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Beginning Reading: 

Sniffing out Fluency

Rationale: This lesson aims to help students develop fluency in texts that are slightly more difficult. Children need to be able to quickly and effortlessly recognize words to be considered fluent readers. Fluency is being able to read with automatic word recognition. Fluency is essential to reading because it enables readers to read faster, have more expression, read more smoothly, and they are able to comprehend the material they are reading. This makes reading more enjoyable for the child. If a student isn’t familiar with a particular word and are not able to decode it; they might then consider using their crosschecking method. Throughout this lesson, students will practice reading fluency with their repeated reading of “Junie B Jones and the Stupid Smelly Bus”, and they will gain experience with silent and partner reading. They will read along with the teacher for fluency to go over unfamiliar words between readings. This lesson’s goal is to improve the student’s overall fluency and independence through repeated and timed reading.

 

Materials:

  1. Class set of the book: Junie B Jones and the Stupid Smelly Bus

  2. Pencil

  3. Stop watch for each pair of students

  4. Dry erase boards and markers for each child

  5. Cover up critter

  6. Chart to record students amount of words per minute

  7. Fluency checklist for each student

  8. Sample sentences for the teacher to model to the class

 

Procedures:

  1. This lesson begins with the teacher explaining the concept of fluency to all the students. Start by defining fluency and then explain why fluency is essential to be a strong reader. Begin the lesson: “Good morning class, today we will be working on fluency. Does anyone know what it means to be a fluent reader?” Stop and allow students to give responses. “Those are all good answers. Being a fluent reader is when you begin to enjoy reading because there is no longer frustration. You are able to use all the tools we have worked on to allow you to smoothly read through passages understanding concepts in the story. Fluent readers don’t have to stop to figure out individual words. Today we are going to search for fluency in our books!”

  2. Say: “There are several tools you already know about that will help you become a more fluent reader. Let’s see if any of you can remember any of them?” Stop and allow students to answer. Say: “Those are some good strategies to help us read fluently. First, we must be able to decode words. Remember everyone gets stuck on difficult words, you just need to use your cover up critter to help break down big words. We will go over using our cover up critters and I will model how to use it when I’m stuck on a big word.” “Let us practice using our cover up critters on the board.” (Write the word fright on the board) “Okay let’s decode this word (then cover up all letters except the f). Everyone sound out the F (next uncover the r) /f/ /r/…/fr/ (finally uncover the igh= /I/) /frI/ (complete by adding the t)…/frIt/. We used our cover up critter to blend all the correspondences to find the word fright. If we still cannot figure out the word after we attempt to decode, another great strategy is crosschecking. Say: “Who can tell me what crosschecking is?” (Wait and allow students to answer) “Crosschecking is a strategy we all can use to make sure the word we are using makes sense in the context. We can use clues in the sentence to help us crosscheck to find the correct word. Let’s try one together. I am going to write a sentence on the board and we will read it together. Write: The wheel is on the truck. Say: The wheel is on the truck. Wheel is on the track? Hmm that doesn’t work. Wait, the wheel is on the truck! That sounds better. So what are the three rules we need to keep in mind while we are working on our fluency? (Wait for answers) We decode, crosscheck, and then reread the entire sentence so we can comprehend what is going on. Now who’s ready to practice reading for fluency??”

  3. Say: “Now that we know what a fluent reader is and how to become fluent readers by understanding how to handle words that we don’t know. I am now going to model for you how to practice reading fluently. I want all of you to listen and see how much easier it is to understand the story when someone is reading fluently. (Put a couple sentences on the board) First reading of the sentence: “Sam’s fav-fav-favorite color is b-blu-blue.” Oh! Sam’s favorite color is blue! He has a blue bl-an-ket. Oh! He has a blue blanket. It is so s-o-f-t.” Say: “In this example I used both crosschecking and decoding to figure out words I was stuck on. I noticed the /I/ in favorite says /i/and used decoding to sound out blanket and soft. After I had discovered all the words and reread the sentence, this will allow me to read faster and more smoothly. (Reread the three sentences again and read them fluently) “Wow! Isn’t it so much more enjoyable to listen to someone read the sentences fluently?

  4. Say: “Now I am going to read you a few sentences and you’re going to tell me if you think that I am a beginning reader or if I am a fluent reader! (Project 3 sentences on the board: Sam and Sally go to the store. Joe runs on the track. Liz is turning six.) “S-s-s-a-m and S-s-s-s-a-l-l-y-y go to the s-s-store. (Wait for response- beginning reader). Joe r-runs on the t-tra-ck. (Wait for response- fluent). L-liz is t-turning six. (Wait for response- fluent). Doesn’t fluent reading sound so much better? I agree.”

