Tia Isa Wants A Car Meg Medina
Tia Isa Wants A Car Meg Medina
Tia Isa Wants A Car Meg Medina
Text Summary
Tía Isa Wants a Car is about an aunt and niece who overcome multiple—and seemingly
insurmountable—obstacles to achieve their goal.
Meg Medina
illustrated by Claudio Muñoz
T ía Isa wants a car.
She tells me after work when she still smells of lemon pies
from the bakery.
She is turning the jump rope that’s tied to the fence, and I am
already up to twenty.
“Un pisicorre,” she says, “to take us to the beach!”
“Really? The beach?” I can’t catch my breath.
No one goes far from my block in the summer. But a beach
has foamy water that reaches all the places I cannot go.
“Sí, really. Let’s save.”
1 2
Tía Isa wants a car.
“What color?” I ask as we climb the steps to our apartment,
past our neighbors’ doors. From under the cracks, I hear
the scrape of forks and smell the boiled hot dogs on
their tables.
“The same shiny green as the ocean that lapped
outside my bedroom window,” she says.
When Tía Isa was a girl, the air on
her island smelled of wet palm
fronds and mud.
3 4
“And pointy wings off the back!” I say.
“When we go fast, we’ll look like the gulls
that swooped for your crab buckets.”
It’s my favorite Tía story.
“Yes,” she says. “Así.”
5 6
Tía Isa wants a car.
But Tío Andrés laughs when he hears his sister’s plan.
“Don’t be ridiculous!” he says. “You’re not a rich queen!
We walk to everything we need here, Isa. Now, what’s for
dinner?”
Tía Isa just whistles as she steps over Tío’s work boots —
muddy like ogre shoes — and stirs our black-bean soup.
7 8
Later that night, Tía Isa takes out the fat money envelope
from her drawer in our room.
“Two piles,” she says.
I make a stack, tall and straight. That’s our helping money,
which we will send back home — along with notes and
pictures so Mami can see how I’ve grown.
What’s left is for Tía Isa’s car. Too little, I think, not as tall
as a pinch.
But Tía Isa only crosses her arms.
“What did that bossy brother of mine say?” she asks.
“He said, ‘Rrrridículo,’” I repeat with Tío’s hard r’s, like a
cat purring.
“We’ll see about that,” she says.
9 10
Tía Isa wants a car.
Is it waiting for us inside this lot that smells of tar? We
walk along, sucking on red Popsicles and looking at the clouds
reflected on the glassy hoods.
“How much, mister? How much?” Tía Isa repeats in the
few English words she knows. She shows him her envelope.
“Not enough,” the man tells us again, shaking his head.
“We’ll have the money soon,” Tía Isa says as we wait for
the bus.
But soon is when our family is going to join us here, so I
know soon can be a very long time.
11 12
“Tía Isa wants a car. But we “Tía Isa wants a car,” I tell Miss Amy, who speaks no
don’t have enough,” I tell Señor Spanish but wants to invite Señor Pérez over for ham
Leo, who is sweeping his fruit store. sandwiches. How will they tell each other good stories?
He stops to scratch his shiny “Teach me some español,” she begs. “I’ll pay you.”
head and has an idea.
“Help me stack those oranges
nice and pretty, niña, and I’ll
pay you.”
13 14
Tía Isa wants a car.
But why does it take so long to save?
“Sometimes it’s hard to wait for good things to happen,”
she says.
Then she reads me Mami’s letter. Abuelo is feeling a little
better. Mami feeds him crab soup. Papi plays him old songs on
his guitar.
15 16
So I wait and wait until one day my secret money sock has
grown into a giant money sausage and can’t wait anymore.
I show Tía my surprise. The curly bills tumble onto her bed.
She leaves two pink lip marks on my forehead from her besito.
“Vamos, Tía, let’s go,” I tell her, tiptoeing past Tío Andrés,
who is playing cards with the men from work. She chases after
me all the way to the lot.
