Presenting Instructional Content: Scaffolding
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CopyofEarlyChildhoodPIN13_Postwork.pdf
CopyofPIN13_PostworkRubric.pdf
CopyofEarlyChildhoodPIN13_Postwork.pdf
Teach! Coursework
Presenting Instructional Content: Scaffolding | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: This postwork includes two parts.
1. Draft an introduction to new material. 2. Rehearse your 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: Scaffolding | Postwork – Early Childhood 1
Teach! Coursework
Part 1 Directions:
1. Building off of your postwork from Presenting Instructional Content: Introducing New Material, incorporate two scaffolds into your double plan. Remember to include any explicit instructions for using the scaffolds you have chosen.
● Hint: Copy your INM double plan, paste it in the table below, then add your scaffolds.
Remember the key elements of effective scaffolds:
1. Purposeful Alignment to the Learning Goal ● The scaffold must be anchored to the lesson’s objective—not just busywork or unrelated
support. ● It should target a specific barrier to understanding (e.g., unfamiliar vocabulary, background
knowledge, or complex reasoning).
2. Cognitive Load Reduction (Not Elimination) ● Scaffolds should lighten the load, not do the thinking for students. ● They reduce distractions or secondary challenges so students can focus on the
to-be-remembered content.
3. Tool for Effortful Thinking and Discourse ● Scaffolds should support—not shortcut—thinking and talking about math.
2. Download this document as a PDF and submit it in Submission #2.
Part 2 Directions:
1. Rehearse your full INM double plan with the scaffolds. 2. Record your video directly into Canopy.
Presenting Instructional Content: Scaffolding | Postwork – Early Childhood 2
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: Scaffolding | Postwork – Early Childhood 3
CopyofPIN13_PostworkRubric.pdf
Teach! Coursework
Presenting Instructional Content: Scaffolding | Postwork Rubric
Scaffolding Additions to INM Double Plan (50%)
● The scaffold must be anchored to the lesson’s objective—not just busywork or unrelated support.
● It should target a specific barrier to understanding
Cognitive Load Reduction (Not Elimination)
● Scaffolds should lighten the load, not do the thinking for students.
● They reduce distractions or secondary challenges so students can focus on the to-be-remembered content.
Tool for Effortful Thinking & Discourse
● Scaffolds should support—not shortcut—thinking and talking about math.
Scaffold #1 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Purposeful Alignment to the Learning Goal
Unusable Submission
No Attempt or Action
Scaffold is unrelated to the learning goal or lacks clear instructional
purpose.
Scaffold somewhat aligns to the learning goal but addresses a general
rather than specific barrier.
Scaffold is mostly aligned to the learning goal and addresses a
relevant barrier with some clarity.
Scaffold is tightly aligned to the learning goal and directly addresses
a clear, specific barrier to student understanding.
Cognitive Load Reduction (Not Elimination)
Unusable Submission
No Attempt or Action
Scaffold increases cognitive load or distracts from core learning.
Scaffold slightly reduces cognitive load, but may oversimplify or
under-support.
Scaffold appropriately reduces distractions and focuses attention on
content, with minor adjustments needed.
Scaffold effectively reduces cognitive barriers while preserving effortful
thinking about the to-be-remembered content.
Tool for Effortful Thinking & Discourse
Unusable Submission
No Attempt or Action
Scaffold does not promote student thinking or discourse.
Scaffold may prompt limited thinking but lacks opportunities for discourse.
Scaffold encourages effortful thinking or discourse, but could better support depth or access.
Scaffold clearly promotes effortful thinking and student discourse about
rigorous, aligned content.
Scaffold #2 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Purposeful Alignment to the Learning Goal
Unusable Submission
No Attempt or Action
Scaffold is unrelated to the learning goal or lacks clear instructional
purpose.
Scaffold somewhat aligns to the learning goal but addresses a general
rather than specific barrier.
Scaffold is mostly aligned to the learning goal and addresses a
relevant barrier with some clarity.
Scaffold is tightly aligned to the learning goal and directly addresses
a clear, specific barrier to student understanding.
