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Feeling Fluency with Junie B. Jones

A Growing Independence and Fluency Lesson

Rationale: Fluency is reading with automatic word recognition. For students to use their full comprehension strategies, they must become fluent readers first. A student can only master fluency once all the major correspondences have been learned. For students to be able to read effortlessly, they must practice pace, expression, and comprehension. It is also important for students to read and reread decodable words in a connected text. Crosschecking also helps students become fluent readers.

 

Materials:

  • Class set of Junie B. Jones and the Mushy Gushy Valentine

  • Pencils

  • Stopwatch or timer (1 per 2 students)

  • Cover-up critter

  • Sentences for teacher to sample

  • Teacher fluency check

  • Partner reading checklist

  • Reading rate forms for teacher

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Procedures:

  1. Say: Begin the lesson with, “Good morning class! Today we are going to be working on fluency. Fluency is in reading and we want to become fluent readers. What does it mean to be a fluent reader? Does anyone have any words that come to mind when I say fluent reader? Wait for student responses. Being a fluent reader is when you start to really enjoy reading. You won’t have to stop at every work and comprehension will become easier. Fluent readers are those who read very smooth. We are going to practice our smooth reading today!”        

  2. Say: “What are some different skills you can use for when you come across a word? Wait for responses. Yes, I can use a cover up critter! Now let’s look at the sentence on the board: I am going to the mall to shop today. Let’s see if I sound like a fluent reading while I read this sentence. I am g-o-o,/i/-/i/-/i/, n-g-g, going to the m-m-a-a-a-l-l-l to sh-h-o-p-p, shop, to-day. How did that sound? Wait for response. Right, not very good. Did it flow? Did I say it with expression? Wait for response. No, you’re right, I didn’t sound good. I am going to try again. I am going to the mall to shop today. How did that sound? Yes, it was smooth and not chopped up! I just showed you how fluent readers read sentences.”                                                                                                                                                                                  

  3. Say: “Now we are going to practice our fluency with the book Junie B. Jones and the Mushy Gushy Valentine.” Book- talk: “In this story, it is time for Junie B. Jones to create a valentine box at school. Only 16 valentines get put in her box. Where is the missing valentine? Junie B. has a crush, could her missing card be from her secret admirer? Let’s read and find out! I will read some of the story to you. Let’s put on our listening ears and follow along. I want you to hear how I am being a fluent reader.” Read the first three pages of chapter one.                        

  4. Say: “I want you to read two pages by yourself then you will read aloud with a partner.”                                                                               

  5. Say: “Now I have picked out reading partners for you. You will each read a chapter aloud to each other.” Tell students just to listen to each other and not help their partner.                                                                                                                                                             

  6. Give students stopwatches and recording sheets. Say: “We are about play a game on reading fluency. Here’s to play. Reader 1 is going to start and Reader 2 is going to use the stopwatch to time. Reader 1 is going to read the first two pages and Reader 2 is going to time them and then will write the time on the sheet I have given you. Once the information has been written down, Reader 1 and Reader 2 will switch. Do this three times so each person reads three times. During the second and third time reading the listener has a few things to listen for. Does your partner remember the words? Are they able to read it smoother than the time before? Is the reader using more expression? They can record answers on the paper.”                                                                                                                                                                   

  7. Once the students have completed the task, have them come up one by one and read a paragraph from the reading. Get the students to bring their assessment sheets with them also. Then you will time their reading and use the formula to calculate how many words they read per minute.

 

Formula: Words x 60 seconds/ seconds read

Assessment: Have comprehension questions written out to check their comprehension.

  1. Why did Junie B. Jones not decorate her box with the rest of the class?

  2. Who finds the missing card?

  3. Who is Junie B. Jones’ secret admirer?

 

Peer Fluency Checklist

Name of Reader: ______________________

Date: ___________________

1st Time: _______________

2nd Time: ______________

3rd Time: ______________

After which read: 2nd or 3rd

Remembered more words: ___________

Read faster: ______________

Read smoother: _______________

Read with expression: ___________

 

Fluency Check (Teacher)

Name of Reader: __________________________

Time: _________________

Words x 60/ time in seconds: _______________ WPM

 

References: Sarah Johnson, Skipping into Fluency with Junie B. Jones, http://skj0006.wixsite.com/mysite/growing-independence-and-fluency-de

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Clip Art: http://www.firststage.org/images/2016-17%20Season/JunieB-Left.png

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