17 18
Tía Isa wants a car.
And I find it.
Hiding near the rusty fence.
Shiny green.
Wide as the porch of Tía Isa’s old house.
Already I can feel the seashells between my toes.
“Ese mismo,” she says. The very one.
“Bad radio. No air conditioning,” warns the man.
But Tía Isa is already touching the front seat, big enough
for three. She nods when I show her there’s room in the back
for more of us, who’ll come soon.
“You’re right, mi hija,” she says. “This one will take us all
where we want to go.”
“We’ll take it!” I tell the man.
19 20
Tía Isa turns on the car, whose motor cranks with a puff of
genie smoke, and then it says, Arroz, arroz, arroz, arroz.
“First things first,” she says.
She pulls out the only thing left in our envelope, which is
skinny now like an empty balloon.
It’s a picture of our whole family. Me, Tía Isa, and Tío
Andrés. But also my parents, grandparents, and cousins
padres, abuelos, and primos — who are still there, thinking
about us from that breezy house by the sea.
I hold the picture steady while she tapes down the corners.
21 22
Then Tía Isa leans into the Hula-hoop
wheel, and off we go!
My ponytail flaps behind me like a rope
cut loose. We zoom along Sanford Avenue,
past my school and the other buildings, so
squat and red. Past a bus full of tired people
squeezed close the way I hate, with no room
to spin around on the bars inside.
“Tía Isa bought a car!” I shout.
23 24
Tía Isa steers us to the spot I point to. The rumbling car fits
in the space just right. Our neighbors come out to see.
“Hurry now. Apúrate,” she tells me.
I check for the frowning super and run to the patch of
Keep Off grass. I whistle until Tío Andrés finally comes out to
look.
“Tía Isa bought a car!” I call. “Come down and see!”
He laughs in surprise at his rrrridiculous sister.
“You did it!” he says, smiling to his back teeth.
“We did it,” Tía Isa says. “And there’s room for us all.”
25 26
Tía Isa and I bought a car.
To carry us all to the sea.
27 28
For the real Tía Isa — Ysaira Metauten.
And in memory of Tía Gera — Gerardina Metauten.
M. M.
ISBN 978-0-7636-4156-6
11 12 13 14 15 16 SCP 10 9 8 7 6 5 4 3 2 1
Candlewick Press
99 Dover Street
Somerville, Massachusetts 02144
visit us at www.candlewick.com
K-2 Formative Tools
Tia Isa Wants A Car
Text copyright © 2011 by Meg Medina.
Illustrations copyright © 2011 by Carlos Munoz.
Reproduced by permission of the Licensor,
Candlewick Press, Somerville, MA.
only in school,
only in conjunction with this performance task,
as a read aloud to children,
by displaying a projected image of the digital file using an electronic projection device,
until expiration of this license on December 31, 2024. Upon expiration, the file should
be deleted.
Except as stated above, Parcc Inc.’s license does not allow you to reproduce, photocopy or
distribute this digital file in any way. You are responsible to store this digital file in a secure
manner for your use in subsequent school years.
Vocabulary Vocabulary
Enduring Essential From the text Needed to talk about the text
Understanding Question(s) Fast Focused
Instruction Instruction
Meeting a challenge How do we respond to • hard to wait for good • determined
requires a challenge? things to happen • lesson
determination. • helping money • narrator
How do Tía Isa and
the niece respond to • ridiculous • point of view
the challenge of • soon can be a very long • question words (who, what, when,
getting a car? time where, how, why)
• Tía • refrain/repeated line
• Tío • respond to a challenge
Days At-A-Glance
DAY ONE DAY TWO DAY THREE
Use the text and illustrations on the Read Tía Isa Wants a Car a second Before a third read, discuss the word
sleeve of the book (digital copy) to time. Introduce and demonstrate a determined in relationship to the
model generating questions about small group sorting activity to develop refrain, “Tía Isa wants a car.” Prepare
the setting, plot and characters. understanding of the characters’ students for writing the lesson of the
Introduce and read the book to response to challenges. Ask students story using facts or details from the
provide opportunities for student to read two characters’ dialogue in story to explain their thinking. Provide
partners to record additional voices that reflect their characters’ opportunities for students to share
questions and answers. points of view and then write a their written responses about the
statement of the two points of view. story’s lesson.
