Lets Read Faster with Junie

Elizabeth Crosby

Fluency Design

Rationale: The most important step a child can make is to become a fluent reader. To become a fluent reader a child must practice, practice and practice. The ultimate goal of comprehension is becoming a fluent reader, which is why children need as much reading practice as possible.

Materials:

Junie B. Jones and some Sneeky Peeky Spying (ch.1) by Barbara Park

Dry Erase Board

Dry Erase Marker

Checklist with smoothness, expressiveness and fluency on it

Procedures:

1)      Start off the children by telling them they are going to become fluent readers. Explain to them what a fluent reader is. A fluent reader is someone who reads smoothly, fast, and with expression. The way we will all become fluent readers is by practicing by reading our books over and over again. Today we will be reading some parts of chapter one in Junie B. Jones and some Sneeky Peeky Spying over and over again. Its ok if you do not know a word or two. Just remember to use our cover up method. Everyone remembers how to do the cover up method right? Well here is your reminder. Try and sound the word out to yourself first and then if you are still having problems cover up chunks of the words and put those chunks together.

2)    Write this paragraph on the dry erase board.

I go to Kindergarten. Kindergarten is what comes before first grade. Except for I don’t know why it’s called that silly word of Kindergarten. ‘Cause it should be called zero grade, I think.

          Read the paragraph for them, as a fluent reader will do. This is modeling for them for when they begin their practicing. After you have modeled go back to the first sentence of the paragraph. Take each sentence one at a time and slowly practice reading it with them until they becoming fluent readers on that sentence. Then move on to sentence two. After they have become fluent readers on this sentence, go back and have them practice both sentences together. Continue until they can read the entire paragraph like a fluent reader would do.

3)    Give the students another paragraph out of the first chapter of Junie B. Jones.

“That’s it! she yelled. “No more spying! This is the last time I’m telling you! Do you hear me, missy? Do you?”

Have the children break off into pairs and practice reading the paragraph together until they can read it too each other smoothly and fluently. Ask them, “How did it sound when you guys read the paragraph to each other the first time? What about the last? So what have we learned about reading. That’s right. Reading takes lots of practice and we should practice as much as possible.

4)    Have enough copies of chapter one for the entire class. While they are practicing their reading, the teacher should have a copy as well and be reading the same thing the students are reading.

5)    Now that the children have heard the first chapter of Junie B. Jones, have them get back into their pairs and have them read the chapter to each other. Have them remind each other to read as fluently as they can.

6)    Give the children approximately thirty minutes to read as much as they can. While they are reading walk around the room and listen to each child read.

Assessment: Have the children read the page they are the most comfortable with too you. Listen carefully for the expression and fluency in their reading. Have a checklist ready for each child and mark what the child did well on and what it needed a little more practice on.

References: Park, Barbara. Junie B. Jones and some Sneaky Peeky Spying. Random House. New York 1994

Joanna Hall


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