A Story of Units

1. A Story of Units Fluency in Practice

2. Session Objectives • Revisit Module 1 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. • Starting with simpler content. • Investing in building the routine. • Including fewer types of exercises.

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 • General categories of fluency activities in Grade 3-5: • Counting exercises • Choral response • Personal marker board activities • Sprints

10. Key Foundational Skills in Modules 1 (Grade 2 Module 2) • 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. 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

12. Grade 4 Module 1 – Lesson 1 Objective: Interpret a multiplication equation as a comparison. Explore multiplication by 10, 100 and 1000 in the context of “______times as large.” Fluency Exercise: Place Value Materials: Personal Board or Place Value Chart

13. Module 1 Fluency Exercises • Take a moment to review the fluency exercises in the lessons in your Module 1. • How do you see the foundational skills reflected in the fluency exercises? • How is the complexity increasing? • How might you categorize the fluency exercises by goals? • How do specific fluency exercises bridge from the math content in previous lessons and prepare students for success in this lesson?

14. Module 1 Fluency Practice Now that you have participated in a fluency exercise, and reviewed the exercises in your Module 1, It is time to practice!

15. 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

16. 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

17. 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

18. Implementing Module 1 • 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 you serve. • Design a fluency exercise to support student learning of the selected mathematical concept.

19. 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

20. 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?

21. Key Points • Fluency exercises provide a confidence-building start to math time, as well as essential practice so that students will be more successful in each lesson. • 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.