CI CI CI
Student Work Product Student Work Product Student Work Product
LSS LSS LSS
RL.2.7 Oral Response RL.2.3 Oral and Written Response RL.2.4 Oral Response
Table of Contents
Performance Task Overview ................................................................ 3
Time of Delivery ............................................................................. 3
Enduring Understanding ................................................................... 3
Essential Questions ......................................................................... 3
Text Summary................................................................................ 3
Rationale for Text Selection .............................................................. 3
Text Considerations ......................................................................... 3
Targeted Word Study/Vocabulary ...................................................... 4
Opportunities to Collect Information................................................... 5
Scoring Tools ................................................................................. 5
Sample Student Work Products ......................................................... 5
Instructional Next Steps ................................................................... 6
Reflecting on the Formative Performance Task ..................................... 6
Days At-A-Glance............................................................................ 7
LSS Alignment Chart ..................................................................... 9
Get Ready, Get Set, Go!.................................................................. 12
DAY ONE ......................................................................................... 14
DAY TWO ........................................................................................ 22
DAY THREE ...................................................................................... 31
Collecting Student Information: RL.2.7 Illustration Checklist .................... 35
Collecting Student Information: RL.2.1 Comprehension Checklist ............. 36
Collecting Student Information: RL.2.3 Comprehension Checklist ............. 37
Collecting Student Information: RL.2.4 Vocabulary Checklist ................... 38
Time of Delivery
Based on text and task complexity, this formative tool is recommended for
use during the second half of second grade.
Enduring Understanding
Meeting a challenge requires determination.
Essential Questions
How do we respond to a challenge?
How do Tía Isa and the niece respond to the challenge of getting a car?
Text Summary
Tía Isa Wants a Car is about an aunt and niece who overcome multiple—and
seemingly insurmountable—obstacles to achieve their goal.
This book is well suited for the task presented in this set of formative tools
because the characters exhibit the character traits needed to successfully
respond to a challenge.
Text Considerations
Tía Isa is a rich but complex text, with flashbacks and unspoken
relationships between characters. This makes the connections between text
and illustrations particularly important. It also suggests the need for an
additional level of support for young readers.
For K-2 literary performance tasks, a first read is typically done without
interruptions. In the case of Tía Isa, stops are inserted to provide authentic
opportunities for students to ask questions or wonder as they read the new
text. These pauses to ask questions and to discuss the text also provide an
additional level of support for this rich but complex text.
The text includes some words in Spanish. Translations are not provided and
the meaning may be inferred from the context, but teachers should be
sensitive to the need for a brief introduction for some students.
The story is told in the voice of one of the characters, resulting in a limited
amount of dialogue, and provides a rich opportunity for young readers to
consider point of view.
In both Focused and Fast Instruction the goal is not for students to
memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of
multiple days.
1Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.
Scoring Tools
Scoring tools are provided to help educators analyze student responses and
plan instructional next steps. The scoring tools incorporate evidence from
the standards which describe the knowledge and skills that a task requires.
The evidence(s) listed in each of the standards-aligned checklists targets
what the teacher needs to observe, analyze, and consider when planning
instruction.
The scoring tools used in this performance task are checklists that may
reflect one or more standards. In this task, the RL.2.6 Comprehension
Checklist is an example of a single standard checklist. The RL.2.2/W.2.2
Comprehension and Writing Checklist is an example of a combination
checklist used when the student provides an identification of the lesson in
the story (RL.2.2) and writes the facts or details to develop points to explain
their thinking (W.2.2).