Cognitive Load Reduction (Not Elimination)
Unusable Submission
No Attempt or Action
Scaffold increases cognitive load or distracts from core learning.
Scaffold slightly reduces cognitive load, but may oversimplify or
under-support.
Scaffold appropriately reduces distractions and focuses attention on
content, with minor adjustments needed.
Scaffold effectively reduces cognitive barriers while preserving effortful
thinking about the to-be-remembered content.
Tool for Effortful Thinking & Discourse
Unusable Submission
No Attempt or Action
Scaffold does not promote student thinking or discourse.
Scaffold may prompt limited thinking but lacks opportunities for discourse.
Scaffold encourages effortful thinking or discourse, but could better support depth or access.
Scaffold clearly promotes effortful thinking and student discourse about
rigorous, aligned content.
Presenting Instructional Content: Scaffolding | Postwork Rubric 1
Teach! Coursework
Rehearsal (50%)
Rehearse INM 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
What to Say: Uses double planned script of introduction to new material
Unusable Submission
No Attempt or Action
Script is not used or rehearsal lacks alignment to plan.
Partial use of planned script; lacks consistency or fluency.
Mostly adheres to the script; delivers content clearly with minor gaps.
Rehearses full script clearly, confidently, and fluently as planned.
How to Say It: ● Stands still & squares shoulders ● Makes eye contact ● In a formal register, uses strong
teacher voice ● Pauses when students are
supposed to be responding
Unusable Submission
No Attempt or Action
Teacher voice, body language, or tone are weak or distracting.
Uses some delivery elements (e.g., eye contact, pauses), but
inconsistently.
Uses most delivery elements well; professional tone and presence with
some room for polish.
Uses all delivery elements confidently and intentionally;
demonstrates polished teacher presence.
Uses anchor chart (analog or virtual)
Unusable Submission
No Attempt or Action
Anchor chart is unused or irrelevant during rehearsal.
Anchor chart is referenced but the purpose or clarity is limited.
Anchor chart is used meaningfully and supports key concepts, with
some room for greater clarity.
Anchor chart is clearly and intentionally integrated to reinforce
core learning and instructional goals.
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
Presenting Instructional Content: Scaffolding | Postwork Rubric 2
CopyofEarlyChildhoodPIN13_Postwork.pdf
Teach! Coursework
Presenting Instructional Content: Scaffolding | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: This postwork includes two parts.
1. Draft an introduction to new material. 2. Rehearse your 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: Scaffolding | Postwork – Early Childhood 1
Teach! Coursework
Part 1 Directions:
1. Building off of your postwork from Presenting Instructional Content: Introducing New Material, incorporate two scaffolds into your double plan. Remember to include any explicit instructions for using the scaffolds you have chosen.
● Hint: Copy your INM double plan, paste it in the table below, then add your scaffolds.
Remember the key elements of effective scaffolds:
1. Purposeful Alignment to the Learning Goal ● The scaffold must be anchored to the lesson’s objective—not just busywork or unrelated
support. ● It should target a specific barrier to understanding (e.g., unfamiliar vocabulary, background
knowledge, or complex reasoning).
2. Cognitive Load Reduction (Not Elimination) ● Scaffolds should lighten the load, not do the thinking for students. ● They reduce distractions or secondary challenges so students can focus on the
to-be-remembered content.
3. Tool for Effortful Thinking and Discourse ● Scaffolds should support—not shortcut—thinking and talking about math.
2. Download this document as a PDF and submit it in Submission #2.
Part 2 Directions:
1. Rehearse your full INM double plan with the scaffolds. 2. Record your video directly into Canopy.
Presenting Instructional Content: Scaffolding | Postwork – Early Childhood 2
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: Scaffolding | Postwork – Early Childhood 3
CopyofPIN13_PostworkRubric.pdf
Teach! Coursework
Presenting Instructional Content: Scaffolding | Postwork Rubric
Scaffolding Additions to INM Double Plan (50%)
● The scaffold must be anchored to the lesson’s objective—not just busywork or unrelated support.
● It should target a specific barrier to understanding
Cognitive Load Reduction (Not Elimination)
● Scaffolds should lighten the load, not do the thinking for students.
