Fountas-Pinnell Level PRealistic FictionSelection SummaryParker has a problem—stage fright. When she tries to recite her lines in front of others, her voice squeaks. Through persistence and practice she overcomes her fears, only to discover that even the play’s star can experience “Parker’s problem.”
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Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person narrative without chapter breaks• Story’s action covers a week, with one fl ashback to the previous week
Content • School play• A girl struggles with stage fright.
Themes and Ideas • Fear of speaking in front of an audience is common.• A fear can be overcome by facing it with persistent effort.• Adequate preparation can help lessen nervousness.
Language and Literary Features
• Informal, realistic language• Liberal use of dialogue aids characterization• Figurative language: felt her heart race, wished she could just disappear
Sentence Complexity • Mix of complex, compound, and simple sentences• Short declarative sentences provide contrast• Appositional and parenthetical phrases within sentences
Vocabulary • Familiar words such as play, school, night, storyWords • Some multisyllable words: rehearsal, properly, nervousness
Illustrations • Lively, cartoon-like drawings with captions Book and Print Features • Thirteen pages of text, most with illustrations
positive – completely sure properly – the right way, p. 3talent – a special skill, p. 5
Parker’s Problem by Rachel W. Brookes
Build BackgroundHelp students use their knowledge of acting and putting on a school play to visualize the story. Build interest by asking questions such as the following: Have you ever been in a play? If so, what was it like? What problems might you have as an actor in a play? Read the title and author and talk about the cover illustration. Tell students that the story is realistic fi ction, and that Parker, the main character, has a real-life problem.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 2: Explain to students that Parker is going to be in a school play. The picture shows the students at rehearsal. Ask: How do you think Parker is feeling? How would you describe her mood? Parker is getting ready to read her lines aloud, but Parker has a problem. Can you guess what it is?
Page 3: Have students read the picture caption. Ask: How does the artist show what Parker is remembering? Parker was afraid that her lines for the play would not come out properly. The story briefl y shifts back to the past. This is called a fl ashback.
Page 4: Have students read the fi rst sentence. Ask: What word is a clue that the story has shifted back to present time? Suggested language: Now is a clue word to present time. Look for such clues about time as you read. When you keep track of time, it helps you understand the story’s setting.
Pages 5–7: Call attention to the illustrations. On these pages we meet Parker’s dog, Rusty. He always puts her in a good mood. He has a talent for catching things, and he even listens to Parker read her lines. Ask: What part do you think he plays in the story?
Now go back to the beginning and read to fi nd out how Parker tries to solve her problem.
ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Summarize Strategy as they read by briefl y telling the important events of the story in their own words.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Why was Parker nervous? How did she fi nd a way to overcome her fear?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Parker had a problem speaking her lines in front of an audience.
• Parker worked hard learning and practicing her lines.
• Parker was surprised when Darice got nervous about performing.
• When you have a problem, don’t give up, keep trying.
• Laughter and comforting others helps you forget your problems.
• People that appear calm and confi dent may have the same fears you do.
• Dialogue between characters brings them to life.
Choices for Further Support• Fluency Invite students to choose a passage of conversation from the text to
demonstrate phrased fl uent reading. Suggest that when they read a character’s words, they picture that character and read the words as if the character were actually speaking, varying their tone, pitch, and volume.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts. Remind students that many words are formed by adding a prefi x or suffi x to a base word. Have students identify the base words and affi xes in these examples from the text: suddenly (page 3), disappear (page 4), perfectly (page 9). Ask students to identify the meaning of each base word, and then explain how the meaning changes when the affi x is added.
Writing about ReadingCritical ThinkingHave students complete the questions on BLM 1.7.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillStory Structure
Target Comprehension Skill Remind students that the elements that make up a story
are character, setting, and plot. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
The plot is based on Parker’s struggle with stage fright. She practices her lines every day and even reads them to her dog, but still she gets nervous. The night of the play is the story’s climax, when Darice, the play’s star, gets stage fright. In comforting her, Parker loses her own nervousness. These are details about the plot.
Practice the SkillEncourage students to share examples of other stories in which the story structure shows how characters struggle with a personal problem and solve it.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• In the last paragraph on page 2 what does “Parker felt her heart race” mean?
1. Think within the text How does the set “come to life” on the
second day of rehearsal?
2. Think within the text Mrs. Torres tells Parker that Rusty
wants Parker to read to him. Why does she think this?
3. Think beyond the text What is another way that the story
could end?
4. Think about the text What clues does the author give to
show Parker is nervous?
Making Connections Reading the play to Rusty helps Parker to relax and learn her lines. What are some things that help you when you’re having trouble learning something?
English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind students that Parker overcomes stage fright in a surprising way.
Cultural Support Explain that when people speak, they often use contractions, such as can’t and I’ll. Thus, authors use contractions to make dialogue sound realistic. Have students tell what words form each of these contractions from the story: what’s, can’t (page 3), we’ll, I’ll (page 7) you’ll, you’re (page 9), I’ve (page 12).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Who is Rusty?
Speaker 2: Parker’s dog
Speaker 1: How does Parker practice her lines?
Speaker 2: by reading them to Rusty
Speaker 1: How did the play turn out?
Speaker 2: It was a great play.
Speaker 1: What problem did Parker have at rehearsals?
Speaker 2: Parker would get nervous trying to read her lines.
Speaker 1: How did Parker’s dog, Rusty, help her?
Speaker 2: Rusty always put Parker in a good mood, and he listened to her read.
Speaker 1: On the night of the play, how did comforting Darice help Parker to solve her problem?
Speaker 2: Comforting Darice helped Parker relax and forget her own nervousness.
Think about the questions below. Then write your answer in one or two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
Parker has trouble reading her lines in front of other people. On the night of the play, Darice has the same problem. Why was Parker so surprised? How does Parker help Darice overcome her own problem? How do you think this experience will help Parker in the future?
1. Think within the text How does the set “come to life” on the
second day of rehearsal?
2. Think within the text Mrs. Torres tells Parker that Rusty
wants Parker to read to him. Why does she think this?
3. Think beyond the text What is another way that the story
could end?
4. Think about the text What clues does the author give to
show Parker is nervous?
Making Connections Reading the play to Rusty helps Parker to relax and learn her lines. What are some things that help you when you’re having trouble learning something?
