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A Story of Units in Practice – Fluency K-2

Sequence of SessionsOverarching Objectives of this May 2013 Network Team Institute

Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach and/or prepare their colleagues to teach these modules.

Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom and to train their colleagues to do the same.

Participants will understand the purpose and implementation of Fluency, Worksheets, Student Debriefs, Exit Tickets, Application Problems and Conceptual Development within A Story of Units. They will be prepared to use these components as tools through which to meet the needs of diverse learners.

Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data generated to make instructional decisions.

High-Level Purpose of this Session To examine Lesson 1 in order to model, teach, and practice the instructional routines that will support implementation of A Story of Units. To identify strategies and practices of differentiation that will respond to the needs of diverse learners and varied student populations in

any given district, school, or classroom in order to support student learning while maintaining the rigor inherent in A Story of Units.

Related Learning Experiences This session builds on the earlier Lesson Study by providing opportunities to focus on developing instructional routines and

differentiation strategies to support implementation of A Story of Units. This is one of a three-part series, “A Story of Units in Practice.” While this Part I focuses on Fluency Practice, Part II will address the

Application Problem and Concept Development, and Part III will address the Student Debrief. Rigor Breakdown – Fluency from the November 2012 NTI sessions.

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 consideration of the key foundational fluencies for each module and the specific needs of your students,

will go a long way towards your students’ learning.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

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 to accommodate all children.

Participants will discuss and demonstrate the instructional routine of fluency.

Participants will articulate how they will use fluency exercises to differentiate instruction in the classroom

Session Overview 10:30-11:30 Section Time Overview Prepared Resources Facilitator Preparation

Session Introduction 10:30-10:31

Frame session, referencing workshop agenda.

Introduce objectives and sequence for this session.

Session PowerPoint

Lesson 1 from Module 1 at each grade, K-5

Review session notes and PowerPoint presentation

Review appropriate module

Implementation of a Fluency Program

10:31-10:44

Discuss how to implement a fluency routine and address concerns about implementation.

Session PowerPoint




Overview of Fluency Activities

10:44-10:49

Describe the function and variety of fluency practices in A Story of Units.

Session PowerPoint




Modeling and Practice: Fluency

10:49-11:00

Model and practice a variety of fluency routines.

Session PowerPoint Review session notes and PowerPoint presentation



Differentiation in Fluency Activities

11:00-11:22

Identify strategies for differentiating fluency practices in order to address the needs of specific learners.

Session PowerPoint




Reflection on Preparation and Implementation

11:22-11:29

Independent or small group planning for implementing fluency progams as part of A Story of Units.

Session PowerPoint




Session RoadmapSection: Introduction Time: 10:30-10:31[1 minutes] In this section, you will…

• Review the agenda to frame the session for participants. • Introduce objectives and sequence the session to identify the

focus of the session.

Materials used include:• Session PowerPoint• Video (Facilitator’s Option)• A Story of Units: A Curriculum Overview for Grades P-5• How to Implement A Story of Units

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

30 secs. Slide 1 NOTE THAT THIS SESSION IS DESIGNED TO BE 60 MINUTES IN LENGTHTurnkey Materials Provided in Addition to PowerPoint:

Additional Suggested Resources:

Grade band-K-2,or 3-5

• A Story of Units: A Curriculum Overview for Grades P-5• How to Implement A Story of Units

This session, Fluency in Practice, is the first in a three-part series in which we look at Lesson 1 in order to model, teach, and practice the instructional routines that will support implementation of A Story of Units. These sessions also include discussion and practice on ways to differentiate according to the needs of diverse learners and varied student populations in any given district, school, or classroom.

30 secs. Slide 2 Our objectives for this session are to revisit the modules we explored yesterday 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 classroomIn this session, we will specifically be returning to the lesson component of Fluency. We will examine a few fluency activities from Grades K-2. We will look at some examples as a group, and you will also have the opportunity to engage with lessons from your grade level.NOTE TO FACILITATOR: During yesterday’s session, participants made notes of any concerns they had as they prepare to implement this module. In this session, time will be set aside to discuss the concerns of the group and to consider ways to overcome any anticipated obstacles.

Section: Implementation of a Fluency Program Time: 10:31-10:41[10 minutes] In this section, you will…

Discuss best practices and concerns for implementing fluency exercises to enable effective implementation.

Reflect and plan on how to implement fluency exercises to prepare for instruction.

Discuss how you will implement the exercises to promote skill

Materials used include: Power Point Module 1, Lesson 1

development.


30 secs. Slide 3 We’ll begin with a discussion of best practices and concerns associated with the implementation of a fluency program. Then we’ll briefly review the variety of fluency exercises embedded in A Story of Units before spending some time modeling and practicing several of these. After you’ve had an opportunity to practice some fluency routines on your own, we’ll explore ways to differentiate fluency activities to address the specific needs of the students you serve. Finally, we’ll reserve a few minutes for reflection and planning as you prepare to begin a fluency program in support of A Story of Units. Let’s start our discussion with a quick review of what we learned about fluency yesterday.