● They reduce distractions or secondary challenges so students can focus on the to-be-remembered content.
Tool for Effortful Thinking & Discourse
● Scaffolds should support—not shortcut—thinking and talking about math.
Scaffold #1 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Purposeful Alignment to the Learning Goal
Unusable Submission
No Attempt or Action
Scaffold is unrelated to the learning goal or lacks clear instructional
purpose.
Scaffold somewhat aligns to the learning goal but addresses a general
rather than specific barrier.
Scaffold is mostly aligned to the learning goal and addresses a
relevant barrier with some clarity.
Scaffold is tightly aligned to the learning goal and directly addresses
a clear, specific barrier to student understanding.
Cognitive Load Reduction (Not Elimination)
Unusable Submission
No Attempt or Action
Scaffold increases cognitive load or distracts from core learning.
Scaffold slightly reduces cognitive load, but may oversimplify or
under-support.
Scaffold appropriately reduces distractions and focuses attention on
content, with minor adjustments needed.
Scaffold effectively reduces cognitive barriers while preserving effortful
thinking about the to-be-remembered content.
Tool for Effortful Thinking & Discourse
Unusable Submission
No Attempt or Action
Scaffold does not promote student thinking or discourse.
Scaffold may prompt limited thinking but lacks opportunities for discourse.
Scaffold encourages effortful thinking or discourse, but could better support depth or access.
Scaffold clearly promotes effortful thinking and student discourse about
rigorous, aligned content.
Scaffold #2 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Purposeful Alignment to the Learning Goal
Unusable Submission
No Attempt or Action
Scaffold is unrelated to the learning goal or lacks clear instructional
purpose.
Scaffold somewhat aligns to the learning goal but addresses a general
rather than specific barrier.
Scaffold is mostly aligned to the learning goal and addresses a
relevant barrier with some clarity.
Scaffold is tightly aligned to the learning goal and directly addresses
a clear, specific barrier to student understanding.
Cognitive Load Reduction (Not Elimination)
Unusable Submission
No Attempt or Action
Scaffold increases cognitive load or distracts from core learning.
Scaffold slightly reduces cognitive load, but may oversimplify or
under-support.
Scaffold appropriately reduces distractions and focuses attention on
content, with minor adjustments needed.
Scaffold effectively reduces cognitive barriers while preserving effortful
thinking about the to-be-remembered content.
Tool for Effortful Thinking & Discourse
Unusable Submission
No Attempt or Action
Scaffold does not promote student thinking or discourse.
Scaffold may prompt limited thinking but lacks opportunities for discourse.
Scaffold encourages effortful thinking or discourse, but could better support depth or access.
Scaffold clearly promotes effortful thinking and student discourse about
rigorous, aligned content.
Presenting Instructional Content: Scaffolding | Postwork Rubric 1
Teach! Coursework
Rehearsal (50%)
Rehearse INM 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
What to Say: Uses double planned script of introduction to new material
Unusable Submission
No Attempt or Action
Script is not used or rehearsal lacks alignment to plan.
Partial use of planned script; lacks consistency or fluency.
Mostly adheres to the script; delivers content clearly with minor gaps.
Rehearses full script clearly, confidently, and fluently as planned.
How to Say It: ● Stands still & squares shoulders ● Makes eye contact ● In a formal register, uses strong
teacher voice ● Pauses when students are
supposed to be responding
Unusable Submission
No Attempt or Action
Teacher voice, body language, or tone are weak or distracting.
Uses some delivery elements (e.g., eye contact, pauses), but
inconsistently.
Uses most delivery elements well; professional tone and presence with
some room for polish.
Uses all delivery elements confidently and intentionally;
demonstrates polished teacher presence.
Uses anchor chart (analog or virtual)
Unusable Submission
No Attempt or Action
Anchor chart is unused or irrelevant during rehearsal.
Anchor chart is referenced but the purpose or clarity is limited.
Anchor chart is used meaningfully and supports key concepts, with
some room for greater clarity.
Anchor chart is clearly and intentionally integrated to reinforce
core learning and instructional goals.
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
Presenting Instructional Content: Scaffolding | Postwork Rubric 2
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