Tia Isa Wants A Car Meg Medina

Tia Isa Wants 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.
Rationale for Text Selection

Tía Isa Wants a Car is the recipient of multiple awards, including an Ezra Jack Keats Book Award,
a National Council of Teachers of English Notable Children’s Book, and a Junior Library Guild
Youth Selection.
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.
There is also a clear sequence of events with a well-established and strongly emphasized
central message of determination.
Meg Medina
illustrated by Claudio Muñoz
WANTS A CAR
WANTS A CAR
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
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
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.”
“Tía Isa wants a car,” I tell la vieja

María, who has windowsill cats but
can’t bend her creaky back to feed
them.
She looks over her dusty glasses
and holds out her extra key.
“Come after school, mi vida, to
give the kittens milk. I’ll pay you.”
13 14
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
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.
To my dearest granddaughter, Lili, her own Tía Isa,

and my beloved sister Anandy.
C. M.
Text copyright © 2011 by Meg Medina

Illustrations copyright © 2011 by Claudio Muñoz
All rights reserved. No part of this book may be reproduced, transmitted,

or stored in an information retrieval system in any form or by any means, graphic,
electronic, or mechanical, including photocopying, taping, and recording,
without prior written permission from the publisher.
First edition 2011
Library of Congress Cataloging-in-Publication Data is available.
Library of Congress Catalog Card Number pending
ISBN 978-0-7636-4156-6
11 12 13 14 15 16 SCP 10 9 8 7 6 5 4 3 2 1
Printed in Humen, Dongguan, China
This book was typeset in Maiandra.

The illustrations were done in pencil, watercolor, and ink.
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.
Authorized Permissions and Restrictions

The children’s book “Tia Isa Wants A Car” is Copyrighted Material.
Parcc, Inc. has entered into a licensing agreement with the publisher to allow member
teachers to use this digital file:
 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.
(c) Parcc, Inc. 2016

Tía Isa Wants a Car Grade 2 Literature Text Recommended: Second Half of Year
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
Oral response RL.2.6 Written Response RL.2.2

RL.2.1
Reading Dialogue W.2.2
L.2.1 Written response
L.2.2
Page 1
K-2 Formative Tools

Grade 2 Performance Task: Literary Text
Tía Isa Wants a Car

Written by Meg Medina and Illustrated by Claudio Muñoz
Candlewick Press, 2011
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.2.4 Vocabulary Checklist ................... 38

Page 2

Collecting Student Information: RL.2.2/W.2.2 Comprehension and Writing
Checklist ......................................................................................... 40
Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and
Conventions Student Checklist ............................................................ 42
If/Then Chart ................................................................................... 43
Student Resource: Our Questions and Answers ..................................... 45
Student Resource: Using Character Clues ............................................. 46
Student Resource: The Difference Between Characters’ Points of View ...... 47
Student Resource: The Lesson of the Story ........................................... 48
Sample Student Work Product #1: STEP 1.6 ......................................... 49
Retrospective Journal ........................................................................ 52

Page 3
Performance Task Overview
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.
Rationale for Text Selection

Tía Isa Wants a Car is the recipient of multiple awards, including an Ezra
Jack Keats Book Award, a National Council of Teachers of English Notable
Children’s Book, and a Junior Library Guild Youth Selection.
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.
There is also a clear sequence of events with a well-established and strongly

emphasized central message of determination.
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.

Page 4
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.
Targeted Word Study/Vocabulary

The texts chosen for the K-2 Formative Tools were selected because of their
rich vocabulary. The terms Focused or Fast Instruction 1 (Glossary) used
in conjunction with vocabulary refer to the allocation of time and the amount
of instruction needed.
Focused Instruction refers to those vocabulary words that are needed to

carry meaning forward and, therefore, require more time. The term Fast
Instruction refers to words that will likely be scaffolded by the words and
illustrations or will require only brief support from the teacher. Neither
approach requires isolated instruction, and students will benefit most from
hearing and learning the words in the context of the story.
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.
Vocabulary from the text (Fast Instruction):

• hard to wait for good things to happen
• helping money
• ridiculous
• soon can be a very long time
• Tía
• Tío
Vocabulary needed to talk about the text (Focused Instruction):

• determined
• lesson
• narrator
• point of view
• question words (who, what, when, where, how, why)
• refrain/repeated line
• respond to a challenge
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.

Page 5
Opportunities to Collect Information

CI Opportunities to collect information are embedded throughout the
performance task. These opportunities are designed to fit within the
instructional experiences and to be invisible to the student. The student
work products collected within this task may be oral responses, gestures or
written responses.
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.
Sample Student Work Products

For each written student work product created in the task, a sample student
work product is provided.
Sample student work products include a/an:

• Description of the task/prompt
• Facsimile of the student work product
• Excerpt from the standards-aligned scoring tool
• Scoring rationale
• Bulleted list of possible next steps

Page 6
Materials needed to collect information and to analyze student work products

are noted as CI within the Step-by-Step Directions.
Instructional Next Steps

The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart
lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more
support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return
students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with
standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task

The Retrospective Journal consists of a series of questions to guide the
reflective process after the completion of the performance task. These
questions are intended to promote thinking and planning of standards-
aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers
working collaboratively as part of a professional learning community.

