This picture book companion is a complete supplemental resource for the book Chinatown, by William Low.

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

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

⭐️This Resource Includes:⭐️
◾ Making Predictions: Students make predictions about the text before reading the book.
Judging by the Cover: Students examine the front cover of the book and answer questions.
◾ Story Elements: Students fill-in the boxes with words & pictures to represent the story elements.
Sequencing: Students retell & illustrate the important parts of the story.
◾ Recalling Events in Chronological Order: Students describe and illustrate four major events in the story in chronological order.
◾ Trip Around Chinatown: Students recap the characters' trip through Chinatown with pictures and captions, including details from the story to highlight the most important or memorable parts.
◾ Summary: Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.
◾ Story Event Sort: Students describe a scene or event from the story that fits into each of the categories & explain how the event made them feel & how it relates to the category.
◾ Compare and Contrast: Students use a Venn Diagram to compare and contrast their community to Chinatown based on what they learned from the story. Then, they use that information to write a paragraph.
◾ Main Idea & Details: Students will identify which of the statements reflects the two main ideas. Then, choose three supporting details for each main idea (ANSWER KEY included).
◾ Making Connections: Students make connections to events from the story.
◾ Making Inferences: Students use clues & schema to make inferences while reading the story.
◾ Character Traits: Students choose 2 character traits that describe the character and provide examples from the book to support each trait.
◾ Character Inside & Out: Students include details from the story to describe what the character says, thinks, does, and feels.
◾ Character Feelings: Students describe how the character's feelings change throughout the story & give examples of the events that cause them to feel the way they do.
◾ Character Development: Students select character traits that best describe the character at different times throughout the story and give examples from the book to support their chosen traits.
◾ Sketch a Scene From the Story: Students draw a scene from the story and describe what happened there and why it was important to the plot.
◾ Setting the Scene: Students identify three different settings in the story and explain how they know the setting changed.
◾ Sensory Details: Students will use the text & illustrations from the story to describe what they see, hear, feel, & smell in the pictures.
◾ Identifying Imagery: Students read the sentences from the story and identify imagery through the author's use of sensory details (ANSWER KEY INCLUDED).
◾ Thinking About the Text: Students answer the questions about the story & include examples from the text to support their answers.
◾ Thinking Beyond the Text: Students answer the questions about the story & include examples from the text to support their answers.
◾ 3-2-1: Students describe three places the boy and his grandmother visit in Chinatown, describe two things that are the same between the Chinatown the boy visits in the story and their community, and choose one word that best describes Chinatown and explain why.
◾ Theme: Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice.
◾ Author's Message: Students describe four important events from the story and put them in chronological order. Then, answer the questions about the author's message.
◾ Map of Chinatown: Students create a colorful map of Chinatown, labeling the places where the boy and his grandma visited and explored.
◾ Crossword Puzzle: Students use the clues to fill in the crossword puzzle (ANSWER KEY INCLUDED).
◾ Word Search Puzzle: Students use the clues to find the hidden words in the puzzle (ANSWER KEY INCLUDED).
◾ Caught on Social Media: Students imagine they are a character in the story and create a social media post sharing one event, including a caption, name, location, likes, and a hashtag.
◾ Wait... There's More!: Students write about what happens next in the story.
◾ Book Review: Students rate and review the book.
◾ Good Luck Symbols: Students scan the QR code to view a presentation about Chinese New Year good luck symbols. After viewing the presentation, they select eight symbols to draw and describe in the envelopes.
◾ Create a Mythical Creature: Students will combine the characteristics, or features, of two fascinating animals to design their own mythical creature. Then, create the environment, or habitat, that the creature lives in.
◾ All About Chinese New Year: Students will research to learn more about Chinese New Year.
◾ All About China: Students will research to learn more about the country of China.

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