Reading Help with Ms.Allison

                                          Growing Fluency

                        Skipping into Fluency with Junie B. Jones

          Rationale: Fluency in reading is the ability of the reader to automatically and involuntary recognize sight words. Fluency is necessary for students to excel in reading, because it allows for speed, expression, accuracy, and clarity. In order for students to become great readers, they must learn to read with fluently. Research has shown that the best way to become fluent is through repeated reading. In this lesson, students will learn how to gain fluency through timed repeated readings, utilizing an instructional level book. Repeated reading will be done first with a partner, and then the teacher. Partners will be chosen based on similar reading levels. Assessments will be done through the fluency rubric.

          Materials:

                 Copy of Junie B. Jones and a Little Monkey Business for each student and the teacher

                Stopwatch for each pair

                Cover-up critter for each student

                Copy of Paired reading checklist/student reading progress checklist for each student

                Pencils

                Sample sentences for teacher to model                          

          Procedures:

                       1. Say: The best way to become really good at doing something is to practice it over and over. For example, basketball players practice shooting hoops over and over again so that they can perform amazing shots in an exciting game. Today, we are going to learn one of the secrets of how to become really great readers. Reading a book more than one time is the same as practicing over and over. When we do this, we become fluent in reading. Being fluent means we can read faster and make fewer mistakes. It is easier to understand what you read because you already know what the words mean. Reading out loud will sound smoother and you can add expression.

                        2. Say: What decoding skill can you use when you are reading and see a word you do not know? That’s right, I could use a cover-up critter! [Then model how you read the word using the critter]. First let’s look at the vowel. It says /A/, Now look at the first letter, /b/. What sound does the first two letters make? That is correct: ba. Ok, now lets look at what sounds the last two letters make. That’s correct, by. Now lets put those two sounds together: ba-by. [Write the sentence on the board: “I am going to go and meet new friends today” and Say: I am about to read the following sentence [point to sentence on the board] out loud to you, and I want you to listen to how it sounds. I a-m go-ing to meet new f, frien, friend, friends to, today. How did that sound? Not very well. Did I read it smoothly? Did it flow? Was it with expression? NO! Let me try it again. I am going to go to meet new friends today. How did it sound? Very good! It sounded smooth and less choppy, the sentence flowed quickly with expression. That is an example of how fluent readers read a sentence.

                          3.Say: We are going to practice our fluency as we read a book called Junie B. Jones and a Little Monkey Business. This is the book-talk: This book is about a girl named Junie B. Jones. She gets a new sibling, but she thinks the new baby is a monkey. What will Junie B. Jones do? Will she realize that the new baby is not a monkey? We will have to read to find out! I am going to read some of the story to you, and I want you to notice how I use fluent reading. Please turn on your listening ears and listen carefully. [Read three pages of chapter one]

                          4.Say: Now I want you to read by yourself until the end of page 6.

                          5.Say: Now I will assign you each a reading partner. You will practice reading by reading out loud to your partner. Please do repeated readings of pages 5 and 6. [Assign students to a partner with similar reading levels. Encourage students to find a spot to sit comfortably in the room] I will give each of you a checklist. Pick who will read first and who will listen. The reader will read this section one time and the listener should just listen. Then, the reader will read the section two more times. During the second and third reading, the listener should be listening for these things: Does your partner remember the words? Do they read it smoothly than the last time they read it? Do they read with more expression? The listening partner will complete the paired reading checklist on top of the page. Once you are done, it will be your partner’s turn. So if you were the reader you are the listener and if you were the listener you are the reader. [Walk around as the students read and make sure that everyone is filling out the charts correctly]

                          6.Say: I will be calling each one of you up to my desk, so you can read to me. You will read the same section to me three more times. I will use a stop watch to time you. Then I will ask you a question about what you read. Please bring your checklist when you come up to my desk.Assess each student’s reading progress by using the WPM formula to complete the student reading progress checklist. Check their comprehension of chapter one by asking each individual students basic questions from what they have read: How does Junie B. react to her new sibling, is she nice or mean, and why do you think she’s acting like that? Why does she think her new sibling is a monkey? What does she do when she comes to this conclusion? Check for miscues and correct them with coverups. Praise and encourage students.

Paired reading checklist:

Reader: __________________ Listener: __________________ Date: __________________

          I noticed that my partner: (Put a check in the blank)

                                                         After 2nd reading                    After 3rd reading

          Read Smoother                            ________                                ________

          Read with expression                   ________                                ________

          Remember more words                ________                                ________

          Read faster                                 ________                                ________

Student Reading Progress Checklist

Reader: ___________________________

Total number of words in the chapter: ______

Checker: __________________________

1: ___ Words x 60 in ___ seconds = ________ WPM

2: ___ Words x 60 in ___ seconds =_________WPM

3: ___ Words x 60 in ___ seconds =_________WPM

Which turn sounded smooth? _______

Which turn had the less amount of errors? ______

Does the reader comprehend the meaning of the text? ________

References: Czak, Michele; Reading Fluently with Junie B. Jones, Growing Independence and Fluency Lesson: http://mlc0039.wix.com/reading-designs#!services/cee5

Park, Barbara., and Denise Brunkus. Junie B. Jones and a Little Monkey Business. New York: Scholastic, 1993. Print.

Murray, B. "Making Sight Words" (2012)