Page 7
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.
• Introduce and explain a class chart (“One Way to Determine

a Point of View”).
• Do a second read aloud of Tía Isa Wants a Car without
stopping.
Day • Discuss the meaning of challenge and identify the
Two challenge in Tía Isa Wants a Car (i.e., getting a car).
• Support students to describe how three characters
60 min responded to the challenge of getting a car.
• Collect information using the RL.2.3 Comprehension
Checklist (p.37).
• Ask students to write the two differing points of view
represented by two characters and ask students to read
speech bubbles from each character using a voice that
demonstrates the differences in their points of view.

Page 8
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.

Page 9
LSS Alignment Chart

Student
Day.
Standard Evidence Work Scoring Tools If/Then
Step
Product(s)
1.6 RL.2.1 Provides Oral RL.2.1 RL.2.1
p.19 Ask and answer questions and Response Comprehensio p.42
questions such as answers such n Checklist
who, what, when, as who, what, p.36
why, and how to when, why,
demonstrate and how to
understanding of demonstrate
key details in a understanding
text. of key details
in a text. (1)
3.4 RL.2.2 Provides an Written RL.2.2/W.2.2 RL.2.2
p.34 Recount identification Response Comprehensio p.42
stories, including of the central n and Writing
fables and message, Checklist
folktales from lesson, or p.40
diverse cultures, moral in a
and determine text. (2)
their central
message, lesson,
or moral.
W.2.2 Uses facts and W.2.2

Write informative/ definitions to p.43
explanatory texts develop points
in which they in an
introduce a topic, informational
use facts and or explanatory
definitions to text. (2)
develop points,
and provide a
concluding
statement or
section.
2.8 RL.2.3 Provides a Written RL.2.3 RL.2.3

p.28 Describe how description of Response Comprehensio p.42
characters in a how characters n
story respond to in a story Checklist
major events and respond to p.37
challenges. challenges. (2)
3.1 RL.2.4 Provides a Oral RL.2.4 RL.2.4
p.32 Describe how description of Response Vocabulary p.42
words and how words and Checklist
phrases (e.g., phrases supply p.38
regular beats, rhythm and
alliteration, meaning in a
rhymes, repeated story, poem,
lines) supply or song. (1)

Page 10
Student
Day.
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

Page 11
Student
Day.
Step
Product(s)
standard English
capitalization,
punctuation, and
spelling when
writing.

Page 12
Get Ready, Get Set, Go!

• Read Tía Isa Wants a Car by Meg Medina.
• Read all Step-by-Step Directions for each day before
implementing the performance task.
• Determine whether each day’s activities can be accomplished
within the time estimated and plan additional sessions as
needed.
• Determine access to the text for all students (e.g., digital
text, document camera, standard sized book).
Get • Determine grouping options for each activity (e.g., whole-
Ready group, small groups, partners).
• Determine location for each activity (e.g., whole-group
meeting area, a small-group meeting area, or one-to-one
conferences).
• Read all checklists to become familiar with descriptors for
student responses.
• Refer to the Glossary as needed.
• Get support for pronouncing the Spanish words, if needed.
For Day One:

• Secure digital sleeve for Tía Isa Wants a Car.
• Obtain 3 large chart papers for:
- the “Questions Words” class chart
- the “Our Wonders” class chart
- “The Narrator” anchor chart
• Make one copy for each pair of students of Student Resource:
Our Questions and Answers (p.44).
• Prepare and copy as needed: RL.2.1 Comprehension Checklist
(p.36) and RL.2.7 Illustration Checklist (p.35).
Get
Set For Day Two:
• Prepare a class chart in advance, titled “One Way to Determine
a Character’s Point of View” with 3 items:
1. Describe how a character responded to a challenge.
2. Say why the character responded that way.
3. Determine the character’s point of view.
• Prepare one copy per student pair of the Student Resource:
Using the Character Clues (p.45)
• Prepare individual copies of student Resource: The Difference
Between Characters’ Points of View (p.46).
• Prepare and print as needed: RL.2.3 Comprehension Checklist
(p.37) and RL.2.6 Comprehension Checklist (p.39).
For Day Three:

Page 13
• Individual copies of the Student Resource: The Lesson of the

Get Story (p.47).
Set • Prepare and print as needed: RL.2.2/W.2.2 Comprehension and
Writing Checklist (p.40) and L.2.1/L.2.2 Knowledge of Language
Continued
and Conventions Student Checklist (p.41).
Go! Begin DAY ONE.

Page 14
DAY ONE
Estimated time needed

50 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One

• Tía Isa Wants a Car digital text
• Digital copy of Tía Isa Wants a Car cover sleeve
• Paper for a class chart titled “Question Words”: STEPs 1.1 through 1.6
• Paper for a class chart titled “Our Wonders”: STEPs 1.2 and 1.3
• Paper for an anchor chart titled “The Narrator”: STEP 1.8
• One copy of Student Resource: Our Questions and Answers (p.44) for
each pair of students: STEPs 1.3 through 1.6
• RL.2.1 Comprehension Checklist (p.36): STEPs 1.2, 1.4 & 1.8
• RL.2.7 Illustration Checklist (p.35): STEPs 1.2
• Sample Student Work Product #1 (p.48): STEP 1.6
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
CI=Collect information on student performance
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.
S+S Form students into partners and say:

First let’s think about “question words” because they can help us
write our wonders. Turn to a partner and see how many question
words you already know. I’ll say the first one: who.