Teachers unfamiliar with the use of these types of tools may find initially
that they are more confident in using only a single part of a multi-part tool
for scoring or that it is best to apply all parts of a multi-part tool, but to a
small group, rather than the whole class. As teachers learn to use these
types of tools, they may expand the application of the tools with their
classes. Over the course of the first year of implementation of the formative
tasks, teachers should develop a greater understanding of how these scoring
tools allow for the collection of information on student performances in
relation to the standards. They will become better poised to provide refined
feedback to students and parents and to more efficiently alter instruction
based on information collected.
Days At-A-Glance
Times are approximate. Teachers should use professional judgment to
determine the actual time needed for their students.
Day Description
Duration
• Introduce a class chart called “Question Words” for listing
words such as who, what, etc.
• Create an “Our Wonders” class chart.
• Ask students to study the digital sleeve for Tía Isa Wants a
Car to form questions based on the sleeve’s title and
illustration and enter those questions on the “Our Wonders”
class chart.
• Collect information using the RL.2.7 Illustration Checklist
(p.35).
• Read Tía Isa Wants a Car aloud, making two pauses to
Day continue asking and answering questions using the Student
One Resource: Our Questions and Answers (p.44).
• Ask students to choose, circle and discuss the most
50 min important question they wrote.
• Lead a discussion to reflect on the ease or difficulty of
asking and answering questions.
• Collect information using the RL.2.1 Comprehension
Checklist (p.36).
• Use text examples to discuss the role of the narrator in Tía
Isa Wants a Car.
• Create an anchor chart to list descriptors for the role of a
narrator.
• Project pages 27 and 28 and discuss questions that can and
cannot be answered.
Day Description
Duration
Day • Collect information using the RL.2.6 Comprehension
Two Checklist (p.39).
Continued
• Project pages 1 and 2 and discuss the refrain.
• Introduce the word determined in connection with the
refrain.
• Collect information using the RL.2.4 Vocabulary Checklist
(p.38).
• Provide prompts (related to the lesson of the story) for
Day
students to consider during a third reading of Tía Isa Wants
Three
a Car.
50 min • Invite students to identify the lesson of the story and the
facts or key details from the story that help them explain
their thinking.
• Collect information using the RL.2.2/W.2.2 Comprehension
and Writing Checklist (p.40).
• Provide opportunities for students to share their writing
about the lesson of the story.
Student
Day.
Standard Evidence Work Scoring Tools If/Then
Step
Product(s)
rhythm and
meaning in a
story, poem, or
song.
2.9 RL.2.6 Identifies the Written RL.2.6 RL.2.6
p.30 Acknowledge difference in Response Comprehensio p.42
differences in the the points of and n
points of view of view of Reading Checklist
characters, characters. (1) Dialogue in p.39
including by Voices
speaking in a Speaks in a
different voice for different voice
each character for each
when reading character
dialogue aloud. when reading
dialogue to
show
understanding
of the
differences in
the points of
view of the
characters. (2)
1.2 RL.2.7 Demonstrates Oral RL.2.7 RL.2.7
p.16 Use information understanding Responses Illustration p.43
gained from the of characters, Checklist
illustrations and setting, or plot p.35
words in print or of a print or
digital text to digital text by
demonstrate using
understanding of information
the text’s gained from
characters, the
setting, or plot. illustrations
and words of
the text. (1)
3.4 L.2.1 N/A Written L.2.1/L.2.2 N/A
p.34 Demonstrate Response Knowledge of
command of the Language and
conventions of Conventions
standard English Student
grammar and Checklist
usage when p.41
writing or
speaking.
L.2.2
Demonstrate
command of the
conventions of
Student
Day.
Standard Evidence Work Scoring Tools If/Then
Step
Product(s)
standard English
capitalization,
punctuation, and
spelling when
writing.
