Presenting Instructional Content: Introduction to New Material
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CopyofEarlyChildhoodPIN12_Postwork.pdf
CopyofPIN12_PostworkRubric.pdf
CopyofEarlyChildhoodPIN12_Postwork.pdf
Teach! Coursework
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: Draft an introduction to new material.
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
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 1
Teach! Coursework
Directions:
1. Review your lesson internalization, effortful thinking questions, and added examples and non-examples for this lesson.
2. Draft an introduction to new material that includes a model through think-aloud.
a. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks.
b. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later.
c. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
d. Include exemplar Double Plan components and elements of effective explicit instruction. ● Specific teacher actions ● Specific student actions ● Explicit what-to-do directions
1. Stand up and square shoulders 2. Attention getter 3. Scan for 100% 4. MVPT 5. CFU 6. Narrate the positive
● Added effortful thinking questions (include at least three) 1. Expected student responses 2. Follow-up questions to prompt and cue 3. Expected student responses to follow-up questions
● Additional examples, non-examples, and questions to elaborate and connect
3. Download this document as a PDF and submit it in Canopy.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 2
Teach! Coursework
1. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks.
Break It Down: Write the steps you want students to use in the box below.
Cross Check: Do these steps work for each problem on the Problem Set?
2. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later.
Script: Write out word-for-word what you plan to say while modeling in the Double Plan below. Be sure to include think-alouds that surface expert thinking and cue students into what they should pay attention to. One easy way to do this is to model getting stuck/making a mistake and figuring it out.
Sketch: Create an anchor chart and insert an image of it here.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 3
Teach! Coursework
Double Plan
Teacher Actions Student Actions
Description of the activity, what the teacher says, and does. (Write WTD directions for student engagement.)
What is an exemplar of student response? What should they be saying and doing?
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 4
Teach! Coursework
3. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
Pick, Prompt, Protocol: List each processing question you plan to ask below. Include what protocol you will use to make sure that all students have access to the processing opportunity. Add these to the Double Plan above.
4. Include exemplar Double Plan components and elements of effective explicit instruction.
● Specific teacher actions ● Specific student actions ● Explicit what-to-do directions
○ Stand up and square shoulders ○ Attention getter ○ Scan for 100% ○ MVPT ○ CFU ○ Narrate the positive
● Added effortful thinking questions (include at least three) ○ Expected student responses ○ Follow-up questions to prompt and cue ○ Expected student responses to follow-up questions
● Additional examples, non-examples, and questions to elaborate and connect Include these in your Double Plan above.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 5
CopyofPIN12_PostworkRubric.pdf
Teach! Coursework
Presenting Instructional Content: Introducing New Material | Postwork Rubric
Introducing New Material | Double Plan (95%)
INM 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Draft an Introduction to New Material (INM) 1. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks. 2. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later. 3. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
Break it down Unusable Submission
No Attempt or Action
Key concepts are not broken down; steps are missing or illogical.
Some attempt to break down content, but steps may be unclear
or disconnected.
Content is mostly broken down into logical steps; minor gaps in clarity
or progression.
Content is thoroughly broken into clear, logical steps that support
student understanding.
Cross check Unusable Submission
No Attempt or Action
Steps do not transfer across tasks or are irrelevant to lesson
demands.
Some steps apply across tasks, but connections are unclear or
underdeveloped.
Steps generally apply across multiple tasks with some
thoughtful checks.
Steps are cross-checked across tasks and intentionally designed to
support transfer and generalization.
Script (on the Double Plan) Unusable Submission
No Attempt or Action
Script is incomplete, vague, is missing key explanations, or lacks
teacher thinking.
Script attempts think-alouds but lacks clarity or thoroughness.
Script includes strong teacher language and models some expert
thinking.
Script is precise, includes rich think-alouds that surface expert
thinking and build understanding.
Sketch Unusable Submission
No Attempt or Action
Chart lacks clarity, usefulness, and/or instructional purpose
Chart is difficult to follow or lacks key ideas.
Anchor chart is generally clear and captures core concepts aligned to the content with minor omissions.
Anchor chart is complete, accurate, clear, purposeful, serves as a strong reference tool, and clearly supports student understanding during and
after the lesson.
Opportunities to Process Unusable Submission
No Attempt or Action
Little to no processing built in; students are passive recipients.
Some opportunities to process are included, but may be low-level or
inconsistently placed.
Processing is generally embedded at appropriate moments with prompts for most students.
Processing is embedded intentionally throughout, with rich
opportunities for all students to think and respond.
Double Plan ● Includes precise teacher actions ● Includes precise student actions ● Identifies new and established
routines
Unusable Submission
No Attempt or Action
Double plan lacks clarity or is missing key components (e.g.,
teacher/student actions, routines).
Double plan includes basic teacher/student actions but is
incomplete or vague.
Most components of the double plan are consistently present and
aligned to the lesson goals.
Complete double plan includes precise teacher actions, student actions, and routines (new and
established).
Explicit, what-to-do instructions ● Attention getter ● MVPT ● CFU ● Positive narration
Unusable Submission
No Attempt or Action
Instructions are unclear, missing, or overly vague.