Page 15

STEP 1.1 Continued
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.
T You might say:

Let’s look at the front
and back cover to see
if it makes us wonder
about anything.
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.”

Page 16

STEP 1.2 Continued
RL.2.1
Prompt partners to think about the words in the title and the RL.2.7
details in the cover illustration to help them form a question about
the setting, the characters, or the plot.
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.
Prompt students to reframe

a question that does not
include who, what,
where, when, why, or
how. Leave room on the
chart to insert answers after
reading though page 12.
Teachers can document which students respond by placing

student’s initials after a student contributes a new question or asks
one that is similar to a question already recorded on the chart.
CI Collect information on students as they contribute questions to RL.2.7

the chart using the RL.2.7 Illustration Checklist.
STEP 1.3
T
T+S
S+S
Student Resource: Our Questions and Answers (p.44)

Page 17

STEP 1.3 Continued
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.
Notes for the read-aloud:

• First readings provide unique opportunities to form authentic
questions but in order to limit the number of interruptions, only
two pauses are offered.
• If needed, provide Fast Instruction (Glossary) for Tía (aunt),

Tío (uncle), and allow time for students to study the
illustration on page 6 and to understand the characters are
remembering another place (Puerto Rico).
T Read aloud through page 12 and then:
1. T+S invite students to answer the

questions that were posed on the “Our
Wonders” class chart before the read
aloud began. Briefly write responses on
the chart in order to return to the text
quickly. Include student initials. Note if
there are questions that cannot be
answered.
2. S+S Form student pairs and distribute

the Student Resource: Our Questions
and Answers. Invite students to
collaborate to write 2-3 questions they
formed after reading through page 12.
Remind partners to use the “Question
Words” class chart to help them form
their questions.
STEP 1.4
T
S+S
Student Resource: Our Questions and Answers (p.44)
Resume reading Tía Isa Wants a Car pausing after page 18 RL.2.1
to answer questions asked earlier and to write new
questions.

Page 18

STEP 1.4 Continued
T Read aloud through page 18 and then: RL.2.1
1. S+S invite students to write in the top

right box to answer questions written
earlier in the top left box.
2. Invite students to write new questions

in the bottom left box, questions that
arose after finishing page 18.
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.
T Read aloud through page 28 and then:
S+S Invite students to write in the bottom

right hand box to answer the questions they
wrote in the bottom left hand box. Also ask
students to answer any other questions from
the other boxes that could not be answered
earlier.
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)

Page 19

STEP 1.6 Continued
Discuss question writing before collecting student papers. RL.2.1
T Ask students to reflect on the questions they wrote. Offer several

prompts to help them think about writing questions.
S+S Form students into partners and ask one at a time:
1. Was it difficult to ask your own questions? Be ready to share

why it was or was not difficult.
2. Circle the most important question you wrote and be ready to

explain why it was important to you.
After giving partners the opportunity to discuss each question, ask

partners to share with the class.
CI Use the completed Student Resource: Our Questions and RL.2.1

Answers and the RL.2.1 Comprehension Checklist to collect student
information.
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.
Return to the text for an example that prompts a discussion about

the role and characteristics of a narrator.
Project and reread

page 2.

Page 20

STEP 1.7 Continued
Present a series of prompts separately, giving students the opportunity to RL.2.6

share their responses for each prompt:
1. Who is telling the story on this page? Who is the narrator?
2. What words give us clues as to who is the narrator is on

this page (i.e., I, my, she, us).
3. Do we know the narrator’s name?
4. How is the narrator related to Tía Isa?

(Clarify that students understand they are aunt and niece.)
5. What does the narrator help a reader learn on this page?

• The narrator describes a character (“…smells of lemon
pies…”).
• The narrator tells what characters are doing (“She is
turning the jump rope…”).
• The narrator tells the reader about the setting (“…my
block in the summer.”).
• The narrator tells the reader how a character (herself) is
feeling (“I can’t catch my breath.)
• The narrator tells us key details in the book—that Tía Isa
wants a car.
STEP 1.8
T+S
Consider creating an anchor chart about the role and RL.2.6

characteristics of a narrator.
Ask students to list those
items they noticed while RL.2.6
studying the text on page 2,
such as learning that the
narrator:
• Tells what’s happening.
• Describes characters.
• Describes the setting.
• Uses words like “I,” “he,”
and “she.”

Page 21

STEP 1.9
T+S
Close by studying the illustrations on pages 27 and 28 to
prompt student thinking about books that leave us with RL.2.1
unanswered questions. RL.2.7
Project pages 27 and 28

for a closing discussion.
You might say:

I’ll read the author’s words while you study the details that the
illustrator shows us on these last pages
Ask students if they have wonders about the last illustration in the
book.
Students might wonder:

• What do the details in the illustration show us?
• Who are the characters we see together at the beach?
• Who is holding the niece’s hands as they run toward the
water?
• Who’s sitting on the blankets?
• What does the word all mean in the last sentence, “To carry
us all to the beach.”
This discussion may raise wonders that are difficult to answer or

cannot be answered.
Consider pointing to the to the “Our Wonders” class chart and

asking: RL.2.1
Are there wonders we can’t answer?
RL.2.7
Are there some questions that we keep thinking about…even after
we finish a book?
Reassure students that Tía Isa will be read again to allow them to
think and talk about the story again.

