Rationale:  Students are considered to be fluent readers when they are able to recognize words automatically. Recognizing words automatically helps to students to read faster, with expression, and smoothly. Students begin reading silently after they become fluent in reading. Silent reading is approximately twice as fast as reading aloud. This lesson will teach students through repeated readings to read faster, with expression, and smoother. This lesson is created with the intention that students will increase their fluency through repeated readings so that they become more familiar with the text. 

 

Materials: 

-Class set of Junie B. Jones is a Party Animal  by: Barbara Park

-White Board

-Individual stop watches

- Pencil

-Reading time sheet

-Cover Up critter

-comprehension worksheet

 

Procedures: 

1. Say: “Today we are going to practice our reading fluency. This means we are going to work on how fast and smooth we read. Reading fast helps us understand what we are reading. Being a fluent reader helps us read text with expression and understand the meaning of what we are reading.” 

 

2. Say:  Let’s practice our fluency skills. I am going to write a sentence on the board and then I am going to model how to crosscheck and decode words in the sentence as I read. I will then reread the sentence to work on fluency. After I model this, I will write another sentence for you and your partner to do the same thing. 

 

Write: Luke is going to the beach.

Read: Llll-uuu-kk-eh, Lukeh, oh the e makes the u say its name, Luke is ggooiiingg to the bbb-ee-aaa-ccc-hhh, beach. Luke is going to the beach. 

 

Say: Now that I have modeled how to decode and crosscheck as you read a sentence. I want you to try this next sentence with a partner. The person sitting across from you will be your partner. After you both have decoded and crosschecked to read the sentence, I want you to re-read the sentence in order to gain fluency. 

 

Write: June takes her dog to the park. 

 

3. Say: Today we are going to read the first chapter in Junie B. Jones is a Party Animal.   Junie B. is going to a sleepover at her friend Lucille’s very rich Nanna’s house. There are a lot of expensive and breakable items in Nanna’s house. I wonder what kind of trouble Junie B. will get into at this sleepover, let’s read to find out! First let’s read the first four sentences aloud together: “My name is Junie B. Jones. The B stands for Beatrice. Except I don’t like Beatrice. I just like B and that’s all. ( make sure to give time and decode and crosscheck with the students) 

 

4. Say: Now we are going to get together with our reading buddies. Each group of partners will need two copies of the book, a stopwatch, a time sheet, and a cover-up critter. You and your partner will take turns reading the chapter. As one of you is reading, the other will start the stopwatch and end it when you finish the chapter. They will record the time on the time sheet. You will each read the chapter three times, timing and recording each time. 

 

5. Say: When both of you have finished reading the chapter three times, I want you to discuss with each other about what you think will happen in the next chapter and why. Write down what you think in your reading journal so that you can look back after we read the second chapter. 

 

6. Assessment: The teacher will walk around and monitor the partner readings. Once each group has completed the task, collect all the time sheets. The teacher will assess the words per minute by using:  words x 60/ seconds. The teacher will also hand out a worksheet containing comprehension questions to see how well each student understood what they read. 

 

Comprehension Questions: 

Who sits by Junie B. Jones sit by on the bus?

Which one of Junie B.’s friends has a rich Nanna?

Why did Lucille get upset with Junie and Grace? 

 

 

             

 

               0   10     20 30     40      50     60     70      80     90     100

 

Move the shooting star to track your   progress in words per minute.

 

References:

Lesson: https://sites.google.com/site/waldingseducationwebpage/soaring-to-fluency