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GRADES K–5
GRADES K–5
GRADES K–3 Our Community: Haitian Heritage Build knowledge and differentiate literacy instruction for every student with an innovative, new small-group resource grounded in the Science of Reading. See page 37
Book 2
Book 2: Dad’s Cab By Joseph De Guzman Dad is taking Zack and Liv for a ride in his cab. They are excited about going to see the sunset. But an unexpected problem arises. Will they make it in time? Genre: Realistic Fiction This text presents a story about a family car ride that doesn’t turn out as expected. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about identifying all the sounds in words. Play “Take Apart” Play a game in which students segment sounds and then blend and say words. Explain that you will say a word and then ask students to identify each sound in the word. Say: Listen: hop. What’s the beginning sound? (/h/) What’s the middle sound? (/o/) What’s the ending sound? (/p/) Pause for students’ responses between each request. After each turn, write or have students write the words. Use these words: tap, fit, get, dock, fun . Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Remind students to pay attention to each letter in a word and its corresponding sound. CVC and VC Words With a, e, i, o, u cap dad nod rip set sun up pop Possessives With - s Dad’s kid’s Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review the words. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word.
Read the Text Preview Build background knowledge and engagement by previewing the book. • Display the cover and share the title, author, and illustrator. • Invite students to share what they notice or wonder about the book based on the cover artwork and title. Provide a sentence frame as needed . Example: Based on the (illustration/title), I predict that ____. First Reading • Read the title and have students repeat it. • Read aloud the text or have students whisper-read it on their own. • Have students share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have students whisper-read on their own. • Invite students to take turns reading to a partner. Listen to students read and give help as needed. After Reading Book 2
Language Support Summarize Invite students to reread pages 8–11 and then try to summarize them in less than 10 words. (Zack and Liv help their dad fix the cab.) Allow students to use their home language and then transfer their ideas to English.
by Joseph De Guzman
illustrated by Dione Kong
Phonics Focus and Other Targets • Consonants and Short Vowels a, e, i, o, u : at, back, bad, bag, big, bop, but, cab, can, cap, Dad, did, dips, dock, dot, fit, fits, fix, fun, get, gets, got, had, has, hip, hit, hits, hop, hums, in, is, it, jack, jam, job, kids, Liv, locks, lots, nap, nod, not, nut, on, pics, pin, pop, red, rip, sad, set, sets, sun, tap, tick, tock, up, vans, yet, Zack, zag, zig • Possessives With -s : Dad’s High-Frequency Words of, the, and (review) Story Words flat, spare, tire Challenge Word cars
Multiple-Meaning Words Explain that some words in
this book have more than one meaning. Point out that readers need to pay attention to how words are used to clarify their meaning. For example, on page 6, it says: “Dad’s cab gets in a big jam.” Often, jam indicates something we might put on toast or a sandwich. But in this case, that meaning doesn’t make sense. This sentence helps show that this jam is a traffic jam, where cars are crowded together. Continue by pointing out other multiple-meaning words, noting how context helps readers know which meaning is intended: • jack (p. 10): a tool, not a name • lug nut (p. 11): part of a tire, not a kind of nut • cap (p. 11): part of a tire, not a kind of hat
Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary.
• What did you predict about this book when we got started? How was your prediction the same or different from events we read about in the story? Make/Confirm Predictions • Where does this story take place? Setting • The cab gets a flat tire. How do Dad and the kids work together to solve the problem? Problem and Solution • What happens at the end of the story? Summarize Write From Dictation Have students write this sentence. Students may illustrate the sentence as well. You may want to model the writing. The kids sit in the cab.
Build Background Read the “Spotlight on Cabs” feature on the inside front cover. Invite students to share what they know about cabs . Explain that in this book, a dad is trying to drive his cab to a dock . Discuss what a dock is. Invite students to share what happens when a car gets a flat tire . Explain what a spare tire is. Let students know they will learn more words related to tires in the story.
Use it in a sentence.
Identify known and unknown parts.
of The color of the flower was red. the Please sit at the table.
Extend and Connect Make Connections Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What connections did you make to the events in the story? What events surprised you? • The family in the story seems to enjoy going to see the sun set. What is a place or event your family enjoys together? • Liv and Zack use tools to help fix something. Can you think of a thing you recently helped fix? What tools did you use? What steps did you follow? Respond and Write Invite students to draw and write about how the tire gets flat. As needed, help students write or dictate phrases or short sentences that describe the situation and establish a location. Narrative Then invite them to complete the phonics activity at the bottom of the page. Build CVC Words
• Find the 2 sounds in of : /u/ /v/. • Point out that children will find this word in many texts they read, so it’s super helpful for them to know and recognize it quickly. • Find the 2 sounds in the : /th/ /uh/. • Point out that children will find this word in everything they read, so it’s super helpful for them to know and recognize it quickly. • Find the 3 sounds in and : /a/ /n/ /d/. • Identify the sound-spellings children have learned: /a/ a , /n/ n , /d/ d. • Model blending the word for children.
