Searching for a captivating and meaningful read-aloud to celebrate Hispanic Heritage Month? My Papi Has a Motorcycle by Isabel Quintero is an excellent choice! This delightful story highlights the warmth of family, the beauty of community, and the rich cultural heritage of a Latino neighborhood, all through the eyes of a young girl and her father.

With 41 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:⭐️

◾ Judging by the Cover: Students examine the front cover of the book and answer questions.
◾ Making Predictions: Students make predictions about the text before reading the book.
◾ 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.
◾ Retell the Story: Students retell the beginning, middle, and end with text and illustrations.
◾ Recalling events in Chronological Order: Students describe and illustrate four major events in the story in chronological order.
◾ Summary: Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.
◾ 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.
◾ Making Connections: Students make connections to events from the story.
◾ Making Inferences: Students use clues & schema to make inferences while reading the story.
◾ Notice & Note: Students document a key inference, identify a cause-and-effect example, and pinpoint a specific part where the author uses descriptive language to vividly portray ideas.
◾ 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 Traits (Daisy; Papi): Students choose 2 character traits that best describe each character and provide examples from the book to support each trait.
◾ Character Inside & Out (Daisy; Papi): Students include details from the story to describe what the character says, thinks, does, and feels.
◾ 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 those traits.
◾ Character Change: Students explain how the character changed from the beginning to the end of the story and describe the events that caused the change.
◾ Character Perspective: Students compare Daisy's perspective of the motorcycle ride through her community with Papi's perspective.
◾ 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.
◾ Before & After: Before and After: Students will describe how Daisy feels before she and Papi start their motorcycle ride through the neighborhood. Then, they will draw a picture and describe her feelings after they finish the ride.
◾ Thinking About the Text: Students answer the questions about the story & include examples from the text to support their answers (ANSWER KEY INCLUDED).
◾ Thinking Beyond the Text: Students answer the questions about the story & include examples from the text to support their answers (ANSWER KEY INCLUDED).
◾ Figuring Out Figurative Language: Students read the phrases from the story and identify what two things are being compared. Then, they explain what it means and why the author included it in the story (ANSWER KEY INCLUDED).
◾ 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.
◾ 3-2-1: Students will describe three memories Daisy shares during the motorcycle ride, identify two places Daisy and Papi pass, and share one lesson they think Daisy learns during the ride with her Papi (ANSWER KEY INCLUDED).
◾ Compare and Contrast: Students will compare and contrast Daisy's community to their community.
◾ Identifying Imagery: Students read the sentences from the story and identify imagery through the author's use of sensory details (ANSWER KEY INCLUDED).
◾ Brag Board: Students create a collage with images and text that show what special skills and talents you and your family have.
◾ Diary Entry: Students imagine themselves as a character from the story and write a diary entry about a key event.
◾ Community Map: Community Map: Students will create a map of their community, using the provided questions to guide them in selecting important places to include.
◾ Design a Helmet: Students will design a helmet that represents something unique about their family or community, then write 1-2 sentences explaining the meaning behind the pictures and colors they chose.
◾ Community Mural: Students will create a mural that represents key aspects of their community, showcasing important places, people, or values.
◾ Cruising My Community: Students imagine riding around their community on a motorcycle and draw the places they would visit, numbering them in the order of their stops.
◾ 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.
◾ Design a Book Cover: Students design a new cover for the book and write a paragraph explaining why they chose the colors and pictures they did and what they symbolize.
◾ 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).
◾ Book Review: Students rate and review the book.