Growing Independence and Fluency

Reading with Junie B!

Created By: Jessica Gray

Rationale: Decoding is a very important strategy for children to use to read. However, decoding is a very slow process. Because this strategy is so slow, comprehension is often thwarted. In order to help students read with better fluency, teachers often enlist the practice of repeated readings. Increased exposure to the same text helps students in that when they see unfamiliar words they decode and crosscheck to find the proper pronunciation. After cross checking the students mentally mark the spelling of the word so they can later recognize the word accurately. Repeated readings help the students to practice reading the words they have mentally marked. Thus, the students build upon their sight word vocabulary.


  • Stopwatches
  • Pencils
  • Paper
  • Class set of Junie B. Jones Has a Monster Under Her Bed (CH. 8 specifically)
  • Assessment sheets (included at the end)
  • The following chart and questions

Reader Response Questions Name_________________________

Directions: On a separate sheet of paper, answer each question using complete sentences. 

  1. Why do you think Junie B. put her school pictures under her bed?
  2. What would you do if there was a monster under your bed?
  3. What do you think Junie B.’s mother thought about Junie B. putting her pictures under the bed?


  1. Explain the Activity: Today we are going to practice our reading fluency. When I say reading fluency, I mean, how fast and how accurately we are reading the words. It also means that we read the words in a smooth way. This way the words come together and make smooth sentences that help us understand the message of the text. 
  2. Model Fluent and Non-Fluent Reading: Now, I am going to demonstrate non-fluent and fluent reading. Listen while I read and see if you can figure out what the differences are. I am in the g-g-r-gr-a-d-e of a-f-t-er-noo-n kind-er-gar-ten, kindergarten. Today we got s-ch-oo-l, chool pic-t-u-re-s, pictures t-a-k-e-n at that place.  (Chool didn’t fit right in that sentence. After I read the sentence, I saw that ‘school’ is the word. That makes a lot more sense.) Now I am going to read it again. Remember listen to see if you hear any differences. I am in the grade of afternoon kindergarten. Today we got our school pictures take at that place. Someone raise their hand and tell me something that was different about the two redings. Make sure to stress to the students that it was easier to understand the message of the text when it was read fluently. 
  3. Review a Strategy:  When I was stuck on the word ‘school,’ did you notice how I used the rest of the sentence to help me. I thought the word was ‘chool’ but the rest of the sentence told me that the word was school. When you do this you are using a strategy called crosschecking. 
  4. Practice Together:  Now we are going to practice together. Look at the next few sentences. Let’s read them aloud together. ‘School pictures is when you wear your bestest dress. And you go to the cafeteria. And a cheese man is there.’
  5. Motivate to Read: We are going to read more of Junie B. Jones Has Monsters Under Her Bed.  Let me tell you a little about this book. Junie B. has always been told there is no such thing as monsters. But, on the day that she gets her school picture made, she starts to doubt what her Mother and Father have always told her. She’s convinced there is a monster under her very own bed! We are going to have to read some more to find out whether she has a monster under her bed!
  6. Explain the New Procedures for Paired Practice: As I go through the directions I will create an anchor chart to be displayed in the classroom for the students to reference while they are reading. 

Now, I we are going to make an anchor chart that will help us to do our Paired Repeated Reading. First, find a buddy. Make sure that your buddy is not someone who you will get into trouble with. Now, one of you will get two Partner Progress Sheets from the Repeated Reading Folder. You will use these while your buddy is reading. One buddy will need to count out how many words are in the chapter and write it at the top of the Partner Progress Sheet. Next, each buddy will take turns reading the chapter. Each buddy needs to read the chapter out loud three times. While your buddy is reading you will use the stopwatch to see how long it takes your buddy to read the chapter. You will write the time it takes your buddy to read on the Partner Progress Sheet. Also, I want you to make a tally of how many words your buddy reads incorrectly on the back of the sheet. When your buddy finishes reading count up all the tallies and subtract that number from the number of words in the chapter. You will write that number in the blanks that says ‘words.’ Then you will write the time it took in the blank that says ‘time.’ After you have read all three turns you will fill out the last two questions about you buddy’s reading on the Partner Progress Sheet. You will say which reading was the smoothest and which had the fewest errors. Now you can talk about the reader response questions. You will each write your own answers on a sheet of paper. Once you have completed all of the activities you  may turn them in to the finished work cubby. Tomorrow, after I have looked at all the progress sheets, I will give you your growth charts and we will begin filling them out each time you do a repeated reading. Remember we are reading chapter 8, Scary Faced Me. 

Assessment: I will assess the students using the following rubrics.



Followed directions for completing forms.


Improved reading speed.


Improved reading accuracy.


Answered 3 questions with complete sentences.


Answers accurately and appropriately.


Total Points


___________________ Reading Rate













Geri Murray, Reading is a Breeze! ~murrag1murraygf.htm

Park, Barbara. (1997). Junie B. Jones Has a Monster Under Her Bed. New York: Random House.

Image: elementary_in_character_junie.html

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