Spying Fluency with Junie B. Jones A Growing Fluency Lesson By: Anna Kyser
Rationale: Fluency reading is being able to read effortlessly and automatically. This is when the student is moving away from decoding the words to reading the words effortlessly without any thought. When a student is able to read fluently, the student can focus more on content and reading quicker. The student can improve their fluency by participating in repeated readings. When the student is practicing their fluency, they need to develop sight words. By gaining fluency and sight words, the student will begin to enjoy reading more because they are able to read quickly, get the content of the message, and not get frustrated with what they are reading. This lesson will require a student to crosscheck while doing the repeated reading of the book. This activity will help with the student’s ability to read independently in repeated and timed reading. Materials: copy of the book Junie B. Jones and Some Sneaky Peeky Spying for each student; Dry erase board; dry erase markers; stop watches for timed reading; partner reading checklist; reader response questions; child-friendly graph Procedures:
Say: “Today we are going to be developing our fluency. When we are fluent in reading, we can enjoy reading more and understand the story better. Even if you do not enjoy reading right now, you will begin to because you will be able to fluently read the books. When you are a fluent reader you will be able to read at a steady pass and not read the words choppy.”
Say: “I am going to write a sentence on the board and read it aloud. I want you all to tell me if I sound like I am reading the sentence fluently or not.” Write the sentence: The turtle walked around the house. ‘Thhhheeee ttt-uhh-llle, uhhhhh no thhhee tttuhherrrlle, oh turtle, wwwaakkkdd, oh walked, uhhhhrrowd, ummm I don’t know, thhe hhowss, oh around the house. The turtle walked around the house!’ Do I sound like I am fluent in reading? You are right I do not sound fluent. Now that I know what the sentence is I am going to reread the sentence to make sure I understand what I am reading. ‘The turtle walked around the house.’ As you can see, I reread the sentence quicker and understood what I was reading. What was I having problems with? You are correct, I was having problems with the correspondence and sounding out the words to help figure out the words. Once I realized my mistakes, I was able to continue with the sentence and figure out the rest of it. After I fixed all my mistakes, I went back and reread the sentence to get the full meaning of each word. This strategy is called crosschecking.”
Say: “Today, we are going to read the book, Junie B. Jones and Some Sneaky Peeky Spying. Junie B. is one of the best spy’s in the world, or is she? She is at the grocery store with her mother when she sees her teacher. Junie B. watches her teacher and sees her eat a grape without paying for it. What do you think Junie B. is going to do? What do you think happens to her teacher? (You will need write the directions down on the board and explain the directions as you write the directions or after you write them. Assign each set of partners a certain chapter.)
Say: “Now you all are going to pair off. You will each have one partner. You will each get a turn to do your own evaluations of each other’s reading. Remember that we are always nice to each other and never make negative comments to one another. The first person is going to start by reading one chapter. The other partner is going to be timing how fast the person reading reads the chapter. The reader is going to read the chapter aloud three times. After the second and third time, the timer will write down how long it took the reader to read the chapter. The timer should make notes about how the reader gets better each time he or she reads. Does the reader remember words like an elephant? Do the read faster like a cheetah? Do they read smoothly like a swan on the lake? Do they read with expression like a monkey? You can mark if they do by using the printed out paper I give you. You are now able to begin.” You should walk around the classroom and observe the students while they are doing this activity.
5. Say: “When you and your partner are finished with the first part of the fluency reading, you will do another activity. You are going to be figuring out exactly how many words per minute each of you. The reader will read the chapter one more time and the timer will time how long it takes while also writing down any mess up that the reader does. You will do this by putting a check mark at the top of the page every time the reader makes a mistake. I will also come around and give you the number of pages in the chapter. Once you are done, you will subtract the number of miscues from the total number of words. You are also going to write down the time it took for the reader to read the chapter. You will also use the heart beat chart to move the heart over for many words your partner read.” You will walk around and answer any questions the students may have and make sure they are on task. Partner Reading Progress ChecklistTotal # of words in chapter: ______ Reader: ___________________________ Checker: __________________________ 1: ___ Words in ___ seconds 2: ___ Words in ___ seconds 3: ___ Words in ___ seconds Which turn sounded the smoothest? _______ Which turn had the least number of errors? ______
6. You will assess the students by determining their WPM by using the formula: words X 60/ seconds. You will then check each student’s comprehension of the chapter they read by asking basic questions from the chapters such as: “What grade is Junie B. in?” “What did Junie B.’s mom want her to stop doing?” “Junie B. wants to know where Mrs…..?” “What was Junie B.’s mom doing for Grandparent’s Day?”