LESSON 6 TEACHER’S GUIDE Ike in the Spotlight - … · LESSON 6 TEACHER’S GUIDE Ike in the Spotlight ... Text Structure • First-person continuous narrative with no chapter breaks

Number of Words: 992

L E S S O N 6 T E A C H E R ’ S G U I D E

Ike in the Spotlight by Barbara A. Roenz

Fountas-Pinnell Level MFairy TaleSelection SummaryIke is too shy to enter the talent show. Then he fi nds a magic pebble. He can do anything. Ike enters the show. When he is about to sing, he panics. His pebble is gone! He sees his smiling family and begins to sing. Ike fi nds he didn’t need magic. All he needed was faith in himself.

Characteristics of the Text Genre • Fairy tale

Text Structure • First-person continuous narrative with no chapter breaksContent • Talent shows, singing

• Magic and imagination• Performing onstage, in the spotlight

Themes and Ideas • Faith in oneself is more powerful than magic.• Some fears are unfounded and can only be unmasked by facing them. • Self-confi dence reduces worry.

Language and Literary Features

• Informal language and realistic dialogue• Highly imaginative narrator• Sensory language, such as glittery, squealing• Use of fl ashback through recollections of narrator

Sentence Complexity • Long, complex sentences contrast with short, simple sentences• Appositives set off by commas, italics for emphasis; dashes, parentheses, questions,

exclamationsVocabulary • Some words related to the stage: spotlight, audience, costume

• Slang, such as hi, yup, mess up, no wayWords • Some multisyllable words, such as invisible, politely, nightingale

Illustrations • Lively, cartoon-like drawings with captionsBook and Print Features • Thirteen pages of text, most with illustrations

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Ike in the Spotlight by Barbara A. Roenz

Build BackgroundHelp students use their experience of performing and talent shows. Build interest by asking a question such as the following: Do you have a talent, such as experience with singing or playing a musical instrument? Read the title and author and talk about the cover illustration. Explain that this is a fairy tale, so it has elements of fantasy and ends with a moral, or message.

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: Direct students to the italicized words in the text. Ask: Why do you think the author has used italics for some of the words? Then have students look at the illustration and read the caption. Explain that the story is told by a boy, Ike, who has a strong imagination. He says he is trying to be invisible. Ask: Why would someone want to be invisible?

Page 5: Read the fi rst sentence: I also notice posters, like the immense poster announcing the school’s Talent Show. Ike says if he could enter, he’d sing. He says his mother says he sings like a nightingale. Ask: What does she mean by that? Explain that a nightingale is a bird that sings a beautiful song at night.

Page 6: Have students look at the illustration and read the caption. Ike says he can’t be in the show. Ask: Why do you think Ike is afraid of singing in front of everyone?

Page 8: Ike fi nds a pebble on the way home from school. How does the illustration make the pebble look special?

Now go back to the beginning and read to fi nd out what happens to Ike.

battle – a fi ght exploding – blowing up, p. 4hideous – very ugly hired – given a job

immense – gigantic or huge, p. 5invisible – cannot be seen, p. 2refused – to say no to doing

something, p. 3

rescue – to save from danger, p.4warrior – a person who fi ghts in

a war or a battle wealthy – to have a lot of money

Target Vocabulary

2 Lesson 6: Ike in the SpotlightGrade 4© Houghton Mifflin Harcourt Publishing Company


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 Infer/Predict Strategy and to use clues from the text and their own experience to fi gure out what the author means but is not saying—to “read between the lines.”

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story. Suggested language: How did you feel when Ike reached in his pocket and didn’t fi nd the pebble? Why did Ike think it was a problem?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Ike believes the pebble will give him super powers.

• The pebble gives Ike the confi dence to sing at a party and enter the show.

• When Ike has to sing without the pebble, he fi nds he can do it.

• The pebble is not magic; it gives Ike power because he thinks it will.

• Ike can be funny, as when he jokes about singing like a crow.

• Now that Ike has more faith in himself, he will be less shy.

• The author gives clues to “read between the lines.”

• A belief in magic is part of a plot that is otherwise realistic.

• The story ends with a moral, the “author’s message.”

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to demonstrate phrased

fl uent reading. Remind them to pay attention to punctuation, including italics, to express the author’s meaning. Also remind them that since Ike is telling the story, they should read the passage with enthusiasm, as if Ike were telling his story to a friend.

• 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 a compound word is formed from shorter words that may help them understand the longer word’s meaning. Ask students to identify the two words in each case that make up each of the following compound words: spotlight (cover), daydreaming, afternoon (page 7), eardrums, sweatshirt (page 9).