DAY ONE
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
Step-by-Step Directions
Tips For Teacher Language & Student Engagement LSS
STEP 1.1
T
S+S
T+S
Project the cover of Tía Isa Wants a Car, introduce the title, RL.2.1
author, illustrator, and a class chart for question words.
T After introducing the title, author, and illustrator, you might say:
Whenever I begin a story, I look at the cover and start to wonder.
Wonders are questions we think about before and during reading.
RL.2.1
T+S As students offer question
words, create a class chart to
remain posted during the
performance task. Students may
suggest other valid words such
as which or will).
STEP 1.2
T
S+S
T+S
CI RL.2.7 Illustration Checklist (p.35)
CI Oral responses during construction of a class chart
Before beginning to read, use the digital file of Tía Isa RL.2.1
Wants a Car cover sleeve to create an “Our Wonders” class RL.2.7
chart.
Note:
The intention of the “Our Wonders” class chart is to briefly model
asking and answering questions. It is only used to model asking
questions before the reading begins. During the read aloud,
students will work in pairs to ask and answer questions on their
own using the Student Resource: My Questions and Answers.
Project the front and back cover, repeat the title, author, and
illustrator and explain (or review) that Tía is the Spanish word for
aunt.
S+S Form students into partners to study and discuss the front
and back cover of the book. Ask each pair to form one important
question for the chart using one of the questions words listed on
the class chart, “Question Words.”
Then say:
Let’s write our questions
on a class chart. We’ll
see if the book answers
our questions as we
read.
T+S Call on partners to share their question with the class. Enter
the questions onto the “Our Wonders” class chart. Do not repeat
questions that are similar in nature. Instead, only add the initials of
the student who posed the similar question.
STEP 1.3
T
T+S
S+S
Student Resource: Our Questions and Answers (p.44)
Read Tía Isa Wants a Car aloud through page 12 and pause RL.2.1
for partners to write answers to the questions written L.2.4
earlier and then to write new questions.
Resume reading Tía Isa Wants a Car pausing after page 18 RL.2.1
to answer questions asked earlier and to write new
questions.
STEP 1.5
T
S+S
Student Resource: My Questions and Answers (p.44)
Finish reading Tía Isa Wants a Car and invite partners, RL.2.1
where possible, to write the answers to the remaining
questions.
STEP 1.6
T
S+S
T+S
CI RL.2.1 Comprehension Checklist (p.36)
CI Student Resource: Our Questions and Answers (p.44)
CI Written questions and answers
CI Sample Student Work Product #1 (p.48)
STEP 1.7
T
T+S
Use text examples to discuss the role of the narrator in Tía RL.2.6
Isa Wants a Car and begin an anchor chart titled “The
Narrator.”
T Confirm that students know that we call the person who tells the
story the narrator.
STEP 1.8
T+S
Ask students if they have wonders about the last illustration in the
book.
Reassure students that Tía Isa will be read again to allow them to
think and talk about the story again.
DAY TWO
Estimated time needed
60 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
Step-by-Step Directions
Tips for Teacher Language & Student Engagement LSS
STEP 2.1
T
Note:
The information in STEP 2.1 is intended to briefly introduce a RL.2.3
routine for determining point of view. The activities beginning in RL.2.6
STEP 2.3 will provide opportunities to support deep understanding.
STEP 2.2
T
As you think about what these characters say and do, ask yourself:
• Why do they the characters say those things?
• Why do the characters do those things?
Read the story from beginning to end, only stopping for student-
initiated questions or spontaneous student comments.
STEP 2.3
S+S
T+S
Student Resource: Using Character Clues (p.45)
S+S Form student partners and ask each pair to decide how they
would explain the word challenge.
T+S Ask students to share their ideas with the class. Build on their
responses, guiding them to identify that the challenge in any story
is defined as something that is difficult to do.
S+S Ask students to Turn & Talk again to determine the challenge
in Tía Isa Wants a Car.
