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 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.
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. 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
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 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.
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
of The color of the flower was red. the Please sit at the table.
• 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.
and I have a
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
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
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Our Stories Decodables Teacher’s Guide
Book 2
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