illustration of students singing
Billy Yong

Sasha's Solo

Will Sasha be able to sing in the chorus concert, or will the butterflies in her tummy get in the way?

By Monique D. Hall
From the September 2021 Issue
Lexiles: 510L
Guided Reading Level: K
DRA Level: 16-18
Vocabulary: blend, audience, soloist, rehearsal, overjoyed, mic
Think and Read

As you read, pay attention to Sasha and Eli’s friendship. How is Eli a good friend to Sasha, and how is Sasha a good friend to Eli?

Sasha loved singing. She loved hearing her voice blend with the voices of the other kids in her school chorus. It gave her the good kind of butterflies in her tummy.

Sasha didn’t have the loudest voice. That was her best friend, Eli. And she did not have the prettiest voice. That was Gina. But none of that mattered to Sasha. She just loved singing.

But Sasha did not love being onstage. Standing under the lights made her nervous. And seeing the audience staring at her gave her the bad kind of butterflies in her tummy.

So she always sang with her eyes closed. And she stood behind Eli, who was very tall.

Billy Yong

The Big Announcement

On Monday, Ms. Bell, the chorus teacher, had something special to say: “Our chorus has been asked to sing at this year’s fall concert!”

Ms. Bell said that this was a big deal. The chorus would be learning a new song for the concert.

“And one of you will get to be the soloist. That’s the student who will sing the lead part,” she noted. “Tryouts are tomorrow.”

Eli’s Plan

After chorus rehearsal, Sasha and Eli shared a snack on the school bus. “You have to try out for the solo!” Eli exclaimed in between bites of his Pop-Tart.

“No way. Gina can do it,” Sasha said.

“Noooo! She always does,” Eli yelled.

“Why don’t you try out, then?” Sasha took a bite of her own Pop-Tart.

“I am. But you have a real chance at being chosen. You’re a great singer!”

“I don’t like having everyone look at me.”

“Just think about it,” Eli said.

Sasha did. She thought about what it would be like to be a soloist. She remembered what her dad always said, “Trying something new can be scary, but it helps you grow.”

“OK. I’ll do it,” Sasha told Eli as she was getting off the bus. Eli was so overjoyed that he cheered for Sasha out the window.

Billy Yong

The Tryouts

Tryouts were the next day. Eli and Sasha walked to them together.

Eli went first. Eli’s voice was so loud that Sasha could hear every word he sang through the closed door. That made her smile.

When it was Sasha’s turn, Eli wished her luck. “Just pretend you’re standing right behind me. Like always,” he said.

Sasha walked into the tryout room. She did her best to smile. The bad butterflies were back.

“Whenever you’re ready, Sasha,” Ms. Bell said to her. Then she played a note on the piano.

Sasha closed her eyes and sang.

The New Soloist?

Ms. Bell called everyone together later that day. “The soloist for the concert will be. . . Sasha!” The room cheered. Eli danced. Even Gina clapped for her.

Sasha could not believe it. She had not expected to be chosen. But now that she was chosen, she did not feel excited. All she felt were those bad butterflies flying around in her tummy.

Sasha went up to Ms. Bell. “I don’t want to be the soloist anymore,” she said.

“Is there anything I can do to change your mind?” Ms. Bell asked.

Just then, an idea popped into Sasha’s head. She whispered it to Ms. Bell. “He knows the solo by heart,” Sasha added. Ms. Bell thought for a minute. Then she laughed. She said, “OK, Sasha. That’s fine with me.”

Sasha smiled.

Billy Yong

A Solo for Two

The night of the concert had finally arrived. The chorus was called up to the stage. The room was full of people.

Sasha stood in front of the chorus. She held a mic.

Ms. Bell spoke to the crowd. “We’ll be singing a new song for you. Please welcome our two soloists, Sasha and Eli!”

Eli’s eyes got huge. He ran to the front and hugged Sasha. Sasha held out the mic between them. Ms. Bell began playing the piano. Sasha closed her eyes.

She could not see anyone in front of her. But she could hear her own voice and her best friend’s voice blending together as they sang.

Eli’s voice was even louder in the mic. But that didn’t matter to Sasha. She felt butterflies flying in her tummy. The good kind.

Billy Yong

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Activities (5)
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About the Story

Social-emotional Learning Focus

Friendship

Step-by-Step Lesson Plan

ESSENTIAL QUESTION

The essential question of this issue of Storyworks 2 is: What makes a good friend?

  • Reading and discussing “Sasha’s Solo,” along with the other friendship-themed texts in the magazine (the Big Read, “The Grandpa and the Penguin”; the Mini Graphic Novel, “Gabby Solves: The Pokémon Problem”; and the Poem, “The Fabulous Five”), should give kids insight into what makes a good friend.
  • Through the above stories, students will discuss: What makes someone a good friend? How can you be a good friend? Can you be a good friend in good times and also in bad times?

1. BEFORE READING

Preview Vocabulary (5 minutes)
  • Play the online vocabulary slideshow. This issue’s featured words are blend, audience, soloist, rehearsal, overjoyed, and mic.

Preview the article and set a purpose for reading (15 minutes)

  • Read the Think and Read prompt on page 25: “As you read, pay attention to Sasha and Eli’s friendship. How is Eli a good friend to Sasha, and how is Sasha a good friend to Eli?”
  • Ask children what they think the answer to the Think and Read prompt could be. Write their ideas on chart paper.

Preview the First Page (5-10 minutes)

  • Now tell students they are going to read a fictional story.
  • Open your magazines to “Sasha’s Solo.” Preview the art on the opening pages.
  • Ask: What do you think is going on in this picture? (Answers will vary.)

2. READ THE STORY (10-20 MINUTES)

  • Kids can read this story individually, in small groups, or as a whole class.
  • Check comprehension as you read the story with the Pause and Think questions. These help check basic comprehension as you go along.

 

3. AFTER READING: FOCUS ON ELA SKILLS

ELA Focus: Vocabulary (20 minutes)

  • Use the Word Work printable to deepen students’ understanding of the article’s vocabulary words.

Extend the Story With an Activity (20 minutes)

  • Kids can “finish” the story with the “Finish the Story” printable. They’ll draw and write what they believe happens after the story ends.

Assessment: Quiz (10 minutes)

ELA Focus: Writing (30 minutes)

Butterflies in My Tummy

  • Use the “Butterflies in My Tummy” printable to help students draw and describe their experiences with good and bad butterflies.

Enrich the Learning: Paired Text Opportunities (time amount varies)

Making text-to-text connections builds knowledge and comprehension.

Pairable Texts Big Read, “The Grandpa and the Penguin” (pages 6-11); Mini Graphic Novel, “Gabby Solves: The Pokémon Problem” (pages 13- 17); and the Poem, “The Fabulous Five” (page 32)

  • These texts also ask questions similar to those posed in the Fiction. What does it take to be a good friend? What makes someone a good friend?
  • Kids can compare the friendships in the texts using our “Friend Chart” printable. How are the texts alike, and how are they different?

Text-to-Speech