STEP 2.4
T
S+S
Student Resource: Using Character Clues (p.45)
S+S Provide a few minutes for students to share their thinking with
a partner. It is important that each student have a chance to
consider differences among characters in response to a challenge
as a preparation for considering differences in points of view.
STEP 2.5
T
Student Resource: Using Character Clues (p.45)
STEP 2.6
S+S
T+S
Student Resource: Using Character Clues (p.45)
As student partners complete the first and second row (Tía Isa and RL.2.3
Tío Andrés), provide separate support and confirmation for each RL.2.6
column (identifying the character and writing the how, and writing
the why.
For the third row, allow partners to complete the row independently
before confirming the accuracy of their writing.
4. S+S Ask partners to discuss and then write why Tía Isa
responded to the challenge the way she did.
STEP 2.7
T+S
Student Resource: Using Character Clues (p.45)
STEP 2.8
S+S
T+S
CI RL.2.3 Comprehension Checklist (p.37)
CI Student Resource: Using Character Clues (p.45)
CI Oral and Written response
T+S Ask students to share their thinking with the class. Confirm
that students understand whether their writing is accurate.
CI Use both discussion and writing with the RL.2.3 Checklist to RL.2.3
collect information on students as they determine how characters
responded to the challenge they identified.
DAY THREE
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
Step-by-Step Directions
Tips for Teacher Language and Student Engagement LSS
STEP 3.1
T
S+S
T+S
CI RL.2.4 Vocabulary Checklist (p.38)
CI Oral response
Project pages 1 and 2 of Tía Isa Wants a Car and discuss RL.2.4
the author’s refrain.
Then, let’s scroll through the book and count how many times
the author repeats those words. When an author repeats the
same words over and over, it’s called a refrain.
Scroll quickly through the book. Ask students to read aloud and RL.2.4
count the number of times the refrain is repeated whenever the
teacher points to it (pages 2, 3, 8, 12, 13 (three times), 14, 15,
and 19.
S+S Organize students for Turn & Talk and ask them to discuss
the question:
Why would an author repeat the same exact words over and
over? Why is the author using the refrain (“Tía Isa wants a
car.”)?
T+S Ask students to share their thinking with the class. Confirm
that students understand that a refrain is one of the ways an
author gives meaning to the story—that the refrain helps us
understand how important the car is to Tía Isa and her niece.
RL.2.4
CI While circulating and while listening to whole class sharing,
collect information on students using the RL.2.4 Vocabulary
Checklist.
STEP 3.2
S+S
T+S
The say:
Some people would say that Tía Isa and her niece were
determined. If I said Tía Isa and her niece were determined,
what do you think determined means?
Prompt students to understand that Tía Isa and her niece could RL.2.4
be described as determined because they wanted something so
much that they never gave up.
STEP 3.3
T+S
S
We’ll read this book one more time and keep asking ourselves,
“What lesson did I learn from reading this book? How do I know
that is the lesson the author wants me to learn?”
T+S Invite students to join with the teacher to read the book
without stopping for interruptions. If students need a visual
prompt, the questions may be posted:
STEP 3.4
S
CI RL.2.2/W.2.2 Comprehension and Writing Checklist (p.40)
CI L.2.1/L.2.2 Knowledge of Language and Conventions Student
Checklist (p.41)
CI Student Resource: The Lesson of the Story (p.47)
CI Written response
CI Sample Student Work Products #2-3 (pp.49-50)
W.2.2
RL.2.2
Lead students through an
explanation of the writing
and comprehension
activity.
STEP 3.5
T+S
Standard Evidence
RL.2.7 Use information gained from Demonstrates understanding of characters,
the illustrations and words in print or setting, or plot of a print or digital text by
digital text to demonstrate using information gained from the
understanding of its characters, illustrations and words of the text. (1)
setting, or plot.
RL.2.7
Demonstrates
understanding of
characters, setting,
or plot by using
information from
the illustrations and
words of the text.