  5. Next, number student off into partner sets and hand out the books (Pair up struggling and successful readers). Say: “Now we are going to practice our fluency by reading Junie B Jones and the Stupid Smelly Bus. Have any of you ever been nervous about something? Well Junie B. is nervous about riding the bus on the first day of kindergarten. She thinks its gross and the students aren’t going to be very nice. Do you think she will ride the bus? If so what do you think will happen? We will have to read the story to find out.

  6. Say: “Okay everyone now we are going to read with your assigned partner. We will be doing repeated readings because that will help us all become more fluent readers. The more you read a story, the better you can understand the text. First, I will read you the beginning out loud and I want you to follow along in your books with me. I am going to read with expression and fluency. I want you to pay attention to how I am reading so when it is your turn you can do the same.” (Read the first chapter aloud)

  7. Tell the student to meet up with their partners. Tell the students to find a place around the classroom where they are not distracted to read. Watch where the students go and if necessary provide them a new area in the classroom better suited for them to read. Each group needs their copy of the book, a timer, fluency checklist, pencil, and a reading time sheet.

  8. Once all the students are situated…Say: “For this activity pick one student to read first and the other student will record while the other reads. Remember this is not a race, so it is not about how fast you read but how accurately you read. Once the first reader has finished they will then take a record of the other student reading. You will use the timer and the person timing will say begin and that will be your cue to start reading. Once the reader has finished reading the timer will stop. You will write down the time it takes to read on the time sheet. You will do this a total of three times. The recorder should also makes notes on how the reader improves on the second and third trial. Questions will include: Does the reader recognize more words after the first read? Can they read faster? Do they read more smoothly? Do they add more expression? You can answer yes or no to these questions on the fluency guide I passed out earlier. Okay everyone if you have any questions ask them now, you may begin”

  9. Say: When you and your partner have completed the first part, you will do a second activity. You are going to figure out how many words per minute you are reading. The reader will begin by reading the chapter again and the timer will determine how long it takes to complete. The recorder will also write down any words the reader gets incorrectly. You will do this by writing a check if they make a mistake. I will assign you the pages in the book I want you to focus on. After you are finished we will do a math problem to figure out how many words you are reading a minute. Don’t forget to use your decoding, crosschecking, and rereading strategies to allow you to read more fluently. Don’t forget to be expressive in reading!! (Teacher then assesses each student’s fluency using the formula).

  10. While the students are working with their partners, walk around and observe progress. Take notes as to how groups are working together and pay attention to see if struggling readers are benefitting from the activity. Make sure no student is confused on what they should be doing.

  11. As you walk around the room also engage with the students. You can do this by asking comprehension questions to make sure that the students are understanding the material and not just trying to read quickly. Why was Junie B. afraid of the bus? What did she do to avoid getting on the bus? What did her mom do to help her be less afraid?

  12. Once students have completed all of the reading. Get them to write a paragraph: they can either write a summary, write about their favorite part of the story and why, or write about a time they were afraid and how they would have helped Junie B. when she was afraid. This will allow you as the teacher to make sure they are understanding comprehension.

 

 

Comprehension quiz:

  1. What grade is Junie B. going into?

    1. First

    2. Second

    3. Kindergarten

    4. Third

  2. When does Junie B. first meet her teacher?

    1. before school starts

    2. when she gets off the bus

    3. after she meets the principal

    4. on the first day of school

  3. What did Junie B. see while she was in the media center?

    1. The principal

    2. Her friend Lucille

    3. Her mom and teacher

    4. A man with a trash can

  4. While she was in the nurse’s office Junie B….

    1. Called her mom

    2. Took a nap in the nurses bed

    3. Cleaned the nurses desk

    4. Put on the nurses sweater

 

  1. Partner Reading Progress Checklist:

Title of Book: ________________________________________

Total # of words in book: ______

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? ______

 

Correct words per minute                 

Help Junie B. get on the school so she isn’t afraid anymore!

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0 - - - -10 - - - -20 - - - -30 - - - - 40 - - - - 50 - - - - 60 - - - - 70 - - - - 80- - - - 90 - - - - 100

 

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References:

 

Junie B. Jones comprehension worksheet:

https://www.superteacherworksheets.com/junie-b-jones.html

 

The Reading Genie: Dr. Murray

http://www.auburn.edu/academic/education/reading_genie/fluency.html

 

Dawson Williams: Fishing for Fluency

https://dawsonannewilliams.wixsite.com/lessondesign/growing-independence-and-fluency

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