Grade band-K-2

3 mins. Slide 4 Recall from yesterday’s lesson study that FLUENCY EXERCISES serve a variety of purposes. In general, there are three main categories of fluency work:

• Maintenance: Staying sharp on previously learned skills

• Preparation: Targeted practice for the current lesson

• Anticipation: Building foundational skills to prepare students for the in-depth work of future lessons

It is important to note that fluency work is always an extension of familiar content. Students should already have achieved genuine understanding, and now It provides a daily opportunity for continuous improvement and individual success toward acquiring speed and accuracy.

It is also important to note that instructions for all of the fluency routines are provided for you in the Modules.

2 mins. Slide 5 A word about choices: The fluency exercises in each lesson were a deliberate choice. These exercises serve one or more of the three main purposes: maintenance, preparation, and anticipation. As you and your students acclimate to this new curriculum, you will need to make your own deliberate choices. What are your students needs? What is their comfort level with activities like choral counting, using personal marker boards, and working through timed drills. This is our time to think about how you can make the best choices to build routines efficiently and to maximize your time for supporting fluency development. (Pick your signal- clap, snap; wait time; one and done- you say it once, no arguing; seating arrangement; “get ready for fluency” mantra)We recommend selecting one or two types of routines to begin with (Say Ten, Making Ten, Part/Part Whole, More or Two More). Teachers will master delivering these exercises while students become experts at participating in them. In addition, starting with simpler math allows your students to focus their energies on learning the routine. As your students get the routine, the math content can become more complex.If they don’t get it, don’t beat a dead horse. (No more than 2 min. over the suggested times). Note it, scaffold and differentiate, hit it the next day. DON’T EXHAUST THEM. Stop while the energy is high. You don’t want them going into Application mentally exhausted.

5 mins. Slide 6 NOTE TO FACILITATOR: Now is the time to address concerns from yesterday’s session such as:

1. I don’t have enough time! 2. How do I establish this routine?3. How do you accommodate for above and below?

We are going to discuss this during differentiation. Below- back up to a visual, manipulatives, whisper in between. *When you take a step back, don’t stay there. You want them to visualize it; close your eyes, see the Rekenrek, provide the Sprint the night before, differentiate Sprints

Section: Overview of Fluency Activities in A Study of Units Time: 10:41-10:49[8 minutes] In this section, you will…

• Review the math content in Module 1 that the fluency exercises address to ensure prior understanding of content.

• Discuss the math content and fluency practice to determine the alignment.

Materials used include:• Session PowerPoint


30 secs. Slide 7 Now we will review the math content addressed by the fluency exercises in Grades K-5 Module 1.


1 min. Slide 8 Fluency is not just a significant component in A Story of Units, but it is embedded in the Standards. To illustrate this, here is an inventory of all the K-5 Standards that call for fluency:K K.OA.5 Add/subtract within 51 1.OA.6 Add/subtract within 102 2.OA.2 Add/subtract within 20 (know single-digit sums from memory) 2.NBT.5 Add/subtract within 1003 3.OA.7 Multiply/divide within 100 (know single-digit products from memory) 3.NBT.2 Add/subtract within 10004 4.NBT.4 Add/subtract within 1,000,0005 5.NBT.5 Multi-digit multiplicationEach of the fluency exercises in the lessons contributes to the overarching required fluency for a given grade level.

2 mins. Slide 9 If you attended the NTI in November, you will recall that we discussed at length the three general categories which include most of the fluency work in A Story of Units: counting exercises, choral and white board exchanges, and sprints.Counting Exercises:

•Appropriate for all grade levels, K-5•Counting forward and backwards supports addition and subtraction•Skip-counting supports multiplication

Choral and White Board Exchanges• Can be used as a quick form of assessment.• Allow for rapid completion of multiple practice problems.• Create intensity in student practice.• Give students immediate feedback.

Sprints:• Sprints allow for rapid completion of multiple practice problems.• Sprints create intensity in student practice.

• Sprints give students quick feedback.• Sprints motivate students with a near-term goal for improvement.

2 min. Slide 10 These are the key foundational fluencies in each Module 1. Fluency with these skills is essential to achieving success as the school year begins. These skills should guide your choices as to where and how to begin implementing fluency exercises.

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

Turn and talk with others at your table. Share your thoughts about how these key fluencies progress from K-5, and how you currently address your priority fluency in your class/school/district. NOTE TO FACILITATOR: Allow 3 minutes for participants to turn and talk. Then facilitate a quick share out in the remaining minutes.

2 mins. Slide 11 OPTIONAL SLIDE, if time permits. Yesterday, after completing a Lesson Study with your grade level groups, you had an opportunity to look at the progression of fluency exercises within Module 1. Fluency excercises support the development of the mathematics. Let’s review how they are designed to do that by considering some of the questions you might ask as you as you spend more time in study and preparation for

implementing A Story of Units.

