Junie B. Jones is a Fluency Master
A Gaining Fluency Lesson Design
Rationale: Reading fluency is being able to read with automatic word recognition. This means that students transition from decoding to sight word reading. Through reading, decoding, crosschecking, mental marking, and rereading, students will be able to confidently improve fluency and grow into improved readers. Children will be assessed in improvement by the formula ((words read x 60)/seconds) to determine the child’s words per minute (wpm). Repeated reading with teacher modeling and scaffolding is exactly how fluency rates will improve.
Materials: stopwatches for each pair of students, fluency graph for each student, star stickers for each students, fluency checklist, reader response questions, expo markers, ELMO, class set of Junie B. Jones is a Beauty Shop Guy
Procedures:
1. Say: In order to be the very best readers we can be, we must be able to read fluently. To read fluently is to read smoothly with ease. When we read fluently we don’t have to sound out each word. By being fluent readers, we are able to enjoy the book much more because we can focus on the story rather than decoding each word!
2. Say: Now let’s look at the sentence written on the board: Junie B. loves to dance! Listen as I read aloud the sentence and tell me if I sound like a fluent reader or not. Jjjj-uuuu-nnnn-i-e B. l-oooo-ves loaves oh loves to dddaaannnkkk dank junie b. love to dank oh I see the e there, dance. Now let me reread the sentence to make sure that’s right. Junie B. loves to dance. Did I sound like a fluent reader then or not? That was not fluent reading! Here is how we would read that sentence fluently. Junie B. loves to dance! Notice how I didn’t have to sound out any words. I spoke it smoothly and it was much easier to understand! Now turn to a partner and practice reading the second sentence on the board. Her brother loves to be silly. Read it aloud to one another until you can each read it fluently.
3. Say: Did you notice that when I read the sentence Junie B. loves to dance! I got stuck on the very last word. In order to figure out how to read it, I had to reread the sentence from the beginning and try my pronunciation. When I read dank I knew it didn’t sound like a good word for this sentence. Then when I went back and re-read the sentence, I realized that it actually said dance. This strategy I used to check my pronunciation is called crosschecking.
4. Say: Now we are going to practice fluent reading by reading a couple of sentences from our book together as a class “Mother and Daddy didn’t say any words. They just kept on looking at me. Finally, Daddy got up from the table.”
5, Say: Before we read any further, let me tell you what Junie B. Jones is up to in this story. Junie B. wants to cut peoples hair but her dad says she has to practice for years and years and YEARS before she can do that. What will she do??
6. While explaining, write the directions on the white board for students to look at. Say: It’s time to partner up with our reading buddies and go to your reading nook, While one buddy goes and sets up a reading nook, the other buddy will come up here and get two Partner Reading Progress checklists. Once the other buddy has claimed a reading area, I want them to count all the words in the first chapter of Junie B. Jones is a Beauty Shop Guy. Write this number at the top of your checklist forms.
You and your partner are going to take turns reading the story aloud to one another three times each. While one partner reads, the other uses a stopwatch to time them.
Make sure to pay attention to the mistakes that your partner makes when reading aloud to you. Make a tally mark for each mistake.
Then do a subtraction problem of the total number of words minus the number of tallies for each reading. The total numbers go on this line:
total words - tally marks = words.
Then you are going to record this total of correct words and the time it took them to read in this second line: words in seconds. Do this three times.
After getting some progress measures figured out, answer the two questions on the progress form to tell me which reading had the fewest errors and which reading was the fastest.
When you are each done reading, you can answer the three reader’s response questions that will be displayed on the ELMO.
1.
2.
3.
Then each of you will write your own answers on a sheet of paper back at your desks.
When you turn in your papers and checklists, I will give you a graph and three stars. I will figure out your three rates and after putting your name at the top, your stars will go in the time spaces to show your reading rates.
You will put your completed star chart on the fluency poster on the bulletin board.
Assessment: I will review students’ responses to the reading response questions they submitted and complete the attached rubric while reviewing students work throughout the lesson.
References:
Park, Barbara. Junie B. Jones is a Beauty Shop Guy. 1998.
http://auburn.edu/%7Ecnp0011/pipergf.htm
https://sites.google.com/site/ctrdlaurencarter/growing-independence-and-fluency
https://sites.google.com/site/jordanreadinglesson/home/fun-fluency-with-junie-b-jones
Partner Reading Progress
Reader Name:
Checkers Name:
Total words in the chapter:
1. Tally Marks:
total words - tally marks = words
words in seconds
2. Tally Marks:
total words - tally marks = words
words in seconds
3. Tally Marks:
total words - tally marks = words
words in seconds
Assessment Rubric
Student Name:
Date:
Evidence shown for reading three times /3
Responded to comprehension questions /3
Improved fluency /1
Improved accuracy /1
Completed Partner Progress form /2
Total /10
