Fluency Fun With Junie B. Jones!

Fluency Fun with Junie B. Jones!

Growing Independence and Fluency Lesson

By: Margaret Anne Logan



Rationale: Readers need to become fluent so that they can focus their attention on comprehending 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 effortless, 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: stopwatches for each pair of students, fluency graphs for each student, star stickers, fluency checklist, reader response questions, expo markers, ELMO, example sentences written on board, class set of Junie B. Jones and the Stupid Smelly Bus.





1. 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 smoothly with ease, without having to sound out each word. By being fluent readers, we are able to enjoy the book much more because we can focus on the story rather than each word!


2. Say: Now let's look at the sentence written on the board: Claire saw a deer! Listen as I read aloud the sentence and tell me if I sound like a fluent reader or not. Cccc-llll-aaiii-rrrre, Clair, oh wait I see an e on the end and an i paired with the a, Claire, sss-aaawww a ddd-ee-rrr!. Claire saw a der.  Hmmm that last word doesn't really make sense or sound right. Ddd-E-rrrr.  Now let me reread the sentence to check and make sure that's right. Claire saw a deer! Did I sound like a fluent reader then or not? You all are correct. That was not fluent reading! Here is how we would read that sentence fluently. Claire saw a deer! Notice how I didn't have to sound out any words. I spoke it smoothly and it was much easier to understand! Now turn to a partner and practice reading the second sentence on the board: My cat Rosy is soft! Read it aloud to one another until you can each read it fluently.


3. Say: Did you notice that when I read the sentence Claire saw a deer! I got stuck on the very last word. In order to figure out how to read it, I had to reread the sentence from the beginning and try my pronunciation. When I read der I knew it didn't sound like a real word. Then when I went back and re-read the sentence, I realized that it actually said deer. This strategy I used to check my pronunciation is called crosschecking.


4. Say: Now we are going to practice fluent reading by reading together as a class "Junie B. Jones and the Stupid Smelly Bus". Let's all read the first four sentences on the first page aloud. I see a tough new word here in the third sentence. Except I don’t like Beatrice. I heard some of you have trouble with the word Except, but I liked how you used the rest of the sentence to figure it out.


5. Say: Before we read any further let me tell you what Junie B. Jones is up to in this story. In Junie B. Jones and the Stupid Smelly Bus, Junie B. is in kindergarten, and she does not like riding the school bus.  She gets on it to go to school, but on her way home she decides she is not riding the bus.  Junie B. hides and misses the bus home!  How is she going to get home?  (Ask students to discuss predictions for the story).


6. While explaining, write the directions on the white board for students to look at. Say:

-It's time to partner up with our reading buddies and go to your reading nook. While one buddy goes and sets up a reading nook, the other buddy will come up here and get two, Partner Reading Progress checklist. Once the other buddy has claimed a reading area, I want them to count all the words in the first chapter of Junie B. Jones and the Stupid Smelly Bus. Write this number on the top of your checklist forms.

-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.

-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)

-Then do a subtraction problem the total number of words minus the number of tallies for each reading. The total number of tally marks is to be subtracted from the total number of words in the chapter. These numbers go 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 in this second line: _____words in _____ seconds. Do this three times.

-After getting some progress measures figured out, answer the two questions on the progress form to tell me which reading had the fewest errors and which reading was the fastest.

-When you are each done reading, you can answer the three reader's response questions that will be displayed on the ELMO.

1. What did Junie B. Jones’ want her teacher to remember about her name?

2. What was the question that Junie B. kept asking that no one answered?

3. What was Junie B. Jones scared of?

-Then each of you will write your own answers on a sheet of paper back at your desk. This paper will be turned into me so make sure it is written neatly!

-When you turn in your papers and checklists, I will give you a graph and three stars. I will figure out your three rates and after putting your name at the top, your stars will go in the time spaces to show your reading rates.

-You will put your completed star chart on the fluency poster on the bulletin in the classroom.


Assessment: I will review student's responses to the reading response questions they submitted and complete the attached rubric while reviewing students’ work throughout the lesson.



Park, Barbara. Junie B. Jones and the Stupid Smelly Bus. 1992. Random House.


Blair Smith, Junie. B. Jones is Captain Fluency.


Casey Piper. Fluency Fun with Junie B. Jones


Education Index




Reading Rate_________







Less than 50

Wpm              1     2    3



                                      Partner Reading Progress

Reader Name: _________________

Checkers Name: _______________

                                                         Total words in the chapter______

1.       Tally Marks:

§  ____total words- ____ tally marks= ____ words

§  _____ words in ____seconds.

2.       Tally Marks:

§  ____total words- ____ tally marks= ____ words

§  _____ words in  ____seconds

3.       Tally Marks:

§  ____total words- ____ tally marks= ____ words

§  _____ words in  ____seconds

Which reading turn had the fewest tally marks (errors)? ________

Which reading turn was read the fastest? _______




Assessment Rubric


Student Name:


Evidence shown for reading three times


Responded to comprehension questions


Improved fluency


Improved accuracy


Completed Partner Progress form