Joseph De Guzman was born in Queens, New York, to parents who immigrated from the Philippines. From an early age, he was fascinated by the stories his family shared with him about their Filipino heritage. Today, De Guzman is an editor at Scholastic, where he develops curriculum products within the company’s Education Solutions division. He is especially proud to tell stories that celebrate underrepresented cultures. He lives in New Jersey with his wife and daughter.
and I have a
sandwich and an apple for lunch.
Introduce Story Words The following words are important for reading this story. You may guide students to understand their meanings and build familiarity with their spellings before reading.
flat spare tire
14
Our Stories Decodables Teacher’s Guide
by Joseph De Guzman
illustrated by Dione Kong
Book 2
15
Celebrate diverse voices and elevate foundational skills with culturally relevant decodable texts and meaningful
phonics practice. See page 19
GRADES K–5 Rising Voices: Amplifying AANHPI Narratives
Bring culturally affirming Haitian stories into your classroom with the first and only Haitian-themed book collection for kids. Includes titles in English and bilingual English/Haitian Creole. See page 51
Enhance culturally responsive instruction with positive and authentic books that reflect the diverse cultures of Asian American, Native Hawaiian, and Pacific Islander communities. See page 56 GRADES K–5 Rising Voices: Inspiring Students en español Deepen your connection with Spanish-speaking students through engaging Spanish-language books that reflect their cultures and nurture their well-being. See page 57
GRADES K–5
MathCamp is a comprehensive K–5 summer math program, in English and Spanish, that strengthens students’ math skills, number sense, and fluency. See page 74
GRADES K–3
GRADES K–5
TM
TEACHING PHONICS WILEY BLEVINS
TM
TM
POWER-UP! CARD 4 SCIENCE JOURNAL
SHORT READS DECODABLES TM
TEACHING PHONICS WILEY BLEVINS
TM
READ TOKNOW T E X T S E T S
TM
My Science Journal
CARD 31 REALISTIC FICTION
Max’s Pet Pup
SHORT READS DECODABLES TM
1
TM
READ TOKNOW T E X T S E T S
TM
Day 1 A Walk at Sunset
My mom and I go out at sunset. The sky is still blue like the sea. We see a deer run into the road. The deer spots us and jumps away. It tries to stay hidden from us.
TKTKTKTKTK Aximoles es pa velit, et, quiaten debisquat la volo eos pa aut laborendis cum et eatem fugias am hiliquam volorum et eium quo officiu scimi, sam, cum aut officid qui conem is eum que videro ma ditat quia doluptata aborepra qui omnimodi dit qui dit assunt preprem quatio tempore stinti ut estorum excesecto ellande rumquib uscimint est accum quiae odipien dignat offic te denisqu atestibea nam, atatur sin est, occus eaque et fugitio dolo te velia num enducime es asit re velluptibus.
A
TKTKTKTKTK Aximoles es pa velit, et, quiaten debisquat la volo eos pa aut laborendis cum et eatem fugias am hiliquam volorum et eium quo officiu scimi, sam, cum aut officid qui conem is eum que videro ma ditat quia doluptata aborepra qui omnimodi dit qui dit assunt preprem quatio tempore stinti ut estorum excesecto ellande rumquib uscimint est accum quiae odipien dignat offic te denisqu atestibea nam, atatur sin est, occus eaque et fugitio dolo te velia num enducime es asit re velluptibus.
C U I
U
Pup is Max’s pet. Max likes his little pet a lot. Pup can fit in his little bed.
H I
We walk by swaying trees. I hear the high buzz of night bugs. I spy bugs with lights that glow. We visit a pond lit by the moon.
2
KIT 4 Advanced Phonics and Word Study Review KIT 2 Short Vowels and Consonant Blend Review, Consonant Digraphs, Contractions, Long Vowels
We hear frogs singing. They make happy music.
We feel raindrops, so it’s time to go inside.
Pup likes mud! Pup digs in it. Pup sits in it.
By Kai Kuma
TK
scholastic.com
Scholastic Inc., 557 Broadway, New York, NY 10012
By Ellen H. Tarlow
Illustrated by Omar Aranda
TK
New for 2025, LitCamp is a comprehensive K–5 summer literacy program, in English and PreK–4 Spanish, that combines foundational skills and knowledge building into an engaging summer camp format. See page 72
scholastic.com
Scholastic Inc., 557 Broadway, New York, NY 10012
Enhance phonics instruction this summer with high-interest decodables and text sets grounded in the latest Science of Reading research. See page 71
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