1

Taylor Goerlach
EDR 317 - Reading Practicum
Ms. Millette - Reading Specialist - Media Elementary
Clouds
By Liz Ray
Illustrated by Judith Moffatt
Fountas & Pinnell - Book 39 - Level C

1. Standards:
CC.1.1.1.C - Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in decoding
words.
CC.1.1.1.E - Read with accuracy and fluency to support comprehension.

2. Objectives:
The student will be able to read this text fluently.
The student will be able to give an accurate, oral retelling of the story.
The student will be able to accurately clap and count the 1 and 2 syllable words from our
story.

3. Anticipatory Set:
My little alphabet book - Aa, Apple, /a/
Knowing our sounds will help us to decode words as we read. Good readers know
that they can blend sounds to make words.
Sight words/writing: show the word using arm, chop each letter and sweep and say the
words. (optional: write the word using finger on palm, in air, on knee, on whiteboard, or
gently on a neighbors back.)
Said
4. Procedures:

4.1 Before Reading:

This fiction book is called, Clouds. A fiction book tells a story about made up
characters. Let's start by looking at the cover of our book. What do you notice about the
cover? What is a cloud? Why is the boy pointing to the cloud? Let's predict what our
book could be about?
Our book is written by Liz Ray. Can you point to our authors name? Our book was
illustrated by Judith Moffatt. Can you point to our illustrators name? Can you turn our
page? Turn our page one more time. Place your finger where you think we should begin
reading.
As we read this book aloud together,use your finger to keep our place, and move it along
left to right as we read. Make sure to stop at marks of punctuation such as periods and
commas. Try to read with expression. If you come across a troublesome word, try to
sound it out. Use your finger to finger blend the sounds in each word, and then put the
sounds together.
4.2 During Reading:
Let's begin reading our story. Can you get our story started for us?
Word Awareness:
As the student reads, they should be pointing to each individual word.
Oral Reading Queuing Systems:
Did the student use meaning, syntax, or visual clues to figure out words he/she did
not know?
Fluency:
Was the student reading word-by-word, in two words phrases, in three/four word
phrases, or in larger, meaningful phrases?
4.3 After Reading:
Rhyming: Rhyming words have the same ending. Lets take a look at some of the words
from our story today and see if they rhyme or if we can come up with our own words that
rhyme with words from our story. Do these words rhyme?
cloud/loud

Kate/late
cat/cook
pony/Tony
house/mouse
big/jar
Clap and count the syllables:
Clap for each syllable or part of the word.
Clouds
Tony
House
Kate
Bird
Rabbit
Bear
5. Closure:
Comprehension Check
Who were our characters?
What did they see?
What shapes did the clouds make?
Take note of 1-2 things the student did well, or 1-2 things the student could work on for
next time.
Colin, you did a nice job using the picture clues to figure out words from the text
that you did not know.
Lets work on our summarizing skills for next time we read. Try to think of our
five finger retell that we previously learned about. Remember with the five finger
retell, we talk about our setting, our characters, the problem if there is one, events
from our story, and the solution to the problem if there was one. If I was going to
give a retell of our story Clouds, I would say (holding my fist up and putting up a

finger as I go along) Kate and Tony spent time outside together looking at the
clouds and depicting their shapes.
6. Assessment:
Formative:
Running record of which words and sounds the student gets correct/misses.
Taking note of how the child finger points
Taking note of how the child finger blends
Taking note of which queuing system the students tends to use
Taking note of the students accuracy rate
Taking note of the students self-correction ratio
Taking note of how fluent the student is
7. Differentiation:
Prompts for decoding
Does that make sense?
Take a look at the picture, good readers always look at the illustrations if they get
stuck on a word.
Prompts for blending sounds
Try to use your fingers to finger blend this word. Start with your thumb.
What letter is this? What sound does it make?
Remember that good readers always use their reference tools if they are stuck.
Feel free to turn to your alphabet book to help you with your sounds.
8. Technology:
Not applicable for this lesson plan