Page 22
DAY TWO
60 minutes
Materials needed for Day Two

• Class chart prepared in advance (“One Way to Determine a Character’s
Point of View”): STEPs 2.1 through 2.9
• One copy per student pair of Student Resource: Using Character Clues
(p.45): STEPs 2.3 to 2.8
• Individual copies of Student Resource: The Difference Between
Characters’ Points of View (p.46): STEP 2.9
• RL.2.3 Comprehension Checklist (p.37): STEP 2.8
• RL.2.6 Comprehension Checklist (p.39) STEP 2.9
Key
T=Teacher alone
S=Student alone
Tips for Teacher Language & Student Engagement LSS
STEP 2.1
T
Prepare (in advance) and introduce the “One Way to RL.2.3

Determine a Character’s Point of View” class chart. RL.2.6
1. Describe how a character responded to

a challenge (tell the details).
2. Say why the character responded that
way.
3. Determine the character’s point of
view.
Use the prepared class chart to introduce a routine for determining

a character’s point of view. Explain that determining a character’s
point of view tells the reader why the characters act the way they
do—why they say what they say. Point of view tells us what the
character is thinking.

Page 23

STEP 2.1 Continued
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
Reread Tía Isa Wants a Car again without stopping. RL.2.3

RL.2.6
You might say:
We’ll read the story aloud again.
As we read, let’s think about three important characters—the niece,

who is telling this story, Tía Isa and Tío Andrés, the niece’s aunt
and uncle.
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?
Listen carefully because the author gives us clues to help us figure

out each character’s point of view—why characters say and act the
way they do.
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)
Form student partners to determine the story’s challenge. RL.2.3

RL.2.6
Note:
Student partners will discuss the Student Resource: Using Character
Clues and write collaboratively to complete the paper.

Page 24

STEP 2.3 Continued
Distribute the Student RL.2.3

Resource: Using the RL.2.6
Character Clues.
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.
T+S Prompt the class to come to agreement on the wording.
Direct students to write the

class’ wording for the
challenge (i.e., any
variation of “To Get a Car”)
on the top line of each
pair’s Student Resource.
STEP 2.4
T
S+S
Call student attention to the possibility that characters in a RL.2.3

story can respond differently to the same challenge. RL.2.6
T Pose a question for students to consider:

We’re going to determine how the three main characters in this
story, the aunt, the uncle, and the niece, responded to the
challenge of getting a car. Do you think we’re going to decide that
they all responded the same way?

Page 25

STEP 2.4 Continued
RL.2.3
Give a Thumbs Up (Glossary) if you think all three characters RL.2.6
responded the same way to the challenge of getting a car to go to
the beach. Give a Thumbs Down if you think at least one of the
characters responded differently.
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
Consider the grouping options for completing the Student

Resource: Using Character Clues.
The directions for discussing and completing the Student Resource:

Using Character Clues are described as a partner activity in STEPs
2.6, 2.7, and 2.8. Each pair receives only one Student Resource and
shares the responsibility for writing.
One option is to support students to complete the Student Resource

in a small reading group. This option will allow for more student
support. A small reading group may also provide the opportunity to
collect more information on each student.
STEP 2.6
S+S
T+S
Support student partners as they identify who said the RL.2.3

words in the first speech bubble and write how and why the RL.2.6
character responded that way.
Establish a three-step routine for completing each row on the

Student Resource.

Page 26

STEP 2.6 Continued
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.
1. S+S Ask student partners to use the clues in the words in

the speech bubble to determine who might have said them.
After students identify the
speech bubble’s character,
you may want to turn to
page 9 to confirm that all
students remember the
context of the speech
bubble.
2. S+S Ask student partners to discuss and then write how

the character in the first row (Tía Isa) responded when she
said those words.
3. T+S Ask students to share their thinking with the class.

Guide students to understand that Tía Isa was telling us
how determined she was to get the car—that she was
saying that Tío Andrés’ comments would not stop her from
getting the car she wanted.
Confirm that students have

entered an accurate
description of how Tía Isa
responded when she said
those words.
4. S+S Ask partners to discuss and then write why Tía Isa
responded to the challenge the way she did.
T+S Ask students to share their thinking. Guide students to

understand that Tía Isa believed that it was okay to dream, or it
was okay to want something you didn’t “need,” or it was important
to work toward getting something you want, etc.

Page 27

STEP 2.6 Continued

entered an accurate
description of why Tía Isa
responded to the challenge
in the way that she did.
STEP 2.7
T+S
Support student partners as they identify who said the RL.2.3

words in the second speech bubble and write how and why RL.2.6
the character responded that way.
1. S+S Ask student partners to determine the character.

After students identify the
speech bubble, you may
want to turn to page 8 to
confirm that all students
remember the context of
the speech bubble.
2. S+S Ask student partners to discuss and write the how

column.
T+S While sharing, guide students to understand that Tío
Andrés' words tell us that Tía Isa should not want to go to
the beach.

entered an accurate
description of why Tío
Andrés responded to the
challenge in the way that
he did.
3. S+S Ask partners to discuss and then write why.
T+S While sharing, guide students to understand that Tío

Andrés believed that you shouldn’t wish for things you do
not need.

Page 28

STEP 2.7 Continued

entered an accurate
description of why Tía Isa
responded to the challenge
in the way that she did.
STEP 2.8
S+S
T+S
CI Student Resource: Using Character Clues (p.45)
CI Oral and Written response
Release responsibility for student partners to independently

complete all three columns of the third row of the Student
Resource. RL.2.3
RL.2.6
S+S Invite student partners to work independently to identify
which character said the words in the last speech bubble and then
proceed to the remaining two sections without waiting to share out.
Circulate as students work, offering support and confirming that

students are discussing each section before they write.

completed all sections of
the third row.
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.