Student Name Yes No Comments
Standard Evidence
RL.2.1 Ask and answer questions such Provides questions and/or answers that
as who, what, when, why, and how to show understanding of key details in a
demonstrate understanding of key text, including answers to such questions
details in a text. as who, what, where, when, why, and
how. (1)
RL.2.1
Provides answers
and/or questions that
show understanding of
key details in the text,
including words such
as who, what, where,
when, why, and how.
Student Name Yes No Comments
Standard Evidence
RL.2.3 Describe how characters in a story Provides a description of how characters in
respond to events and challenges. a story respond to major events (1)
Provides a description of how
characters in a story respond to
challenges. (2)
RL.2.3
Provides a description of
how characters in a story
respond to challenges.
Student Name Yes No Comments
Standard Evidence
RL.2.4 Describe how words and Provides a description of how words and
phrases supply rhythm and meaning phrases supply rhythm and meaning in a
in a poem or song; determine the story, poem, or song. (1)
meaning of words and phrases as Provides a description of the meaning of words
they are used in text. and phrases used in a text. (2)
RL.2.4
Provides a description
(using references from
the story) of how
phrases supply
meaning in a story
(repetitive refrain,
“Tía Isa wants a car.”)
Student Name Yes No Comments
RL.2.6.1 RL.2.6.2
Reads dialogue
Provides a
aloud to show
statement about
understanding of
the differences in
the differences in
the characters’
characters’
points of view.
points of view.
Student Name Yes No Yes No Comments
RL.2.2.2 W.2.2.2
Provides an
Uses facts and
identification
definitions to
of the central
develop points
message,
in an
lesson or
explanatory
moral in a
text.
text.
Student Name Yes No Yes No Comments
Standard
L.2.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Date:
LSS Student Name: Yes No
If/Then Chart
If… Then…
RL.2.1 • Reread the story to increase familiarity.
students have difficulty • Create a predictable structure of asking who,
asking and answering what, when, and how using call and response
questions about key with each read-aloud.
details in the text • Practice with favorite and familiar stories.
• Practice with student created language
experience stories.
If… Then…
character when reading • Open a listening center to give the students
dialogue additional opportunities to hear different voices
being used.
Name Name
Use question words: who, what, when, where, why, and how.
Questions Answers
Our questions after reading page
12.
Name Name
Challenge
“We’ll see
about that.”
“We walk to
everything we
need here…”
“But we don’t
have enough,”
I tell Señor Leo.
Name ______________________________
1. Identify and draw the character to match the speech bubble.
2. Write the name of the character on the line below and write the characters’ points of view.
After writing and drawing,
3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows
how each feels and reflects the difference in their points of view.
Name
Scoring Rationale:
• The student partners provided appropriate questions at the beginning of
a targeted text section.
• At the end of that section, students were able to provide text-based
answers to their questions, if the author had made them available at that
point, and appropriately noted which questions could not yet be
answered at that point in the text (e.g., “No” and “Maybe”).
STEP 3.4 Task Description: On Day Three students are asked to provide
the lesson in Tía Isa Wants a Car and to write facts or details to develop
points to explain their thinking.
Transcription
I think that Meg Medina wants me to
learn that never give up and never doubt
yourself. And always be determined.
Scoring Rationale:
• The student accurately states a lesson learned from the story.
• The student accurately offers a fact to support the lesson using words
from the text (“…not even a pinch…”) to explain the lesson and the
descriptor determined, which was introduced by the teacher during a
class discussion.
STEP 3.4 Task Description: On Day Three students are asked to provide the
lesson in Tía Isa Wants a Car and to write facts or details to develop points
to explain their thinking.
Transcription
Scoring Rationale:
• The student identified the importance of being patient in pursuit of a goal
as the lesson of the story (“…it may take a long time.”).
• The student offered two related facts from the story that supported the
lesson offered (“…didn’t have enough money.” and “… [the niece] had to
save up by doing jobs.”).
