Tia Isa Wants a Car by Meg Medina Interactive Read-Aloud Activities

This picture book companion is a complete supplemental resource for the book Tia Isa Wants a Car, by Meg Medina.

With 35 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student's specific needs and academic abilities. Students will identify story elements, determine the theme, analyze characters, compare & contrast, make predictions, inferences, & connections, answer questions that require them to think within and beyond the text, and so much more!

Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with. The activities provided are designed to enable students to apply higher-level thinking skills, encourage them to provide text evidence to support their thinking, and challenge them to express their own thoughts and/or perspectives.

⭐️This Resource Includes:⭐️

• Making Predictions: Before reading the book, students will make predictions about the text.

• Story Elements: Students fill in the boxes with words & pictures to represent the story elements.

• Sequencing: Students will retell & illustrate the important parts of the story.

• Recalling Events in Chronological Order: Students describe and illustrate four major events in the story in chronological order.

• Summary: Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.

• Comic Recall: Students will draw three scenes from the story, complete with speech bubbles, to tell the story's beginning, middle, and end with text and illustrations.

• Story Event Sort: Students will describe a scene or event from the story that fits into each of the categories & explain how the event made them feel & how it relates to the category.

• Problem & Solution: Students will identify four minor problems and solutions in the story.

• Making Connections: Students make connections to an event from the story.

• Making Inferences: Students make inferences about specific parts of the story.

• Making Inferences Graphic Organizer: Students use clues & schema to make inferences while reading the story.

• Identifying Imagery: Students will read the sentences from the story and identify imagery through the author’s use of sensory details.

• Character Traits: Students choose two key characteristics that describe each character and give examples from the story to explain why they chose those traits.

• Character Inside & Out (Girl): Students include details from the story to describe what the character says, thinks, does, and feels.

• Character Inside & Out (Tia Isa): Students include details from the story to describe what the character says, thinks, does, and feels.

• Character Feelings (Girl): Students describe how the character's feelings change throughout the story & give examples of the events that cause them to feel the way they do.

• Character Feelings (Tia Isa): Students describe how the character's feelings change throughout the story & give examples of the events that cause them to feel the way they do.

• Character Development (Girl): Students select character traits that best describe the character at different times throughout the story and give examples from the book to support the traits they choose.

• Character Development (Tia Isa): Students select character traits that best describe the character at different times throughout the story and give examples from the book to support the traits they choose.

• Character Change (Girl): Students will explain how the character changed from the beginning to the end of the story and describe the events that caused the change to happen.

• Character Change (Tia Isa): Students will explain how the character changed from the beginning to the end of the story and describe the events that caused the change to happen.

• Overcoming Obstacles: Students will pick two physical, emotional, or mental challenges that the characters faced in the story, describe how they responded to those challenges, and choose a character trait that developed as a result of their experiences.

• Sketch a Scene From the Story: Students will draw a scene from the story and describe what happened there and why it was important to the plot.

• Setting the Scene: Students identify three different settings in the story and explain how they know the setting changed.

• Making Sense of Similes: Students read the text taken from the story, identify what two things are being compared, and explain why the author included it in their writing (ANSWER KEY included).

• Author's Message: Students describe four important events from the story and put them in chronological order. Then, answer the questions about the author's message.

• Theme: Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice.

• 3-2-1: Students will describe three things the girl did to earn money so that Tia Isa could buy a car, explain why Tia Isa had two stacks of money saved, and choose one word that best describes either Tia Isa or her niece and explain why.

• Thinking About the Text: Students will answer the questions about the story & include examples from the text to support their answers.

• Thinking Beyond the Text: Students will answer the questions about the story & include examples from the text to support their answers.

• Literary License Plate Design: Students will design a special license plate with pictures and words that remind them of the characters, exciting parts, and big ideas in the story. Then they will write a short explanation of why they picked those things and how they're related to the story.

• Crossword Puzzle: Students use the definitions and the word bank to fill in the crossword puzzle (ANSWER KEY included).

• Word Search Puzzle: Students match the words in the word bank to the definitions below and find the words hidden in the puzzle (ANSWER KEY included).

• Character Dear Diary: Students will write a diary entry from Irene’s point of view about something that happened in the story and include a picture to go along with their writing.

• Book Review: Students rate and review the book.

This resource is for extension read-aloud activities only. The book is not included.