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 6.7.

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 SkillCompare and Contrast

Target Comprehension Skill Remind students that you compare and contrast

things to see how they are alike and how they are different. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

After fi nding the pebble, Ike sings in the talent show. Before, he would not enter the talent show. These details help compare and contrast Ike’s life before and after fi nding the pebble.

Practice the SkillEncourage students to share their examples of other stories in which character traits can be compared and contrasted.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What detail from page 2 shows that Ike has a strong imagination?

• In the fi rst paragraph on page 3, what does the word refused mean?

• What will most likely happen to Ike?



Critical ThinkingRead and answer the questions.

1. Think within the text Ike does not like it when people pay

attention to him. Why not?

2. Think within the text What does Ike’s little sister Ida

like for him to do?

3. Think beyond the text How is singing for his sister’s

party different from singing for the talent show?

4. Think about the text Why do you think the author

uses a fi rst-person “I” narrator to tell the story? Why is it

a good choice?

Making Connections Many people get nervous. Think about a time when you were nervous about doing something. What helped you feel better?

Write your answer in your Reader’s Notebook.

Ike in the SpotlightCritical Thinking

Lesson 6B L A C K L I N E M A S T E R 6 . 7

Name Date

9Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 4, Unit 2: Do You Know What I Mean?

He feels he has to say or do something. He’s shy and doesn’t know what to say.

Ida likes for Ike to sing to her.

At the party, Ike uses the “magic pebble” for confi dence. At the talent show, he

realizes that all he needs is faith in himself.

The “I” or fi rst-person narrator lets Ike tell his own story. It’s a good choice

because it helps the reader get to know what Ike is thinking.

Possible responses shown.

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English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group. Remind them that Ike thinks having the magic pebble will allow him to face his fears.

Idioms The story contains a number of idioms that might be unfamiliar. Explain the meaning of idioms and slang expressions, such as I sure wish I had the guts (page 5), I’ll mess up (page 6), big time (page 7), like crazy (page 11), should totally enter (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: Was Ike’s pebble really magic?

Speaker 2: no

Speaker 1: Why did Ike sing at the party?

Speaker 2: because he had his magic pebble

Speaker 1: What did Ike really need?

Speaker 2: faith in himself

Speaker 1: How was Ike’s lack of faith in himself affecting his life?

Speaker 2: Lack of faith in himself made Ike afraid to try new things.

Speaker 1: Why do you think Ike wanted to believe in a magical solution to his problem of shyness?

Speaker 2: Maybe he didn’t have the confi dence to believe he could solve the problem himself.

Speaker 1: When Ike was in the spotlight and found his pebble was gone, what gave him the courage to sing?

Speaker 2: When Ike looked at the audience and saw his family smiling, he realized they believed in him. That gave him the courage to believe in himself and to sing.


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Ike in the SpotlightThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

Do you think this story is a fairy tale, or is it realistic? Do you think the pebble that Ike finds is really magic? Or does Ike just want to believe that the pebble is magic? Give details from the story to support your answer.

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text Ike does not like it when people pay

attention to him. Why not?

2. Think within the text What does Ike’s little sister Ida

like for him to do?

3. Think beyond the text How is singing for his sister’s

party different from singing for the talent show?

4. Think about the text Why do you think the author

uses a fi rst-person “I” narrator to tell the story? Why is it

a good choice?

Making Connections Many people get nervous. Think about a time when you were nervous about doing something. What helped you feel better?

Write your answer in your Reader’s Notebook.

Ike in the SpotlightCritical Thinking

Lesson 6B L A C K L I N E M A S T E R 6 . 7

Name Date



1413

921

Student Date

Ike in the SpotlightRunning Record Form

Lesson 6B L A C K L I N E M A S T E R 6 . 1 1

Ike in the Spotlight • LEVEL M

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

6

7

But I just can’t be in the show. Everyone will be watching me

and I know I’ll mess up. As soon as the spotlight hits me, my

throat will go dry, my lips will stick to my teeth, and I’ll forget

the words. As much as I’d like to enter, I know that I’m better

off sitting in the audience, like I always do.

I better stop daydreaming and get back to my schoolwork.

I have to hurry so I can finish by the time the bell rings. Mom

needs my help big time this afternoon.

Comments: Accuracy Rate (# words read

correctly/96 × 100)

%

Total Self- Corrections



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LESSON 6 TEACHER’S GUIDE Ike in the Spotlight - … · LESSON 6 TEACHER’S GUIDE Ike in the Spotlight ... Text Structure • First-person continuous narrative with no chapter breaks