Page 29

STEP 2.9
T
S
CI Student Resource: The Difference Between Characters’ Points of
View (p.46)
CI Written response
Invite students to individually write Tía Isa’s and Tío RL.2.6

Andrés’ points of view.
Distribute individual copies

of the Student Resource:
The Difference Between
Characters’ Points of View.
T Explain directions for the activity. Each student will:

1. Draw the character that matches the words in each
speech bubble.
2. Write the character’s name below the drawing and then
write a statement of that character’s point of view.
3. Practice reading the dialogue with a partner to
demonstrate how the differences in point of view require
a different voice.
Confirm that students understand that the point of view is the

reason characters say what they say and the reason characters do
what they do. A character’s point of view helps the reader
understand what the character thinks or believes. It also helps
readers know what kind of voice to use when reading a character’s
words.
S Direct students to begin writing and drawing.
As students finish drawing and writing a point of view, ask them to

read the speech bubbles aloud. Confirm that there are differences
in the voices students use (e.g., “Don’t be ridiculous.” should be
read with a voice that demonstrates scorn; “We’ll have the money
soon.” should be read with a voice that shows determination).

Page 30

STEP 2.9 Continued
Although not a comprehensive list, Tía Isa’s point of view may be a

variation of one or more of:
• It’s good to have a dream.
• We should be hopeful.
• It feels good when you work toward a goal.
• You can accomplish what you set out to do.
• It’s okay to wish for something you don’t need.
Although not a comprehensive list, Tío Andrés’ point of view may

be a variation of one or more of:
• You shouldn’t wish for something you don’t need.
• It’s a waste of time to dream about something.
• You have to recognize the good things you already have.
CI Use the RL.2.6 Comprehension Checklist to collect information RL.2.6

on students’ points of view statement and on the voices they use to
read the speech bubbles on the Student Resource: The Differences
Between Characters’ Points of View.

Page 31
DAY THREE

50 minutes
Materials needed for Day Three

• (Optional) Chart to post a prompt for discussing the lesson of the story:
STEP 3.3
• Individual copies of the Student Resource: The Lesson of the Story
(p.47): STEP 3.3
• RL.2.4 Vocabulary Checklist (p.38): STEP 3.1
• RL.2.2/W.2.2 Comprehension and Writing Checklist (p.40): STEP 3.4
• L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist
(p.41): STEP 3.4
• Sample Student Work Products #2-3 (pp.49-50): STEP 3.4
Key
T=Teacher alone
S=Student alone
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.
You might say:

T Let’s read the first line of Meg Medina’s book together—“Tía Isa
Wants a Car.”
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.

Page 32

STEP 3.1 Continued
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.”)?
Circulate as students discuss the implications of the refrain.

Listen for indications that the refrain (or the words “Tía Isa
wants a car.”) is how the author helps us understand the story,
the characters, or the challenge.
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
Introduce the word determined to continue discussing the RL.2.4

refrain.
S+S Form students into partners and write the word

determined where it is visible to students.
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?

Page 33

T+S After Turn & Talk, ask students to share their understanding
of determined.
STEP 3.2 Continued
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
Read aloud through Tía Isa Wants a Car without RL.2.2

interruptions to prepare for a written response to the
lesson of the story.
You might say:

When authors like Meg Medina write storybooks, there’s often a
lesson we can learn when we read them.
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:
• What lesson did I learn from reading this book?

• How did I learn what the author’s lesson was?
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)
Distribute Student Resource: The Lesson of the Story and W.2.2

prepare students for independent writing. RL.2.2

Page 34
STEP 3.4 Continued
W.2.2
RL.2.2
Lead students through an
explanation of the writing
and comprehension
activity.
Students may need support to understand that the second

sentence starter asks them to use details from the story to
support their identification of the lesson.
Circulate as students write, prompting them to think about the

story and what they learned. Clarify any misconceptions about
the two sentence starters.
CI Use written responses and the RL.2.2/W.2.2 Comprehension RL.2.2

and Writing Checklist to collect information on students. W.2.2
Teacher may also choose to use the L.2.1/L.2.2 Knowledge of L.2.1

Language and Conventions Student Checklist. L.2.2
STEP 3.5
T+S
Provide an opportunity for students to share the lessons RL.2.1

they learned. RL.2.2
RL.2.7
Ask students to share out what they learned from reading Tía Isa
Wants a Car.
Teachers may decide that students can read their papers to a

partner or share out with the whole group.

Page 35
Collecting Student Information: RL.2.7 Illustration Checklist

Use with oral response in STEP 1.2.
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
Insert ✓ in the appropriate box.

Prepare additional copies to collect information on the entire class.

Page 36
Collecting Student Information: RL.2.1 Comprehension

Checklist
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.


Page 37

Checklist
Use with Student Resource: Oral Response in STEP 2.8.
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.


Page 38
Collecting Student Information: RL.2.4 Vocabulary Checklist

Use with Oral Response during Turn & Talk in STEP 3.1.
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.”)


