mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/8… · Web viewA Story of Units in Practice- Fluency. Grades 3-5. Sequence of Sessions.

A Story of Units in Practice- Fluency

Grades 3-5

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 look at Lesson 1 in order to model, teach, and practice the instructional routines that will support implementation of A Story of Units. To participate in discussion and practice ways to differentiate according to the needs of diverse learners and varied student populations in any

given district, school, or classroom

Related Learning Experiences This session builds upon the session presented earlier that reviewed all of the components of the Module in anticipation of the deeper

study of specific components. This Fluency Session will be followed by a session on using the Application Problems and Concept Development components as part of

daily instruction and to differentiate instruction to meet the needs of diverse student populations There will then be a session on the Student Debrief and its use for differentiating instruction.

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

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• Review session notes and

PowerPoint presentation

Implementation of a Fluency Program

10:31-10:44

Discuss how to implement a fluency routine and concerns about implementation

• Module 1 for each grade level K, 1,2,3,4,and 5

• Review appropriate module

Overview of Fluency Activities

10:44-10:49

Discuss the math content addressed in Module 1 fluency routines

Lesson 1 Grade 4 Module 1 Review Lesson 1

Modeling and Practice: Fluency

10:49-11:00

Model and practice a variety of fluency routines


Differentiation in Fluency Activities

11:00-11:22

Discuss how to use fluency routines to differentiate instruction


Reflection on 11:22- Reflect on what has been

Preparation and Implementation 11:29 learned

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:

• Video Clip: (when applicable)Additional Suggested Resources to have available:

• 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.

Grade band-K-2,or 3-5

30 secs. Slide 2 Our objectives for this session are to revisit the modules we explored yesterday in preparation to :

• Model, teach, and practice and 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

In this session, we will specifically be returning to the lesson component of Fluency. We will examine the fluency exercises in Lesson 1 Grade 3-5 Module 1, as well as the fluency exercises. We will look at some examples as a group, and you will also have the opportunity to engage with lessons from the grade level of your choice. 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. Encourage participants to add to list from yesterday. Sticky notes are provided in the table baskets and parking lots are designated on the wall for this purpose.

Section: Implementation of a Fluency Program Time: 10:31-10:40[9 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 development.

Materials used include: Power Point Pre selected Fluency Exercise


30 secs. Slide 3 We’ll begin with a discussion of best practices and concerns associated with the implementation of a fluency program.

Grade band-K-

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.

2,or 3-5

30 secs. 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 lessonsIt 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.

3 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 maximize your time for supporting fluency development. We recommend selecting one or two types of routines to begin with. 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.Fluency exercises should be as quick and smooth as possible. Before we move on to the next slide and talk about implementation concerns, put a star in your notes next to one of these suggestions that you’d like to talk more about later.

5 mins. Slide 6 NOTE TO FACILITATOR: Now is the time to address concerns, including those from yesterday’s session. Efficiently get some main concerns on the table, so you can make sure to address them during this session. Allow 2 minutes for participants to turn and talk to discuss concerns and possible solutions. Take notes as participants share their concerns, and facilitate a discussion if time permits. Allow participants to respond to each other, in order to tap into the expertise of teachers who have already begun to implement A Story of Units.

Section: Overview of Fluency Activities in A Study of Units Time: 10:40-10:47[7 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• Module 1


30 secs. Slide 7 Now we will review the math content addressed by the fluency exercises in Grades 3-5 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 multiplicationIt is important to make the distinction between Grade Level Fluencies as required by the Common Core Standards, and fluency exercises, which may address any content. Fluency exercises can go a long way toward maintaining skills.

3 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

(3.14 = 31 tenths 4 hundredths = 314 hundredthsTurn 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.

Section: Modeling and Practice: Fluency Time: 10:47-11:00[12 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:• Grade 4 Module 1 Lesson 1• Pre selected fluency exercises from Module• Session PowerPoint


1 min. Slide 11 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 3–5 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.


5 min. Slide 12 As you see, in Grade 4 Module 1 Lesson 1, the objective is interpret a multiplication equation as a comparison. In this lesson, students explore multiplication by 10, 100, and 1000 in the context of “____ times as large.”Lead participants through this fluency exercise in Grade 4 Module 1 Lesson 1. Be sure to model how you might introduce this fluency

routine to a group of students for whom this practice is unfamiliar.Take a moment and reflect on how the Fluency Exercise reinforces student learning and how to explain to your colleagues the rationale for doing this component.

2 min. Slide 13 Yesterday, after completing a Lesson Study with your grade level groups, you had an opportunity to look at several other lessons in your grade level’s Module 1. Now take a moment to examine the fluency exercises in these lessons more closely, and consider these questions as you are able to spend more time in study and preparation for implementing A Story of Units.

4 min. Slide 14 Instruct participants to team up with a partner and practice leading each other through a fluency exercise. They may choose to practice the exercise they just experienced, or they may select a different exercise from their grade level Module 1.

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 • Fluency exercise used in previous section


1 min. Slide 15 Now we will discuss the ways fluency exercises can be implemented in order to address the needs of a particular learners.


3 mins. Slide 16 Allow for a brief open discussion, with participants sharing ideas for how they might adapt content to meet the specific needs of their students.

3 mins. Slide 17 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 18 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. If you are not a classroom teacher, you may consider choosing a group of teachers for whom you’ll turnkey this session. 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.If you have any difficulty, remember the resources that are always available include the Scaffolds for Differentiating instruction, the Foundational Standards and the connecting Coherence Links.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…

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

Materials used include:• Session PowerPoint


30 secs. Slide 19 As we approach the end of this session on Fluency in Practice, we’ll take a few minutes to reflect and plan.


4 mins.

Slide 20 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?

Allow 1 minute for silent reflection, and then 3 minutes for participants to make notes and share their plan with their table.

2 mins.

Slide 21 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 Handouts

Additional Suggested Resources Progressions documents How to Teach A Story of Units

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