Fluency: Math and Word Study Adrian Parry and Steven Bookhart “ Mathematics is a participant sport. Children must play it frequently to become good at it.” National Research Council 2009
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Adrian Parry and Steven Bookhart “ Mathematics is a participant sport. Children must play it frequently to become good at it.” National Research Council.
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Slide 1
Adrian Parry and Steven Bookhart Mathematics is a participant
sport. Children must play it frequently to become good at it.
National Research Council 2009
Slide 2
Participants will be able to define fluency within mathematics
and reading. Participants will be able to implement strategies to
support student fluency in mathematics and reading. CCS
Professional Development Wiki
Slide 3
Morning Session 8:30 - 8:45 What is fluency? 8:45 - 9:45 Math
Fluency 9:45 -10:00Break 10:00 -11:00Reading Fluency Afternoon
Session 12:30-12:45 What is fluency? 12:45-1:45 Math Fluency 1:45 -
2:00Break 2:00 - 3:00Reading Fluency
Slide 4
In what areas do we expect our students to be fluent?
Slide 5
Why is fluency, in many areas and skills, important? Students
lacking in fluency are unable to focus on constructing meaning
because they are focused on basic skills.
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The Common Core State Standards describe procedural fluency as
skill in carrying out procedures flexibly, accurately, efficiently,
and appropriately fact fluency as the efficient, appropriate, and
flexible application of single-digit calculation skill and an
essential aspect of mathematical proficiency
Slide 8
Consider instructional strategies and routines that: Address
all 4 tenets Flexibility Appropriate strategy use Efficiency
Accuracy Provide data on which facts students know from memory
Mental Math (Ten Minute Math/Number Talks), Games, Digital
Tools, & Writing Prompts
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(Ten Minute Math/Number Talks)
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What does the teacher do to start the lesson? What skills do
students develop through daily mental math? How is this task
differentiated for every child? What can you learn about your
students through mental math lessons similar to this?
Slide 13
Short pedagogical routines No longer than 10 minutes Create
number flexibility and automaticity Help with math facts Help
develop number sense It is a flexible, visual, creative approach to
solving mental math problems
Slide 14
Broken Calculator Create five expressions that equal 91. You
must use a multiplication combination in your expression. The 9 key
is broken on your calculator. Investigation Unit 5 Session 1.1 (4
th Grade) How much is 1,000.
Slide 15
STEPS Pose problem horizontally Thumbs up Share out answers
record all Does everyone agree with one of the answers? Defend an
answer with a strategy Record thinking with students name Discuss
strategy connections, highlight Do we all agree on an answer?
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7 + 3 7 + 5 + 3 3 + 6 + 7 Lets see it in action with
students
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Playing games encourages strategic mathematical thinking as
students find different strategies for solving problems and it
deepens their understanding of numbers. Games, when played
repeatedly, support students development of computational fluency.
Games provide opportunities for practice, often without the need
for teachers to provide the problems. Teachers can then observe or
assess students, or work with individual or small groups of
students. Games have the potential to develop familiarity with the
number system and with benchmark numbers such as 10s, 100s, and
1000s and provide engaging opportunities to practice computation,
building a deeper understanding of operations. Games provide a
school to home connection. Parents can learn about their childrens
mathematical thinking by playing games with them at home.
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While playing games, have students record mathematical
equations or representations of the mathematical tasks. This
provides data for students and teachers to revisit to examine their
mathematical understanding. After playing a game have students
reflect on the game by asking them to discuss questions orally or
write about them in a mathematics notebook or journal: What skill
did you review and practice? What strategies did you use while
playing the game? If you were to play the games a second time, what
different strategies would you use to be more successful? How could
you tweak or modify the game to make it more challenging?
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Making 10 http://teachmath.openschoolnetwork.ca/grade-
2/addition-facts/bonds-of-10/
http://teachmath.openschoolnetwork.ca/grade-
2/addition-facts/bonds-of-10/ Helpful Videos
http://video.carrollk12.org/ElementaryMath NCDPI Math Wiki
(Fluency/Comp Games)
http://maccss.ncdpi.wikispaces.net/Elementary
Explain how to use the count on strategy for 3 + 9 What
strategy did you use to solve 6 + 8 A friend is having trouble with
some of his 6 multiplication facts. What strategy might you teach
him? Emily solved 6 + 8 by changing it in her mind to 4 + 10. What
did she do? Is this a good strategy? Tell why or why not.