Page 39

Checklist
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.
Standard Evidence (Scoring tool uses bold evidence)

RL.2.6 Acknowledge differences in the Provides a statement about the
points of view of characters, such as by differences in the points of view of
speaking in a different voice for each characters (1).
character when reading dialogue aloud. Speaks in a different voice for each
character when reading dialogue aloud
to show understanding of the difference
in the point of view of characters. (2)
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


Page 40
Collecting Student Information: RL.2.2/W.2.2 Comprehension

and Writing Checklist
Use with Student Resource: The Lesson of the Story (p.47) in STEP 3.4.

RL.2.2 Recount stories, including fables Provides a recounting of stories, including
and folktales from diverse cultures, and fables, and folktales from diverse cultures.
determine their lesson. (1)
Provides an identification of the
central message, lesson or moral in a
text. (2)
W.2.2 Write informative/explanatory texts Introduces a topic in an informational or
in which they introduce a topic, use facts explanatory text. (1)
and definitions to develop points, and Uses facts and definitions to develop
provide a concluding statement or section. points in an informational or
explanatory text. (2)
Provides a concluding statement or section
in an informational or explanatory text. (3)
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.


Page 41

Page 42
Collecting Student Information: L.2.1/L.2.2 Knowledge of

Language and Conventions Student Checklist
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
L2.1.A Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet,
L2.1.B children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves) and indefinite

L2.1.C pronouns (e.g., anyone, everything).
Form and use the past tense of frequently occurring irregular

L2.1.D verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending

L2.1.E on what is to be modified.
Produce, expand, and rearrange complete simple and compound

L2.1.F sentences (e.g., The boy watched the movie; The little boy watched
the movie; The action movie was watched by the little boy).
Capitalize holidays, product names, and geographic names.

L2.2.A
L2.2.B Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently occurring

L2.2.C possessives.
Generalize learned spelling patterns when writing words (e.g., cage

L2.2.D → badge; boy → boil).
Consult reference materials, including beginning dictionaries, as

L2.2.E needed to check and correct spellings.

Prepare individual student copies of this checklist.

Page 43
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.
RL.2.2 • Practice with familiar and favorite stories.

students have difficulty • Practice with fables and other stories with
determining the lesson obvious lessons.
of the story • Create a center in which students match the
lesson with the story.

students are having • Practice with favorite and familiar stories.
difficulty describing • Practice with daily read-alouds.
how characters • Use cause and effect graphic organizers.
respond to major story
events and challenges
RL.2.4 • Practice using simple rhymes and discuss

students have difficulty author’s use of rhymes.
describing how words • Practice using simple songs with refrains and
and phrases supply discuss author’s use of refrains.
rhythm and meaning in • Practice using favorite or familiar stories with
a story, song, or poem repetitive lines and discuss author’s use.
• Create poems using shared writing using
rhythm or repeated lines and discuss why the
students made the decisions to use.
RL.2.6 • Model using different voices during read-alouds.

students have difficulty • Engage students in readers’ theater.
acknowledging the • Engage students in shared reading, with
differences in practice reading dialogue using different
characters’ points of voices.
view, including • Engage the students in choral reading.
speaking in a different
voice for each

Page 44
If… Then…
character when reading • Open a listening center to give the students
dialogue additional opportunities to hear different voices
being used.
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
illustrations and words and 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.
W.2.2 • Provide guided writing opportunities.

students have difficulty • Encourage student inquiry, finding answers to
composing an student generated questions, and writing to
informational or inform others.
explanatory text • Review examples of student writing and have
student identify the topic, points, and
concluding statement and underline each in a
different color.

Page 45
Student Resource: Our Questions and Answers

Use with RL. 2.1 Comprehension Checklist (p.36) in STEPs 1.5 through 1.8.
Name Name
Use question words: who, what, when, where, why, and how.
Questions Answers
Our questions after reading page
12.
Our questions after reading page

18.

Page 46
Student Resource: Using Character Clues

Use with RL.2.3 Comprehension Checklist (p.37) in STEP 2.8.
Name Name
Challenge
How did the character respond?

Clue/Character Why did the character respond
What does that have to do with the
Who says…? that way?
challenge?
“We’ll see
about that.”
“We walk to
everything we
need here…”
“But we don’t
have enough,”
I tell Señor Leo.

Page 47
Student Resource: The Difference Between Characters’ Points of View

Use with RL.2.6 Comprehension Checklist (p.39) in STEP 2.9
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.
“Don’t be “We’ll have the

ridiculous!” money soon.”
The point of view of ________________ is The point of view of _________________is

__________________________ __________________________
_ _
__________________________ __________________________

Page 48
Student Resource: The Lesson of the Story

Use with RL.2.2/W.2.2 Comprehension and Writing Checklist (p.40) in STEP 3.4.
Name
The Lesson of the Story
I think that Meg Medina wants me to learn that
I know this because

Page 49
Sample Student Work Product #1: STEP 1.6

Tía Isa Wants a Car by Meg Medina
Houghton Mifflin Harcourt, 2013
STEP 1.6 Task Description: During the initial read aloud of Tía Isa Wants a Car,
students work in pairs to stop and record questions they have formed during
reading. Students are also given an opportunity to answer their own questions.
Question Transcription Answer Transcription

How will she get the Help the people that
money that car she need help
needs?
Will she get the car that Maybe
she wants?
Who will help her get Her little sister
the money?
How much money is the No (not answered)
car?
How much money did A little bit of money
she start with?
CI RL.2.1 Comprehension Checklist

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.
Yes No
✓
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”).
Possible Next Steps:

• Provide modeling and support to frame questions that start with why and
other question words (students relied primarily on how).
• Continue to provide opportunities to ask questions during first readings.
• Structure activities to sort questions based on question type: those that
can be answered by looking back in the text (who, what, where, when;
and those that might need more interpretation by the reader (why and
how).
• Direct student to the task of identifying the source for the answer to
particular question types.

