Executive Solution Overview
Need help with this assignment – ## CopyofEarlyChildhoodPIN8_Postwork.pdf – ## CopyofPIN8_PostworkRubric.pdf **## CopyofEarlyChildhoodPIN8_Postwork.pdf** Teach! Coursework Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood This postwork will utilize the same lesson as yo…
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Need help with this assignment
– ## CopyofEarlyChildhoodPIN8_Postwork.pdf
– ## CopyofPIN8_PostworkRubric.pdf
**## CopyofEarlyChildhoodPIN8_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: Complete this postwork document, including:
● Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Identity the
to–be–remembered information for the lesson. Then, identify the prior knowledge and/or prerequisite
students will need to access in their schema in order to make connections and demonstrate proficiency
during the lesson.
● Designing Retrieval Practice to Activate Relevant Prior Knowledge – Design a Do Now that will activate
your students’ relevant prior knowledge. Remember the Criteria for an Effective Do Now.
Criteria for an Effective Do Now
● Are 3–6 questions in length
● Designed to be completed and reviewed in 3–5 minutes
● Aligned to the to–be–remembered information of the
lesson
● Activate relevant prior knowledge and/or prerequisite skills
When you are finished, download the document as a PDF and submit it in the Portal.
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
Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills
Lesson TBR
Identify the to-be-remembered information
●
Effortful Thinking: Activating Prior Knowledge | 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
from the lesson.
Prior Knowledge & Prerequisite Skills
Identify the prior knowledge and/or
prerequisite skills students will need to
access in order to be successful in the
lesson.
●
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
2
Teach! Coursework
Designing Retrieval Practice to Activate Relevant Prior Knowledge | Do Now
Task, Question, Problem, or Prompt Source Justification
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
3
**## CopyofPIN8_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
Effortful Thinking: Activating Prior Knowledge | Design a Do Now (95%)
0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Lesson TBR
Unusable
Submission
No Attempt or
Action
TBR is unclear or
misaligned; does not
reflect critical content of
the lesson.
TBR is present but lacks
clarity or depth in
aligning with the lesson.
TBR is accurate and
aligned to lesson
objectives; clearly stated.
TBR is specific, concise,
and meaningfully aligned
to lesson’s instructional
goals.
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Prior
Knowledge & Prerequisite Skills
Unusable
Submission
No Attempt or
Action
Does not identify prior
knowledge or lists
unrelated concepts/skills.
Identifies some prior
knowledge but lacks
clarity or alignment to
TBR.
Identifies relevant prior
knowledge and
prerequisite skills needed
for the lesson.
Identifies and justifies
highly relevant prior
knowledge with precise
alignment to the TBR.
Do Now
● 3–6 questions in length
● Designed to be completed and
reviewed in 3–5 minutes
● Aligned to the
to–be–remembered information
of the lesson
● Activate relevant prior knowledge
and/or prerequisite skills
Unusable
Submission
No Attempt or
Action
Missing or incomplete;
does not meet structural
or content criteria.
Partially meets length or
time criteria; weak
alignment to TBR or
limited activation of prior
knowledge.
Meets all structural and
content criteria;
questions support
student thinking and
activation.
Strong Do Now that
meets all criteria;
questions are purposeful,
accessible, and
instructionally strategic.
Designing Retrieval Practice to
Activate Relevant Prior
Knowledge – Justification
Unusable
Submission
No Attempt or
Action
No explanation or
incorrect understanding
of retrieval practice or its
purpose.
Partial or vague
explanation of how the
Do Now activates prior
knowledge.
Clear justification using
learning science
language; shows
understanding of
retrieval practice.
Strong justification
rooted in schema
development and
retrieval theory; tightly
aligned to the Do Now.
Do Now Exemplar Unusable
Submission
No Attempt or
Action
Missing, inaccurate, or
misaligned with Do Now.
Present but lacks clarity
or does not reflect
grade-appropriate
mastery.
Accurate and aligned
exemplar that reflects
student proficiency.
Exemplar is precise,
instructionally useful,
and reflects deep
understanding of
learning targets.
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
1
Teach! Coursework
Writing Quality (5%)
0 Points 0 Points 1 Point 2 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: Activating Prior Knowledge | Postwork Rubric
2
**## CopyofPIN8_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
Effortful Thinking: Activating Prior Knowledge | Design a Do Now (95%)
0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Lesson TBR
Unusable
Submission
No Attempt or
Action
TBR is unclear or
misaligned; does not
reflect critical content of
the lesson.
TBR is present but lacks
clarity or depth in
aligning with the lesson.
TBR is accurate and
aligned to lesson
objectives; clearly stated.
TBR is specific, concise,
and meaningfully aligned
to lesson’s instructional
goals.
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Prior
Knowledge & Prerequisite Skills
Unusable
Submission
No Attempt or
Action
Does not identify prior
knowledge or lists
unrelated concepts/skills.
