A Story of Units

1. A Story of Units Fluency in Practice

2. Session Objectives • Revisit yesterday’s module in order to further examine the lesson component of Fluency in preparation to: • Model, teach, and practice the instructional routines that will support implementation of A Story of Units • Differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom

3. AGENDA Implementation of a Fluency Program Overview of Fluency Activities in A Story of Units Modeling and Practice: Fluency Differentiation in Fluency Activities Reflection on Preparation and Implementation

4. Implementation of a Fluency Routine • Fluency activities serve a variety of purposes: • Maintenance: Staying sharp on previously learned skills • Preparation: Targeted practice for the current lesson • Anticipation: Building skills to prepare students for the in-depth work of future lessons • In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

5. Implementation of a Fluency Routine • As you begin to implement fluency routines in your classrooms, you can improve this experience by: • Making deliberate choices. • Investing in building the routine. • Including fewer types of exercises. • Starting with simpler content.

6. Implementation of a Fluency Routine • What concerns do you have about implementing a fluency program as you introduce A Story of Units? • What steps can we take to overcome these concerns our group has identified?

7. AGENDA Implementation of a Fluency Program Overview of Fluency Activities in A Story of Units Modeling and Practice: Fluency Differentiation in Fluency Activities Reflection on Preparation and Implementation

8. Required Fluencies

9. Fluency Exercises in A Story of Units • Three general categories of fluency work support student learning in A Story of Units: • Counting Exercises • Choral and White Board Exchanges • Sprints

10. Key Foundational Skills in A Story of Units Module 1 • K – Counting to 5, counting consecutively, and recognizing numerals • 1 – Counting a set of objects or pictures and assigning a numeral, and counting on in a number sequence • 2 – Adding and subtracting units such as tens and centimeters, and using rulers to count, add, and subtract • 3 – Group counting (skip counting) to lay the foundation for • understanding multiplication as repeated addition • 4 – Multiplying and dividing by 10, and decomposing numbers into units • 5 – Renaming decimals in various place value units (3.14 = 3 ones 14 hundredths = 31 tenths 4 hundredths = 314 hundredths)

11. Module 1 Fluency Exercises • What are the foundational skills of this module? How do you see these skills reflected in the fluency exercises? • What do you notice about the sequence of exercises? How is the complexity increasing? • How would you categorize the fluency exercises by goals? (maintenance, preparation, anticipation) • How do specific fluency exercises bridge from the math content in previous lessons and prepare students for success in this lesson?

12. AGENDA Implementation of a Fluency Program Overview of Fluency Activities in A Story of Units Modeling and Practice: Fluency Differentiation in Fluency Activities Reflection on Preparation and Implementation

13. Grade K-2 Objective: Sums and Differences to 20 Students will fluently add and subtract within 20.

14. Modeling and Practice: Fluency Math Fingers Flash (Kinder) Making Ten (Grades 1/2) Add Ten and Some Ones (Grades 1/2)

15. Modeling and Practice: Fluency Say Ten Way (Grades 1/2) Two More (Grades 1/2) Take 1, 2 Out (Grades 1/2)

16. AGENDA Implementation of a Fluency Program Overview of Fluency Activities in A Story of Units Modeling and Practice: Fluency Differentiation in Fluency Practice Reflection on Preparation and Implementation

17. Differentiation in Fluency Practice • How might you modify fluency exercises in order to meet the needs of a specific population, including: • English language learners • Students above grade level • Students below grade level • Students with learning disabilities

18. Differentiation in Fluency Practice • Some possibilities for adapting fluency exercises include: • Modeling with visual tools • Adapting the length and pace of exercise • Using content from lower or higher grades • Varying between independent, partner, small group, and whole class activities

19. Implementation • Select one of the mathematical concepts addressed in Module 1 of your selected grade level. • Consider the needs of one of the specific groups of students that you serve. • Design a fluency exercise to support student learning of the selected mathematical concept.

20. AGENDA Implementation of a Fluency Program Overview of Fluency Activities in A Story of Units Modeling and Practice: Fluency Differentiation in Fluency Activities Reflection on Preparation and Implementation

21. Reflection on Preparation and Implementation • Take a minute to reflect on what you have learned about implementing a fluency program and differentiating fluency exercises in order to meet the needs of the diverse learners that you serve. • How will you use what you have learned today?

22. Key Points • Fluency exercises provide essential practice so that students will be more successful in each lesson, as well as an energetic start to every day. • Carefully introducing students to fluency exercises at the beginning of the school year is an investment in their success throughout the year. • Deliberate choices, including considering the key foundational fluencies for each module and the specific needs of your students, will go a long way towards your students’ learning.