Learning Fluency with Junie B!
Maggie Boles
Rationale:
When students are transitioning into good readers, one of the main goals is to become more fluent while we are reading. To be a fluent reader means that the reader has the ability to read words both accurately and automatically without having to spend too much time and energy decoding certain words. As readers, we can understand the meaning of full texts easier in addition to us being fluent readers. In this particular lesson, readers will work to gain fluency by learning to read individual words smoothy, accurately, and quickly. Readers will gain fluency through repeating readings as well as timing the readings. Teachers will see their students improvements through repeating these reading processes and watch their skills improve over time.
Materials:
-
Fluency Chart
-
Dry-Erase Board (for each student)
-
Marker (for each student)
-
Stop Watch (one for each set of students)
-
Calculator for each student
-
Assessment questions printed on paper for each student
-
Class set of Junie B. Jones Is a Party Animal books
Procedures:
-
Say: “We can all become great readers, but first we have to become fluent readers! In order to become a fluent reader means that you have to read accurately and smoothly. This means that you do not have to sound out each word. Once a reader becomes fluent, they will be able to read books and enjoy them because they do not have to focus on each individual word so much. Aren’t you excited to become a fluent reader? Let’s get started!”
-
Say: “I am going to let the class listen while I read this short passage twice. When I am done reading, I am going to take a vote on which time sounded better from when I read aloud. [Read the first time choppy] ‘Tttthhhhheeeee ggggiiirrrlll bbb-rrrrr-uuu-ssshhh-eeee-ddd hhheeerrr hhaaiirrr’. [The second time read smoothly] ‘The girl brushed her hair’. Now ask your students for a show of hands. Now say: “Who liked listening to me reading the first passage? Who liked my reading better the second time?” Be sure to give your students time to raise their hands. Then say: “Why did my reading the second time sound better to you? That’s right! The second time I read the passage sounded better than the first because I didn’t have to stop and figure out certain words. That is what they call fluency, and that is what we are going to work on today!”
-
Say: “Something that I find helpful is if there is a word that you do not know in a sentence, you should read the entire sentence because most of the time there will be clues to help you figure out the correct word!”
-
Say: “Today we are going to practice fluent reading by reading about a kindergarten girl named Junie B. Jones. Her and her friend grace go over to her grandmother’s house for a sleepover! Junie B. Wants to be like this when she grows up. I am going to read the first two pages of this book so me and you guys can start this cool story together. [Now pass copies of the book and read aloud the first two pages with your students].
-
Write the directions on the white board for you students to reference while completing this assignment. Say this as you are writing: “Each of you is going to get a partner. One of you come up to the front of the classroom and grab a stop watch and a fluency chart. The other partner can go find a spot for the two of you to read. I have counted the number of words on the next five pages, your partner will read those five pages then it will be your turn.”
-
Say: “You and your partner will each read those 5 pages 3 times each. The other partner will time your reading with the stopwatch. If you are the partner that is not reading, you need to pay very close attention to the mistakes your partner is making while reading. For every mistake, be sure to mark a tally so I can calculate your score!”. [show the tally method on the white board to model it]
-
Say: “After you and your partner have completed this project you will both answer a few questions. This is to see how well you paid attention to the story that you just read!” [pass out paper with questions printed out].
Partner Reading Progress Checklist:
Total # of words in chapter: ____ Reader Name: _______ _______
Partner: _______
1: ____ Words in ____ seconds
2: _____ Words in ____ seconds
3: _____ Words in ____ seconds
Which turn (1, 2, or 3) sounded the smoothest? ______
Which turn (1, 2, or 3) had the least number of errors? _____
Assessment Questions:
-
Who is Junie B. Jones’ best friend?
-
What does Junie B. Jones do everyday for Grace?
-
How does Junie B. Jones describe Lucille’s Nana’s car?
References:
Junie B. And Fluency
https://skm0044.wixsite.com/lessondesigns/growing-independence-and-fluency
Dancing with Fluency
https://ellisonbrewster.wixsite.com/lessondesigns/growing-independence-and-fluency
Fluency Chart Worksheets
https://www.teacherspayteachers.com/Product/Free-Reading-Fluency-Charts-377871
Park, B. & Brunkus D. (2003) Junie B. Jones is a Party Animal