Identifies some prior
knowledge but lacks
clarity or alignment to
TBR.
Identifies relevant prior
knowledge and
prerequisite skills needed
for the lesson.
Identifies and justifies
highly relevant prior
knowledge with precise
alignment to the TBR.
Do Now
● 3–6 questions in length
● Designed to be completed and
reviewed in 3–5 minutes
● Aligned to the
to–be–remembered information
of the lesson
● Activate relevant prior knowledge
and/or prerequisite skills
Unusable
Submission
No Attempt or
Action
Missing or incomplete;
does not meet structural
or content criteria.
Partially meets length or
time criteria; weak
alignment to TBR or
limited activation of prior
knowledge.
Meets all structural and
content criteria;
questions support
student thinking and
activation.
Strong Do Now that
meets all criteria;
questions are purposeful,
accessible, and
instructionally strategic.
Designing Retrieval Practice to
Activate Relevant Prior
Knowledge – Justification
Unusable
Submission
No Attempt or
Action
No explanation or
incorrect understanding
of retrieval practice or its
purpose.
Partial or vague
explanation of how the
Do Now activates prior
knowledge.
Clear justification using
learning science
language; shows
understanding of
retrieval practice.
Strong justification
rooted in schema
development and
retrieval theory; tightly
aligned to the Do Now.
Do Now Exemplar Unusable
Submission
No Attempt or
Action
Missing, inaccurate, or
misaligned with Do Now.
Present but lacks clarity
or does not reflect
grade-appropriate
mastery.
Accurate and aligned
exemplar that reflects
student proficiency.
Exemplar is precise,
instructionally useful,
and reflects deep
understanding of
learning targets.
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
1
Teach! Coursework
Writing Quality (5%)
0 Points 0 Points 1 Point 2 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: Activating Prior Knowledge | Postwork Rubric
2
**## CopyofEarlyChildhoodPIN8_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: Complete this postwork document, including:
● Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Identity the
to–be–remembered information for the lesson. Then, identify the prior knowledge and/or prerequisite
students will need to access in their schema in order to make connections and demonstrate proficiency
during the lesson.
● Designing Retrieval Practice to Activate Relevant Prior Knowledge – Design a Do Now that will activate
your students’ relevant prior knowledge. Remember the Criteria for an Effective Do Now.
Criteria for an Effective Do Now
● Are 3–6 questions in length
● Designed to be completed and reviewed in 3–5 minutes
● Aligned to the to–be–remembered information of the
lesson
● Activate relevant prior knowledge and/or prerequisite skills
When you are finished, download the document as a PDF and submit it in the Portal.
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
Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills
Lesson TBR
Identify the to-be-remembered information
●
Effortful Thinking: Activating Prior Knowledge | 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
from the lesson.
Prior Knowledge & Prerequisite Skills
Identify the prior knowledge and/or
prerequisite skills students will need to
access in order to be successful in the
lesson.
●
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
2
Teach! Coursework
Designing Retrieval Practice to Activate Relevant Prior Knowledge | Do Now
Task, Question, Problem, or Prompt Source Justification
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
3
**## CopyofPIN8_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
Effortful Thinking: Activating Prior Knowledge | Design a Do Now (95%)
0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Lesson TBR
Unusable
Submission
No Attempt or
Action
TBR is unclear or
misaligned; does not
reflect critical content of
the lesson.
TBR is present but lacks
clarity or depth in
aligning with the lesson.
TBR is accurate and
aligned to lesson
objectives; clearly stated.
TBR is specific, concise,
and meaningfully aligned
to lesson’s instructional
goals.
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Prior
Knowledge & Prerequisite Skills
Unusable
Submission
No Attempt or
Action
Does not identify prior
knowledge or lists
unrelated concepts/skills.
Identifies some prior
knowledge but lacks
clarity or alignment to
TBR.
Identifies relevant prior
knowledge and
prerequisite skills needed
for the lesson.
Identifies and justifies
highly relevant prior
knowledge with precise
alignment to the TBR.
Do Now
● 3–6 questions in length
● Designed to be completed and
reviewed in 3–5 minutes
● Aligned to the
to–be–remembered information
of the lesson
● Activate relevant prior knowledge
and/or prerequisite skills
Unusable
Submission
No Attempt or
Action
Missing or incomplete;
does not meet structural
or content criteria.
Partially meets length or
time criteria; weak
alignment to TBR or
limited activation of prior
knowledge.
Meets all structural and
content criteria;
questions support
student thinking and
activation.
Strong Do Now that
meets all criteria;
questions are purposeful,
accessible, and
instructionally strategic.
Designing Retrieval Practice to
Activate Relevant Prior
Knowledge – Justification
Unusable
Submission
No Attempt or
Action
No explanation or
incorrect understanding
of retrieval practice or its
purpose.
