Kathryn Ivy Gilley
Growing in Independence and Fluency Lesson
Fishy Fluency with Junie B. Jones
Rationale: Readers become fluent so that they can focus their attention on comprehending the text rather than pronouncing the text. Fluency is crucial for readers to transition from decoding to automatic word recognition. Students develop sight word vocabulary through the practice of fluency. The method of repeated readings is the most efficient way for students to move from slow, frustrating reading to effort, enjoyable reading. In this lesson, students will use the strategy of crosschecking during repeated readings of decodable text to gain fluency and independence in reading.
Materials:
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Multiple copies of Junie B. Jones Smells Something Fishy.
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Timer/ Stopwatch for each pair
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Sample sentences on whiteboard for teacher to model
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Peer fluency sheet for each student
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Reading rate forms for teacher
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Teacher fluency check for each student
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Elmo
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Three reader response questions
Procedures:
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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 with having automatic word recognition, meaning reading without having to sound out each word.
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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. Thhhheeeee ttt-uhh-llle, uhhhhh no thhee tttuhherrlle, 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 undertand what I was reading. What was I having problems with? You are correct, I was having problems with the correspondences 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.
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Number off students into partner sets and pass out the books. Say: “ Now we are going to practice being fluent readers by reading the Junie B. Jones book, Junie B. Jones Smells Something Fishy. Junie B is so excited for pet day at school. She can’t wait to bring her dog when she finds out, no dogs! This is the only pet she has. We will have to read to find out what Junie B. does.”
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Say: Its time to partner up with our reading friends and go to your reading nook. While one friend goes and sets up a reading nook, the other friend will come up here and get two. Partner Reading Progress checklist. Once the other friend has claimed a reading area, I want them to count all the words in the first chapter of Junie B. Jones Smells Something Fishy. Write this number on the top of your checklist forms.
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You and your partner are going to take turns reading the first chapter aloud to one another three times each. While one partner reads, the other uses a stopwatch to time them.
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Make sure to pay attention to the mistakes that your partner makes when reading aloud to you. Make a tally mark for each mistake (show tally method on board.)
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Then perform a subtraction problem: the total number of words minus the number of tallies for each reading. The total number of tally marks to be subtracted from the total number of words in the chapter. These numbers goes 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 un the second line:_______ words in _______seconds. Do this three times.
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After getting some progress measures figured out, answer the two questions on the progress form to tell me which reading had the fewer errors and which reading was the fastest.
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5 -When you are each done reading, you can answer the three reader's response questions that will be displayed on the ELMO.
1. Junie B. Jones was upset she couldn’t bring her dog to school on pet day.
what actions did J.B.J do to show she was upset about pet day?
2. Regarding chapter 3, is J.B.J. still upset in this chapter about pet day? If not,
how has she changed?
3. How does J.B.J. feel about her new pet, what does she name it, what does
she do to show she likes her pet?
Then each of you will write your own answers on a sheet of paper to turn into me.
Assessment: I will review student’s responses to the reading responses to the reading response questions they submitted and complete the attached rubric whole reviewing student’ work throughout the lesson.
Resources:
Park, Barbara. Junie B. Jones Smells Something Fishy. 1998. Random House.
Junie B. Jones Smells Something Fishy Reading Response Unit:
Kyser, Anna, Spying Fluency with Junie B. Jones: http://annakyserlessondesigns.weebly.com/growing-fluency.html
Hall, Caroline, Flashlight Fluency:
http://ceh0057.wixsite.com/misshallswebsite/blank-vug9c
Entries Index: http://www.auburn.edu/rdggenie/entries.html