Page 50

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.
I know this because Tía Isa did not have

a lot of cash, it was not even a pinch
big. But she didn’t groan and say,
“Ouggg. I don’t have enough money to
buy the car.” No she didn’t. She was
instead proud of what she had and was
determined.
CI RL.2.2/W.2.2 Comprehension and Writing Checklist

RL.2.2.2 W.2.2.2
Provides an identification of the central Uses facts and definitions to develop points
message, lesson or moral in a text. in an informational or explanatory text
Yes No Yes No
✓ ✓
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.

• Model and prompt students to provide additional details from the text to
add strength to the lesson identified (e.g., specifically explain how the
niece showed she was determined—what she said or did).
• Provide sorting activities with familiar texts that ask the student to match
facts and details from the text to a lesson that has been identified.

Page 51

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 you need to sometimes wait
a very long time to get something or
do something. You can be very excited
but it may take a very long time.:)
I know this because in the book of Tía

Isa Wants a car Tía Isa was going to
buy a car but she didn’t have enough
money so she [the niece] had to save
up by doing jobs.
CI RL.2.2/W.2.2 Comprehension and Writing Checklist

RL.2.2.2 W.2.2.2
Provides an identification of the central Uses facts and definitions to develop points
message, lesson or moral in a text. in an informational or explanatory text
Yes No Yes No
✓ ✓
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.”).

• Students may benefit from clarifying character names and relationships
in a story and using names in place of some pronouns.
• Model using possible descriptors (e.g., patient) to identify the lesson of a
story.
• Provide sorting activities with familiar texts that ask the student to match
facts and details from the text to a lesson that has been identified.

Page 52
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task

(including strengths/needs of the class relative to specific LSS, as well
as general information learned about my students)?
What do I know about the strengths and needs of individuals or groups of

students relative to specific LSS?
After reflecting on the outcomes of this performance task, these are the
curricular/instructional actions I want to take:
Comments:

Page 35
Collecting Student Information: RL.2.7 Illustration Checklist

(1 of 2)
Use with oral response in STEP 1.2.
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)

Page 36
(2 of 2)
RL.2.7
Demonstrates
understanding of
characters, setting,
or plot by using
information from
the illustrations and
words of the text.


Page 37
Collecting Student Information: RL.2.1 Comprehension Checklist

(1 of 2)
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)

Page 38
(2 of 2)
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.


Page 39

(1 of 2)
Use with Student Resource: Oral Response in STEP 2.8.
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)

Page 40
(2 of 2)
RL.2.3
Provides a description of
how characters in a story
respond to challenges.


Page 41
Collecting Student Information: RL.2.4 Vocabulary Checklist

(1 of 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.

Page 42
(2 of 2)
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.


Page 43

(1 of 2)
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 Acknowledge differences in the Provides a statement about the
points of view of characters, such as by differences in the points of view of
speaking in a different voice for each characters (1).
character when reading dialogue aloud. Speaks in a different voice for each
character when reading dialogue aloud
to show understanding of the difference
in the point of view of characters. (2)

Page 44
(2 of 2)
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.


Page 45
Collecting Student Information: RL.2.2/W.2.2 Comprehension

and Writing Checklist (1 of 2)

RL.2.2 Recount stories, including fables Provides a recounting of stories, including
and folktales from diverse cultures, and fables, and folktales from diverse cultures.
determine their lesson. (1)
Provides an identification of the central
message, lesson or moral in a text. (2)
W.2.2 Write informative/explanatory texts Introduces a topic in an informational or
in which they introduce a topic, use facts explanatory text. (1)
and definitions to develop points, and Uses facts and definitions to develop
provide a concluding statement or section. points in an informational or
explanatory text. (2)
Provides a concluding statement or section
in an informational or explanatory text. (3)

Page 46
(2 of 2)
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.


Page 47
Collecting Student Information: L.2.1/L.2.2 Knowledge of

Language and Conventions Student Checklist
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
L2.1.A Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns
L2.1.B
(e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves) and
L2.1.C
indefinite pronouns (e.g., anyone, everything).
Form and use the past tense of frequently occurring

L2.1.D
irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them

L2.1.E
depending on what is to be modified.
Produce, expand, and rearrange complete simple and
compound sentences (e.g., The boy watched the movie;
L2.1.F
The little boy watched the movie; The action movie was
watched by the little boy).
Capitalize holidays, product names, and geographic
L2.2.A
names.
L2.2.B Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently

L2.2.C
occurring possessives.
Generalize learned spelling patterns when writing words

L2.2.D
(e.g., cage → badge; boy → boil).
Consult reference materials, including beginning

L2.2.E
dictionaries, as needed to check and correct spellings.
Prepare individual student copies of this checklist.

