Decide Type of Show Call:
● Correct work: Spotlight work that is accurate and/or truly exemplary, illustrating a key insight, idea, or skill that
others need to show what is possible and how to replicate success. It is usually quick. OR
● Common error work: Highlight student work with a common error trend to facilitate deep error excavation,
strengthen critical thinking, and engage re-teaching. Resist the urge to immediately correct the error. To
maximize student Think Ratio, hold back from identifying the error – let students discuss. OR
● Good to great work: Select student work that has a similar “Grow” that students can learn from, and Glows to
model for low/mid students. Balance between both positive and constructive feedback, to support low/mid
students with exemplars, and “stretch” proficient students by fixing a small, common mistake. Normalize
Revision by showing that even work with praise needs to be revised.
Step 1
Select and post the student work samples (either exemplar, incorrect answer, or both).
What to Plan Script
How will I introduce the student work samples? (Choose 1
option.)
● Anonymous: if you’re analyzing an error in
student work, you may want to keep it
anonymous. OR
● Name the Author: If you name the author,
neutralize the spotlight by acknowledging them
before revealing the work, then focus the class on
the work. Always name the author for exemplary
work.
Script 1-2 sentences to introduce the show-call:
Step 2
Turn & Talk: Ask students to evaluate.
What to Plan Script
What questions will I ask? (Choose 1 option.)
● Call Your Shots: To keep a focused, productive,
disciplined discussion, explicitly direct students to
the most important look-fors when short on time
or veering off-topic. (“What happened when they
combined like terms in this equation?” or “What
do you notice about the way they embedded
Script your question (1 sentence)
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
10
Teach! Coursework
their evidence?”) OR
● Non-directive: To increase Think Ratio, limit
guidance, especially if they have solid background
knowledge or had practice w/similar work (“What
did they do correctly?”)
Step 3
Lead a whole class discussion, including naming the error & the best practice.
What to Plan Script
How will students respond?
● Turn & Talk OR Write / Pair / Share (same as Think
/ Pair / Share)
● Survey with voting or hand signals
Script instructions you will say to have students respond
(1 sentence)
Step 4
Give students an ‘at bat’ to apply what they learned.
What to Plan Script
How will students share their responses?
● Volunteers, cold calling, or (if comparing 2
samples) vote with hand signals: Ask students to
track speaker.
● Have students elaborate: “Tell me more.” “What
makes you think that?” “How do you know?”
“Why is that important?” “Does anyone have a
different opinion?”
Script how you will call on students to share (1 sentence)
How will I punch the key ideas before releasing students
to practice?
● Lock It In: Before releasing students, ensure they
are clear on what and how they should revise by
using a quick CFU.
● Announce precisely when you’ll check for those
revisions. Prescribe the place where they should
show their changes to make the revision process
visible and easier to monitor
Script the key idea you will punch before you release
students to practice:
Script the instructions for students to apply what they
learned:
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood
11
– 1
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