Adrian Parry and Steven Bookhart “ Mathematics is a participant sport. Children must play it frequently to become good at it.” National Research Council 2009

 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

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

In what areas do we expect our students to be fluent?

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.

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”

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

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Mental Math (Ten Minute Math/Number Talks), Games, Digital Tools, & Writing Prompts

(Ten Minute Math/Number Talks)

 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?

 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

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.

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 student’s name  Discuss strategy connections, highlight  Do we all agree on an answer?

Let’s see it in action with students

 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 children’s mathematical thinking by playing games with them at home.

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?

 Making /addition-facts/bonds-of-10/ 2/addition-facts/bonds-of-10/  Helpful Videos  NCDPI Math Wiki (Fluency/Comp Games)

Strategy Selection, Flexibility, Efficiency, Accuracy

 Explain how to use the “count on” strategy for  What strategy did you use to solve  A friend is having trouble with some of his 6 multiplication facts. What strategy might you teach him?  Emily solved by changing it in her mind to What did she do? Is this a good strategy? Tell why or why not.

 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 by changing it in her mind to What did she do? Does this strategy always work?

 What strategy did you use to solve 9 + 3?  How can you use to solve 6 + 7?  Which facts do you “just know”? For which facts do you use a strategy?

 Crystal explains that 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)?

 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?

AUTOMATICITYFLUENCY  A reader’s 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 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

 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?

High-Frequency Words, Hearing Texts, Direct Teaching, Rereading, Prompting

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)

Dolch Basic Sight Vocabulary or Fry’s Instant Word List  Select 10 words to see if students know  Have students write the words they don’t quickly know on an index card  Create personal word banks by adding new words each week from the 10 words assessed

 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

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

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?

 Reread instructional level texts  Teacher marks miscues  Coaches student on miscues  Student rereads the text at least two additional times

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 doesn’t benefit the student.

Provide students with strategies for figuring out unknown words:

 Go to  Enter your name  Wait for the game pin

 “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