Section: Modeling and Practice: Fluency Time: 10:49-11:00[10 minutes] In this section, you will…

• Review types of fluency exercises and how they support student learning to strengthen content knowledge.

• Practice a variety of fluency exercises to improve teacher skills.

Materials used include:• Module 1 Lesson 1 Pre selected fluency exercises from Module 1- Math Fingers Flash,

Making Ten, Add Ten and Some Ones• Session PowerPoint


1 min. Slide 12 Now we will review some of the types of fluency exercises in A Story of Units – choral skip counting, personal marker board activities, and sprints, by completing some of the fluency exercises in Lesson 1, Grade K-2 Module 1. After we complete these as a group, you’ll have an opportunity to consider fluency activities in Lesson 1 of other grade levels if you choose to do so.


1 min. Slide 13 FACILITATOR: Note that the sample dialogue below described Lesson 1 and should be modified to reflect the lesson selected for your whole-group review.As you see in Module 1 Lesson 1, the objective is to reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. Summary of what student does in this lesson (drawn from the Module Overview of Topic Opener):Students use place value charts, along with their knowledge of bundling and decomposing, to multiply and divide by 10, 100, and 1000.

4 min. Slide 14 Lead participants through one of the fluency exercises in the Lesson 1 you’ve selected (not a sprint because of time constraints). Be sure to model how you might introduce this fluency routine to a group of students for whom this practice is unfamiliar.Suggested fluency activities:

Math Fingers Flash Making Ten Add Ten and Some Ones

NOTE TO FACILITATOR: Be prepared to discuss the specific connection of this fluency activity to the lesson and to the module as a whole. How does it support student learning of the mathematical concepts?

Fluency exercises in the lessons have notes describing their significance to each lesson. Instructions for administration of Sprints are included in Module 1.

4 min. Slide 15 If time permits, lead participants through another fluency exercise in the Lesson 1 you’ve selected (not a sprint because of time constraints). Be sure to model

how you might introduce this fluency routine to a group of students for whom this practice is unfamiliar.Suggested fluency activities:

Say Ten Way Two More Take 1,2 Out

NOTE TO FACILITATOR: Be prepared to discuss the specific connection of this fluency activity to the lesson and to the module as a whole. How does it support student learning of the mathematical concepts?

Section: Differentiation in Fluency Practice Time: 11:00-11:22[23 minutes] In this section, you will…

• Discuss how fluency exercises can be modified and used to differentiate instruction for diverse learners

Materials used include:• Session PowerPoint• Module 1, Lesson 1• Fluency exercise used in previous section


1 min. Slide 16 Now we will discuss the ways fluency exercises can be implemented in order to address the needs of a particular learners.


3 mins. Slide 17 Use your Module 1, Lesson 1 fluencies and pick one activity to differentiate for ONE population. (Assign one population to each pair. Direct them to the Scaffolds in the back of their binder.)Pairs work together for 2-3 min. Share at your table for 5 min. *Below Grade Level Ideas: back up to a visual, manipulatives, whisper in between. *When you take a step back, don’t stay there. You want them to visualize it; close your eyes, see the Rekenrek; provide the Sprint the night before, differentiate Sprints

3 mins. Slide 18 These are some ways you can choose to modify fluency exercises in order to best support your students. It may also be helpful to think about the following:

• What other skill practice might some of your students need to

prepare them for this lesson?

• What other skill practice might some of your students need to

prepare them for these fluency exercises?

15 min. Slide 19 Take the next 2 minutes to write down some ideas on choices you would make as you prepare to implement Module 1 this fall. Please work independently, and we will keep the room silent so everyone can concentrate.

Allow 2 minutes for silent reflection.

Now, select a math concept addressed in Module 1 of your chosen grade level. You can identify a concept from the Module Overview or Topic Opener, or you may choose to look at one of the set of Lessons 1 that we’ve provided. You should also select a sub-population present in your class, school, or district. Work alone, with a partner, or in a small group to design a fluency exercise that will prepare these students to learn the concept that you’ve identified. Afterward, we will share some of your ideas with the group.You will have 10 minutes to complete this exercise.Bring the room to order, then facilitate a whole-group discussion of their experience as volunteers briefly share their outcomes.

Section: Reflection on Preparation and Implementation Time: 11:22-11:29[7 minutes] In this section, you will… Materials used include:

• Reflect on takeaways, key points and next steps in order to confirm that key knowledge has been learned.

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.

• Session PowerPoint• Module 1, Lesson 1


30 secs. Slide 20 As we approach the end of this session on Fluency in Practice, we’ll take a few minutes to reflect and plan.

K-2

4 mins. Slide 21 Please take a minute to reflect independently on what you have learned about implementing a fluency program and differentiating this part of the curriculum in order to meet the needs of the diverse learners you serve. How will you implement this with your students and train your colleagues?

2 mins. Slide 22 Let’s review key points of this session:• 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

Use the following icons in the script to indicate different learning modes.Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided PPT Facilitators Guide

Additional Suggested Resources Progressions documents

How to Teach A Story of Units

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