Effortful Thinking:Activating Prior Knowledge
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files (2)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
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
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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
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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