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How can you use 7 * 10 to find the answer to 7 * 9? Solve 6 * 7
using one strategy. Now try solving it using a different strategy.
Emily solved 6 + 8 by changing it in her mind to 4 + 10. What did
she do? Does this strategy always work?
Slide 30
What strategy did you use to solve 9 + 3? How can you use 6 + 6
to solve 6 + 7? Which facts do you just know? For which facts do
you use a strategy?
Slide 31
Crystal explains that 6 + 7 is 12. Is she correct? Explain how
you know. What is the answer to 7 + 8? How do you know it is
correct (how might you check it)?
Slide 32
With your current assessments, what percentage of emphasis
might you assign to each of the four categories we have discussed?
Is this balance what you would like it to be? If not, how might you
alter your assessments to equitably address the four areas of
fluency?
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AUTOMATICITYFLUENCY A readers ability to recognize words
without conscious decoding Rapid and accurate word recognition
Readers recognize words as whole units Recognize words quickly and
accurately Developed via repeated exposure to a word they can
decode May need to see a word 10-40 times before it becomes easily
recognized The ability to read smoothly and easily at a good pace
with good phrasing and expression Develops over time as students
word recognition skills improve Allows students to spend cognitive
energy on constructing meaning
Slide 35
Which student has good word recognition skills but lacks
automaticity and fluency? Which student lacks automaticity and
fluency because word recognition skills are still developing?
Slide 36
High-Frequency Words, Hearing Texts, Direct Teaching,
Rereading, Prompting
Slide 37
Of the approximately 600,000-plus words in English, a
relatively small number appear frequently in print. Only 13 words
account for over 25% of the words in print and 100 words account
for approximately 50%...The Dolch Basic Sight Vocabulary contains
220 words. Although this list was generated over 40 years ago,
these words account for over 50% of the words found in textbooks
today. (Beers, 2003)
Slide 38
Dolch Basic Sight Vocabulary or Frys Instant Word List Select
10 words to see if students know Have students write the words they
dont quickly know on an index card Create personal word banks by
adding new words each week from the 10 words assessed
Slide 39
Read alouds modeling good expression, good phrasing, and good
pacing Echo reading: small or large groups Teacher reads aloud,
students repeat Choral reading: small or large groups Work on a
specific aspect of fluent reading
Slide 40
Directly teach students how to use correct phrasing and
intonation Goal: show students how you read a text can make a
difference in what you understand about the text Stress on certain
words can make a difference in meaning
Slide 41
You read the book. How did the stress change the meaning of the
sentence? You read the book! You read the book? You read the book.
What is the difference between the first and second sentences? How
did your voice change as you read each sentence?
Slide 42
Reread instructional level texts Teacher marks miscues Coaches
student on miscues Student rereads the text at least two additional
times
Slide 43
Instead of telling a word, which encourages dependence, try
prompts such as: Read that again Can you divide the word into
syllables and sound it out that way? Do you see a part of the word
you recognize? Can you get your mouth ready to say the first few
letters? What word would make sense at this point? Can you try
sounding it out slowly to see if that helps? Remember: providing
the word and then letting the student read on doesnt benefit the
student.
Slide 44
Provide students with strategies for figuring out unknown
words:
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Go to https://kahoot.ithttps://kahoot.it Enter your name Wait
for the game pin
Slide 47
One thing is to study whom you are teaching, the other thing is
to study the knowledge you are teaching. If you can interweave the
two things together nicely, you will succeed...Believe me, it seems
to be simple when I talk about it, but when you really do it, it is
very complicated, subtle, and takes a lot of time. It is easy to be
an elementary school teacher, but it is difficult to be a good
elementary school teacher. Quote from Tr. Wang, Ma 1999