Partial or vague
explanation of how the
Do Now activates prior
knowledge.
Clear justification using
learning science
language; shows
understanding of
retrieval practice.
Strong justification
rooted in schema
development and
retrieval theory; tightly
aligned to the Do Now.
Do Now Exemplar Unusable
Submission
No Attempt or
Action
Missing, inaccurate, or
misaligned with Do Now.
Present but lacks clarity
or does not reflect
grade-appropriate
mastery.
Accurate and aligned
exemplar that reflects
student proficiency.
Exemplar is precise,
instructionally useful,
and reflects deep
understanding of
learning targets.
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
1
Teach! Coursework
Writing Quality (5%)
0 Points 0 Points 1 Point 2 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: Activating Prior Knowledge | Postwork Rubric
2
**## CopyofEarlyChildhoodPIN8_Postwork.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: Complete this postwork document, including:
● Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Identity the
to–be–remembered information for the lesson. Then, identify the prior knowledge and/or prerequisite
students will need to access in their schema in order to make connections and demonstrate proficiency
during the lesson.
● Designing Retrieval Practice to Activate Relevant Prior Knowledge – Design a Do Now that will activate
your students’ relevant prior knowledge. Remember the Criteria for an Effective Do Now.
Criteria for an Effective Do Now
● Are 3–6 questions in length
● Designed to be completed and reviewed in 3–5 minutes
● Aligned to the to–be–remembered information of the
lesson
● Activate relevant prior knowledge and/or prerequisite skills
When you are finished, download the document as a PDF and submit it in the Portal.
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
Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills
Lesson TBR
Identify the to-be-remembered information
●
Effortful Thinking: Activating Prior Knowledge | 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
from the lesson.
Prior Knowledge & Prerequisite Skills
Identify the prior knowledge and/or
prerequisite skills students will need to
access in order to be successful in the
lesson.
●
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
2
Teach! Coursework
Designing Retrieval Practice to Activate Relevant Prior Knowledge | Do Now
Task, Question, Problem, or Prompt Source Justification
Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood
3
**## CopyofPIN8_PostworkRubric.pdf**
Teach! Coursework
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
Effortful Thinking: Activating Prior Knowledge | Design a Do Now (95%)
0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Lesson TBR
Unusable
Submission
No Attempt or
Action
TBR is unclear or
misaligned; does not
reflect critical content of
the lesson.
TBR is present but lacks
clarity or depth in
aligning with the lesson.
TBR is accurate and
aligned to lesson
objectives; clearly stated.
TBR is specific, concise,
and meaningfully aligned
to lesson’s instructional
goals.
Analyze HQIM to Determine
Relevant Prior Knowledge &
Prerequisite Skills – Prior
Knowledge & Prerequisite Skills
Unusable
Submission
No Attempt or
Action
Does not identify prior
knowledge or lists
unrelated concepts/skills.
Identifies some prior
knowledge but lacks
clarity or alignment to
TBR.
Identifies relevant prior
knowledge and
prerequisite skills needed
for the lesson.
Identifies and justifies
highly relevant prior
knowledge with precise
alignment to the TBR.
Do Now
● 3–6 questions in length
● Designed to be completed and
reviewed in 3–5 minutes
● Aligned to the
to–be–remembered information
of the lesson
● Activate relevant prior knowledge
and/or prerequisite skills
Unusable
Submission
No Attempt or
Action
Missing or incomplete;
does not meet structural
or content criteria.
Partially meets length or
time criteria; weak
alignment to TBR or
limited activation of prior
knowledge.
Meets all structural and
content criteria;
questions support
student thinking and
activation.
Strong Do Now that
meets all criteria;
questions are purposeful,
accessible, and
instructionally strategic.
Designing Retrieval Practice to
Activate Relevant Prior
Knowledge – Justification
Unusable
Submission
No Attempt or
Action
No explanation or
incorrect understanding
of retrieval practice or its
purpose.
Partial or vague
explanation of how the
Do Now activates prior
knowledge.
Clear justification using
learning science
language; shows
understanding of
retrieval practice.
Strong justification
rooted in schema
development and
retrieval theory; tightly
aligned to the Do Now.
Do Now Exemplar Unusable
Submission
No Attempt or
Action
Missing, inaccurate, or
misaligned with Do Now.
Present but lacks clarity
or does not reflect
grade-appropriate
mastery.
Accurate and aligned
exemplar that reflects
student proficiency.
Exemplar is precise,
instructionally useful,
and reflects deep
understanding of
learning targets.
Effortful Thinking: Activating Prior Knowledge | Postwork Rubric
1
Teach! Coursework
Writing Quality (5%)
0 Points 0 Points 1 Point 2 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: Activating Prior Knowledge | Postwork Rubric
2
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