During the Second Reading, you will read the text and emphasize vocabulary. Feel free at any time to connect inferences about the illustrations from First Reading with the text. We will be looking at all the patterns that the author has built into the text.
Pages 1 – 4:
Notice the rhyming scheme and the rhythm. As you read, read with a rhythm. Stop at the end of some of the rhyming couplets to encourage your listener to supply the missing rhyming word.
Pages 5 – 8: Crane Truck
Follow the same oral reading procedure as for pages 1 – 4.
~On page 8, point out that the last line is in italics and has an ellipsis (. . .). Italics tells us that this line is different from the other lines. Discuss that an ellipsis is a sign from the author that the reader should make a pause here.
~Use both the italics and the ellipsis to make the line sound different.
Pages 9 – 12:Cement Mixer
Follow the same oral reading procedure as for pages 1 – 4.
~On page 9, spinning, churning, whirly: actions that go round and round.
~Find another word on this page that means the same as these three words? (twirly)
~On page 9, weary: tired. Use the clues on the page to help determine the meaning. (the yawn)
~On page 12, cuts: turn off. drum: the large container that holds the cement. Discuss the special meanings that these words have on this page.
~Note the line in italics with the ellipsis. Read it differently than the other lines.
Pages 13 – 16:Dump Truck
Follow the same oral reading procedure as for pages 1 – 4.
~On page 15, bed: the open part of a truck used to carry heavy items. gate: part of a truck bed that opens and closes. Take time to talk about the special meanings that these words have on this page..
~Note the line in italics with the ellipsis. Read it differently than the other lines.
Pages 17 – 20:Bulldozer
Follow the same oral reading procedure as for pages 1 – 4.
~On page 17, grade: slant, slope, elevation. Take time to talk about the special meaning of grade used here.
~On page 17, thunderous: loud noise like thunder. Practice reading it as if you are making a thunderous noise.
~On page 19, track: the large band of rubber with thick tread that causes movement. Locate the Bulldozer’s track in the illustration.
~Note the line in italics with the ellipsis. Read it differently than the other lines.
Pages 21 – 24: Excavator
Follow the same oral reading procedure for pages 1 – 4.
~On page 23, track: the large band of rubber with thick tread that causes movement. The author has already used this word to describe another character. Does track mean the same thing here?
~Locate the excavator’s boom.
~Note the line in italics with the ellipsis. Read it differently than the other lines.
Pages 25 – 28:
~What might all the trucks dream about?
~On page 27, how can you make the last line of the story (with italics and an ellipsis) sound special?