Some elements of what-to-do instructions are present but
incomplete.
Instructions are mostly clear and include key features (e.g., CFUs,
MVPT); minor gaps.
Teacher includes precise, explicit instructions for what to do —
including attention getters, MVPT, checks for understanding, and
positive narration.
Presenting Instructional Content: Introducing New Material | Postwork Rubric 1
Teach! Coursework
Effortful Thinking Questions 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
At least three Effortful Thinking Questions are included and meet the following criteria: ● Are classified above the remembering level of question hierarchy ● Prompt students to analyze, justify, and provide detailed explanations of content ● Are generally open-ended rather than closed-ended ● Exemplar response is accurate, precise, and thorough ● Structure is appropriate to the question/task/prompt and will require all students to engage with effortful thinking
Effortful Thinking Questions Unusable Submission
No Attempt or Action
Questions do not meet effortful thinking criteria; typically
recall-based, closed-ended, or inaccurately structured.
Questions somewhat meets effortful thinking criteria; partially open-ended but lacks full analysis
or justification demand.
Questions mostly meets effortful thinking criteria; prompts some
analysis and justification but minor improvements needed for precision
or structure.
Questiosn fully meets effortful thinking criteria; prompts deep
analysis/justification, is open-ended, accurate, precise,
thorough, and appropriately structured for all students to engage in effortful thinking.
Examples & Non-examples 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Varied Examples ● Differ in surface features ● Have same core structure
Contrasting Non-examples ● Similar in surface features ● Different in core structure
Elaborative Interrogation Prompts ● Build mental representation of how to identify a particular deep structure across examples, even when examples appear different on the surface ● Build a mental representation for how to determine when two examples do Not share the same deep structure, even when they may appear similar on the surface.
Examples & Non-examples Unusable Submission
No Attempt or Action
Examples and non-examples from PIN 10 are included but do not meet, or minimally meet the
criteria.
Examples and non-examples from PIN 10 are included and meet some
of the criteria.
Examples and non-examples from PIN 10 are included and meet most
of the criteria.
Examples and non-examples from PIN 10 are included and meet all of
the criteria.
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: Unusable Submission Many grammatical and/or spelling Some grammatical or spelling errors, Free of errors
Presenting Instructional Content: Introducing New Material | Postwork Rubric 2
Teach! Coursework
Error-free writing leads to credibility & trust errors that impede the reader's ability to understand
but the reader can generally understand
Presenting Instructional Content: Introducing New Material | Postwork Rubric 3
CopyofEarlyChildhoodPIN12_Postwork.pdf
Teach! Coursework
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: Draft an introduction to new material.
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
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 1
Teach! Coursework
Directions:
1. Review your lesson internalization, effortful thinking questions, and added examples and non-examples for this lesson.
2. Draft an introduction to new material that includes a model through think-aloud.
a. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks.
b. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later.
c. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
d. Include exemplar Double Plan components and elements of effective explicit instruction. ● Specific teacher actions ● Specific student actions ● Explicit what-to-do directions
1. Stand up and square shoulders 2. Attention getter 3. Scan for 100% 4. MVPT 5. CFU 6. Narrate the positive
● Added effortful thinking questions (include at least three) 1. Expected student responses 2. Follow-up questions to prompt and cue 3. Expected student responses to follow-up questions
● Additional examples, non-examples, and questions to elaborate and connect
3. Download this document as a PDF and submit it in Canopy.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 2
Teach! Coursework
1. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks.
Break It Down: Write the steps you want students to use in the box below.
Cross Check: Do these steps work for each problem on the Problem Set?
2. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later.
Script: Write out word-for-word what you plan to say while modeling in the Double Plan below. Be sure to include think-alouds that surface expert thinking and cue students into what they should pay attention to. One easy way to do this is to model getting stuck/making a mistake and figuring it out.
Sketch: Create an anchor chart and insert an image of it here.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 3
Teach! Coursework
Double Plan
Teacher Actions Student Actions
Description of the activity, what the teacher says, and does. (Write WTD directions for student engagement.)
What is an exemplar of student response? What should they be saying and doing?
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 4
Teach! Coursework
3. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
Pick, Prompt, Protocol: List each processing question you plan to ask below. Include what protocol you will use to make sure that all students have access to the processing opportunity. Add these to the Double Plan above.
4. Include exemplar Double Plan components and elements of effective explicit instruction.
● Specific teacher actions ● Specific student actions ● Explicit what-to-do directions
○ Stand up and square shoulders ○ Attention getter ○ Scan for 100% ○ MVPT ○ CFU ○ Narrate the positive
● Added effortful thinking questions (include at least three) ○ Expected student responses ○ Follow-up questions to prompt and cue ○ Expected student responses to follow-up questions
● Additional examples, non-examples, and questions to elaborate and connect Include these in your Double Plan above.
Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood 5
CopyofPIN12_PostworkRubric.pdf
Teach! Coursework
Presenting Instructional Content: Introducing New Material | Postwork Rubric
Introducing New Material | Double Plan (95%)
INM 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Draft an Introduction to New Material (INM) 1. Break it Down and Cross Check: Break strategies/concepts down into logical steps or key points. Check that they apply across multiple tasks. 2. Script and Sketch: Script what you plan to say, including think-alouds that surface expert thinking. Create an anchor chart to serve as a reference for students later. 3. Add Opportunities to Process: Add questions to ensure all students get to engage in elaborative thinking about the key concepts being modeled.
Break it down Unusable Submission
No Attempt or Action
Key concepts are not broken down; steps are missing or illogical.
Some attempt to break down content, but steps may be unclear
or disconnected.
Content is mostly broken down into logical steps; minor gaps in clarity
or progression.
Content is thoroughly broken into clear, logical steps that support
student understanding.
Cross check Unusable Submission
No Attempt or Action
Steps do not transfer across tasks or are irrelevant to lesson
demands.
Some steps apply across tasks, but connections are unclear or
underdeveloped.
Steps generally apply across multiple tasks with some
thoughtful checks.
Steps are cross-checked across tasks and intentionally designed to
support transfer and generalization.
Script (on the Double Plan) Unusable Submission
No Attempt or Action
Script is incomplete, vague, is missing key explanations, or lacks
teacher thinking.
Script attempts think-alouds but lacks clarity or thoroughness.
Script includes strong teacher language and models some expert
thinking.
Script is precise, includes rich think-alouds that surface expert
thinking and build understanding.
Sketch Unusable Submission
No Attempt or Action
Chart lacks clarity, usefulness, and/or instructional purpose
Chart is difficult to follow or lacks key ideas.
Anchor chart is generally clear and captures core concepts aligned to the content with minor omissions.
Anchor chart is complete, accurate, clear, purposeful, serves as a strong reference tool, and clearly supports student understanding during and
after the lesson.
Opportunities to Process Unusable Submission
No Attempt or Action
Little to no processing built in; students are passive recipients.
Some opportunities to process are included, but may be low-level or
inconsistently placed.
Processing is generally embedded at appropriate moments with prompts for most students.
Processing is embedded intentionally throughout, with rich
opportunities for all students to think and respond.
Double Plan ● Includes precise teacher actions ● Includes precise student actions ● Identifies new and established
routines
Unusable Submission
No Attempt or Action
Double plan lacks clarity or is missing key components (e.g.,
teacher/student actions, routines).
Double plan includes basic teacher/student actions but is
incomplete or vague.
Most components of the double plan are consistently present and
aligned to the lesson goals.
Complete double plan includes precise teacher actions, student actions, and routines (new and
established).
Explicit, what-to-do instructions ● Attention getter ● MVPT ● CFU ● Positive narration
Unusable Submission
No Attempt or Action
Instructions are unclear, missing, or overly vague.
Some elements of what-to-do instructions are present but
incomplete.
Instructions are mostly clear and include key features (e.g., CFUs,
MVPT); minor gaps.
Teacher includes precise, explicit instructions for what to do —
including attention getters, MVPT, checks for understanding, and
positive narration.
Presenting Instructional Content: Introducing New Material | Postwork Rubric 1
Teach! Coursework
Effortful Thinking Questions 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
At least three Effortful Thinking Questions are included and meet the following criteria: ● Are classified above the remembering level of question hierarchy ● Prompt students to analyze, justify, and provide detailed explanations of content ● Are generally open-ended rather than closed-ended ● Exemplar response is accurate, precise, and thorough ● Structure is appropriate to the question/task/prompt and will require all students to engage with effortful thinking
Effortful Thinking Questions Unusable Submission
No Attempt or Action
Questions do not meet effortful thinking criteria; typically
recall-based, closed-ended, or inaccurately structured.
Questions somewhat meets effortful thinking criteria; partially open-ended but lacks full analysis
or justification demand.
Questions mostly meets effortful thinking criteria; prompts some
analysis and justification but minor improvements needed for precision
or structure.
Questiosn fully meets effortful thinking criteria; prompts deep
analysis/justification, is open-ended, accurate, precise,
thorough, and appropriately structured for all students to engage in effortful thinking.
Examples & Non-examples 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Varied Examples ● Differ in surface features ● Have same core structure
Contrasting Non-examples ● Similar in surface features ● Different in core structure
Elaborative Interrogation Prompts ● Build mental representation of how to identify a particular deep structure across examples, even when examples appear different on the surface ● Build a mental representation for how to determine when two examples do Not share the same deep structure, even when they may appear similar on the surface.
Examples & Non-examples Unusable Submission
No Attempt or Action
Examples and non-examples from PIN 10 are included but do not meet, or minimally meet the
criteria.
Examples and non-examples from PIN 10 are included and meet some
of the criteria.
Examples and non-examples from PIN 10 are included and meet most
of the criteria.
Examples and non-examples from PIN 10 are included and meet all of
the criteria.
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: Unusable Submission Many grammatical and/or spelling Some grammatical or spelling errors, Free of errors
Presenting Instructional Content: Introducing New Material | Postwork Rubric 2
Teach! Coursework
Error-free writing leads to credibility & trust errors that impede the reader's ability to understand
but the reader can generally understand
Presenting Instructional Content: Introducing New Material | Postwork Rubric 3