Page 48
If/Then Chart
If… Then…
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.
RL.2.2 • Practice with familiar and favorite stories.

students have difficulty • Practice with fables and other stories with
determining the lesson obvious lessons.
of the story • Create a center in which students match the
lesson with the story.

students are having • Practice with favorite and familiar stories.
difficulty describing how • Practice with daily read-alouds.
characters respond to • Use cause and effect graphic organizers.
major story events and
challenges
RL.2.4 • Practice using simple rhymes and discuss

students have difficulty author’s use of rhymes.
describing how words • Practice using simple songs with refrains and
and phrases supply discuss author’s use of refrains.
rhythm and meaning in • Practice using favorite or familiar stories with
a story, song, or poem repetitive lines and discuss author’s use.
• Create poems using shared writing using rhythm
or repeated lines and discuss why the students
made the decisions to use.
RL.2.6 • Model using different voices during read-alouds.

students have difficulty • Engage students in readers’ theater.
acknowledging the • Engage students in shared reading, with practice
differences in reading dialogue using different voices.
characters’ points of • Engage the students in choral reading.
view, including • Open a listening center to give the students
speaking in a different additional opportunities to hear different voices
voice for each character being used.
when reading dialogue

Page 49
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.
W.2.2 • Provide guided writing opportunities.

students have difficulty • Encourage student inquiry, finding answers to
composing an student generated questions, and writing to
informational or inform others.
explanatory text • Review examples of student writing and have
student identify the topic, points, and concluding
statement and underline each in a different
color.

Page 50
Student Resource: Our Questions and Answers

Use with RL. 2.1 Comprehension Checklist (p.36) in STEPs 1.5 through 1.8.
Name Name
Use question words: who, what, when, where, why, and how.
Questions Answers
Our questions after reading page 12.
Our questions after reading page 18.

Page 45
Student Resource: Using Character Clues

Use with RL.2.3 Comprehension Checklist (p.37) in STEP 2.8.
Name Name
Challenge
How did the character respond?

Clue/Character Why did the character respond
What does that have to do with the
Who says…? that way?
challenge?
“We’ll see
about that.”
“We walk to
everything we
need here…”
“But we don’t
have enough,”
I tell Señor Leo.

Page 46
Student Resource: The Difference Between Characters’ Points of View

Use with RL.2.6 Comprehension Checklist (p.39) in STEP 2.9
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.
“Don’t be “We’ll have the

ridiculous!” money soon.”
The point of view of is The point of view of is

Page 47
Student Resource: The Lesson of the Story

Use with RL.2.2/W.2.2 Comprehension and Writing Checklist (p.40) in STEP 3.4.
Name
The Lesson of the Story
I think that Meg Medina wants me to learn that
I know this because

Page 51
Retrospective Journal
Performance Task Date
What do I know about my class because of this performance task (including

strengths/needs of the class relative to specific LSS, as well as general
information learned about my students)?
What do I know about the strengths and needs of individuals or groups of

students relative to specific LSS?
After reflecting on the outcomes of this performance task, these are the
curricular/instructional actions I want to take:
Comments:

Tia Isa Wants A Car Meg Medina

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Tia Isa Wants a Car

Rationale for Text Selection

“Tía Isa wants a car,” I tell la vieja

To my dearest granddaughter, Lili, her own Tía Isa,

Text copyright © 2011 by Meg Medina

All rights reserved. No part of this book may be reproduced, transmitted,

First edition 2011

Library of Congress Cataloging-in-Publication Data is available.

Library of Congress Catalog Card Number pending

Printed in Humen, Dongguan, China

This book was typeset in Maiandra.

Authorized Permissions and Restrictions

(c) Parcc, Inc. 2016

Oral response RL.2.6 Written Response RL.2.2

K-2 Formative Tools

Tía Isa Wants a Car

Tía Isa Wants a Car

Collecting Student Information: RL.2.6 Comprehension Checklist ............. 39

Tía Isa Wants a Car

Performance Task Overview

Rationale for Text Selection

There is also a clear sequence of events with a well-established and strongly

Tía Isa Wants a Car

Targeted Word Study/Vocabulary

Focused Instruction refers to those vocabulary words that are needed to

Vocabulary from the text (Fast Instruction):

Vocabulary needed to talk about the text (Focused Instruction):

Tía Isa Wants a Car

Opportunities to Collect Information

Sample Student Work Products

Sample student work products include a/an:

Tía Isa Wants a Car

Materials needed to collect information and to analyze student work products

Instructional Next Steps

Reflecting on the Formative Performance Task

Tía Isa Wants a Car

• Introduce and explain a class chart (“One Way to Determine

Tía Isa Wants a Car

Tía Isa Wants a Car

LSS Alignment Chart

W.2.2 Uses facts and W.2.2

2.8 RL.2.3 Provides a Written RL.2.3 RL.2.3

Tía Isa Wants a Car

Tía Isa Wants a Car

Tía Isa Wants a Car

Get Ready, Get Set, Go!

For Day One:

Tía Isa Wants a Car

• Individual copies of the Student Resource: The Lesson of the

Go! Begin DAY ONE.

Tía Isa Wants a Car

Estimated time needed

Materials needed for Day One

CI=Collect information on student performance

S+S Form students into partners and say:

Tía Isa Wants a Car

Tips For Teacher Language & Student Engagement LSS

T You might say:

Tía Isa Wants a Car

Tips For Teacher Language & Student Engagement LSS

Prompt students to reframe

Teachers can document which students respond by placing

CI Collect information on students as they contribute questions to RL.2.7

Tía Isa Wants a Car