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Fluency Expectations Based on the CCSS

Fluency Expectations Based on the CCSS. Implications for Assessment and SRBI. What is meant by fluency?. Three attempts to define Matrix Essay Checklist Fluency with basic facts goes through three stages

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Fluency Expectations Based on the CCSS

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  1. Fluency Expectations Based on the CCSS Implications for Assessment and SRBI

  2. What is meant by fluency? • Three attempts to define • Matrix • Essay • Checklist Fluency with basic facts goes through three stages Fluency with multi-digit numbers means the person is able to figure out the answer accurately in an efficient manner with understanding.

  3. A Higher Standard • A person that is computationally fluent should be able to figure out most 2-digit addition and subtraction problems using mental math • Can you figure out 45 + 38 mentally?

  4. How about 71 – 47?

  5. Implications for Assessment • Teachers will need to learn to listen a lot more, because traditional assessments (paper and pencil, computer based) will not be enough • This does not mean we will not continue to use paper and pencil and computer based assessments – we will. • But we also will need to learn to listen as an assessment tool.

  6. Learning to Listen • “Listening” is a teaching practice that can profoundly influence what students learn and how they see themselves as Mathematical thinkers. When you listen, kids learn to pay attention to their own thinking because they wonder, “What are these ideas I have that are so interesting to my teacher?”

  7. Developing the ability to listen to children’s thinking and use it to guide instruction takes time. (Empson and Jacobs, 2008)

  8. Breakout Sessions • Pre-K to 1 and Special Education Teachers – Using Interviews and Questioning During Stations/Centers to Assess • 2 to 4 – Using Xtra Math to Assess Fact Fluency • Key Idea: Assessment versus teaching/practice

  9. Assessing Fluency • Information on Math Wiki: • https://studentweb.region10ct.org/groups/bglasgow/ • From Home page -> Early Elementary -> Early Childhood Assessment in Math

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