Retrospective Journal
Performance Task____________________________Date_______________
After reflecting on the outcomes of this performance task, these are the
curricular/instructional actions I want to take:
Comments:
Standard Evidence
RL.2.7 Use information gained from the Demonstrates understanding of characters,
illustrations and words in print or digital setting, or plot of a print or digital text by
text to demonstrate understanding of its using information gained from the
characters, setting, or plot. illustrations and words of the text. (1)
RL.2.7
Demonstrates
understanding of
characters, setting,
or plot by using
information from
the illustrations and
words of the text.
Student Name Yes No Comments
Use with Student Resource: Our Questions and Answers (p.44) in STEP 1.6.
Standard Evidence
RL.2.1 Ask and answer questions such Provides questions and/or answers that
as who, what, when, why, and how to show understanding of key details in a
demonstrate understanding of key text, including answers to such questions
details in a text. as who, what, where, when, why, and
how.(1)
RL.2.1
Provides answers
and/or questions that
show understanding of
key details in the text,
including words such
as who, what, where,
when, why, and how.
Student Name Yes No Comments
Standard Evidence
RL.2.3 Describe how characters in a story Provides a description of how characters in a
respond to events and challenges. story respond to major events (1)
Provides a description of how
characters in a story respond to
challenges. (2)
Use with Oral Response during Turn & Talk in STEP 3.1.
Standard Evidence
RL.2.4 Describe how words Provides a description of how words and phrases
and phrases supply rhythm supply rhythm and meaning in a story, poem, or
and meaning in a poem or song. (1)
song; determine the meaning
of words and phrases as they
are used in text.
RL.2.4
Provides a description
(using references from
the story) of how
phrases (repetitive
refrain, “Tía Isa wants
a car.”) supplies
meaning in a story.
Student Name Yes No Comments
Use with Student Resource: The Difference Between Characters’ Points of View
(p.46) in STEP 2.9.
Use with Oral Response during dialogue reading in STEP 2.10.
RL.2.6.1 RL.2.6.2
Reads dialogue
Provides a
aloud to show
statement about
understanding of
the differences in
the differences in
the characters’
characters’
points of view.
points of view.
Student Name Yes No Yes No Comments
Use with Student Resource: The Lesson of the Story (p.47) in STEP 3.4.
RL.2.2.2 W.2.2.2
Provides an
Uses facts and
identification
definitions to
of the central
develop points
message,
in an
lesson or
explanatory
moral in a
text.
text.
Student Name Yes No Yes No Comments
Standard
L.2.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Date:
LSS Student Name: Yes No
If/Then Chart
If… Then…
RL.2.1 • Reread the story to increase familiarity.
students have difficulty • Create a predictable structure of asking who,
asking and answering what, when, and how using call and response
questions about key with each read-aloud.
details in the text • Practice with favorite and familiar stories.
• Practice with student created language
experience stories.
If… Then…
RL.2.7 • Work on the task as a shared experience using
students have difficulty highlighter tape.
using information • Have them illustrate passages from familiar
gained from texts, including language experience stories and
illustrations and words journal entries.
in a print or digital text • Have students match the illustrations with
to demonstrate phrases written on sentence strips in a pocket
understanding of the chart.
text’s characters, • Have students write or dictate captions for
setting, or plot illustrations in wordless picture books.
Name Name
Use question words: who, what, when, where, why, and how.
Questions Answers
Our questions after reading page 12.
Name Name
Challenge
“We’ll see
about that.”
“We walk to
everything we
need here…”
“But we don’t
have enough,”
I tell Señor Leo.
Name
1. Identify and draw the character to match the speech bubble.
2. Write the name of the character on the line below and write the characters’ points of view.
After writing and drawing,
3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows
how each feels and reflects the difference in their points of view.
Name
Retrospective Journal
Performance Task Date
After reflecting on the outcomes of this performance task, these are the
curricular/instructional actions I want to take:
Comments: