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Say 'Aloha' to Fluency

Say ‘Aloha’ to Fluency

Growing Independence and Fluency Lesson

Lana Cooper

Rationale: In order to comprehend text, students must be able to read fluently. Automatic word recognition and faster, smoother, more expressive reading characterize fluency. By developing fluency, students may devote cognitive resources to comprehension rather than decoding and word recognition. In order to develop fluency, students must read and reread decodable words in a connected text. Therefore, in this lesson students will read, decode, crosscheck, and reread to improve fluency. The teacher will provide models and scaffolding to aid the students’ fluency gains. Improvement will be measured by the formula (words read x 60/seconds). This formula will be used to determine the students’ words read per minute (wpm).  



·      Smartboard

·      Partner Reading Progress Check Sheets

·      Junie B., First Grader: Aloha-Ha-Ha! (copy for each student)

·      Reading Rate Chart (one for each student)

·      Stickers

·      Stopwatches (one per pair of students)

·      Reader Response Forms



1.  Say: “In order to be the best readers possible, we must learn to read fluently. To read fluently means to read with ease. We do not have to stop and decode every word we encounter. By learning to read fluently, we will be able to find greater enjoyment in reading. Rather than focusing on decoding, we will be able to direct our attention to the story.”

2.  Say: “I am going to model reading a passage for you a few times. Once I have finished, I’ll take a class poll to see which reading sounded the best.” (Read passage once slow and choppy, making sure to include mistakes). “I z-omed to the back- zoomed to the back- of the rom, ‘oh’ room. And I climbd- wait, I climbed- on the stol to reach the facet…Oh, I climbed on the stool to reach the faucet. But Mr. Scary bet me to it…No, he beat me to it.” (Read passage again without errors, but do not include expression.) “I zoomed to the back of the room. And I climbed on the stool to reach the faucet. But Mr. Scary beat me to it.” (Read one last time adding smoothness and expression). “I zoomed to the back of the room. And I climbed on the stool to reach the faucet. But Mr. Scary beat me to it.” Take a class poll by asking for a show of hands. “Who thought the first reading sounded the best? (Allow students to vote). What about the second? (Allow students to vote). Who thought the third reading was the best? (Allow for vote). Why was the third the best? (Allow for student response). Right! The third sounded the best because it was smoother and faster. I even included expression.”

3.  Say: “During the first reading, I used one of the self-help strategies that we have learned- crosschecking. If I came to a word I didn’t know, I made an attempt then went on to finish reading the sentence. Then, I used context to make a correction. I would also go back and look at the word so I could make a few mental notes about any silent letters or odd pronunciations. By making these mental notes, I will know how to read the word the next time I see it in text!”

4.  Say: “Now, let’s try reading the passage on the Smartboard together. I see a couple of tough words!”

· Choral read: “On his way back, he stopped at the world map on our bulletin board. And he showed Room One where Hawaii is.”

“I heard some of you struggling with world and Hawaii, but instead of giving up, you kept reading and used the rest of the sentence to figure out these words! Now that we have crosschecked these unfamiliar words, let’s try to read the passage again.” (Choral read passage again).

5.  Say: “Today, we are going to read chapter one of a book entitled Junie B., First Grader: Aloha-Ha-Ha! from the Junie B. Jones series. Junie B. and her family have decided to take a vacation to Hawaii. Mr. Scary, Junie’s teacher, is giving her a real camera to take with her so that she can keep a photo journal of her trip. Unfortunately, taking good vacation pictures is not always easy. Will Junie B.’s vacation be picture perfect? Or will her trip be aloha-horrible? Let’s read to find out!”

6.  Display the following directions on the Smartboard and read to students:

a. Pair up with your reading buddy. One buddy needs to come and get the following:

   1. 2 Partner Reading Progress Check Sheets

                                2.  2 Reader Response Forms

                                3. a stopwatch

                                4. 2 copies of Junie B., First Grader: Aloha-Ha-Ha!

While one buddy gathers the materials, the other will count all the words in the first chapter of the book. You will write this number at the top of your check sheet forms.

b. Take a turn reading the first chapter of the book to each other. While one buddy reads, the other will use the stopwatch to time his or her buddy’s reading.

c. Pay close attention to how many mistakes your partner makes. Make an X for each mistake.

d. Then, do a subtraction problem. Take the total number of words and subtract the number of X’s.

Total- number of X’s

Plug the answer to this into the following blank on your partner reading progress check sheet:

_______ words

e. Repeat steps b-d two more times. Each buddy should read a total of three times.

f. Once you have completed all of your readings and calculations, answer the two questions at the bottom of the reading progress check sheet about which turn was the smoothest and which had the fewest errors.

g. Next, discuss the reader response questions with your buddy. Then, go back to your desk and write you answers on a separate sheet of paper. Make sure to answer with complete sentences.

h. Bring your checklists to me and I will calculate your 3 rates. Together, we will place your three stickers on your fluency chart so that we can   track your improvement. Place your answers to the comprehension questions in the tray by my desk.


Assessment: I will review each student's responses to the reading response questions and the partner reading progress check sheet to assess each student using the following rubric:

Student Name:


Evidence shown for reading three times


Responded to comprehension questions


Improved fluency


Improved accuracy


Completed Partner Progress form




Partner Reading Progress Check Sheet

Total words in chapter:



1. ______ words in ______ seconds

2. ______ words in ______ seconds

3. ______ words in ______ seconds

Turn number that sounded smoothest:

Turn number that had the fewest mistakes:



 Reader Response Form



Directions:  On a separate sheet of paper, answer each question with at least one complete sentence.


1. What was Junie B.’s big news?


2. What did May get on Junie?

3. What deal did Junie B. make with Mr. Scary?



Carter, Lauren. Reading Genie Website. “Fluency Fun with Junie B. Jones.” https://sites.google.com/site/ctrdlaurencarter/growing-independence-and-fluency

Murray, Bruce. Reading Genie Website. “Developing Reading Fluency.” http://www.auburn.edu/academic/education/reading_genie/fluency.html

Park, Barbara. (2007). Junie B., First Grader: Aloha-Ha-Ha!. Random House Books for Young Readers.

Piper, Casey. Reading Genie Website. “Fluency Fun with Junie B. Jones.” http://auburn.edu/%7Ecnp0011/pipergf.htm

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