Problem and Solution in Stories

Active learning turns abstract story elements into concrete, memorable experiences. When students act out problems and map solutions, they move beyond listening to truly engaging with the purpose of a story. This approach builds comprehension that transfers to any text they read.

• 1st Grade
• English Language Arts
• 4 activities
• 10 min–25 min

Learning Objectives

1. Identify the main problem faced by a character in a story.
2. Explain the sequence of events a character uses to solve a problem.
3. Compare two different solutions a character could use to resolve a problem.
4. Evaluate the effectiveness of a character's chosen solution.

Think-Pair-Share

⏱ 10 min·Pairs

Think-Pair-Share: What Would You Do?

After reading a story, pose the question: "Could the character have solved the problem a different way?" Students think silently for 30 seconds, share their idea with a partner, then pairs report to the whole class. Record multiple solutions on an anchor chart to compare.

Prepare & details

Analyze how a character's problem drives the events of a story.

Facilitation Tip: During Think-Pair-Share, call on students who rarely volunteer to share after their partner talks to ensure equitable participation.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Collaborative Problem-Solving

⏱ 20 min·Pairs

Story Map: Problem-Solution Graphic Organizer

Provide a two-column chart labeled "Problem" and "Solution." Students draw and label the problem at the start of the story and the solution at the end, then draw one event in the middle that shows the character trying to solve it. Pairs compare their maps and discuss any differences.

Prepare & details

Predict different ways a character could solve their problem.

Facilitation Tip: For the Story Map, model filling in the first two boxes with students before they work in pairs to encourage independence.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 25 min·Small Groups

Readers Theater: Act It Out

Assign small groups a story with a clear problem-solution structure. Each group receives a short script version of the story and rehearses for five minutes. Groups perform for each other; the audience names the problem and solution after each performance.

Prepare & details

Evaluate the effectiveness of a character's solution.

Facilitation Tip: In Readers Theater, assign roles so that every student reads aloud at least one line to build fluency and confidence.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Gallery Walk

⏱ 15 min·Small Groups

Gallery Walk: Problem Board

Post four or five book covers around the room, each with a brief story summary. Students rotate with a sticky note and write what they predict the problem is, then check their prediction by hearing the story read aloud at a final share-out.

Prepare & details

Analyze how a character's problem drives the events of a story.

Facilitation Tip: During the Gallery Walk, provide sticky notes for students to write questions they still have about the problems and solutions they observe.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Teach problem and solution as a dynamic process, not a formula. Use think-alouds during read-alouds to show how your own thinking changes as the story unfolds. Avoid rushing to the solution; instead, linger on the moment when the character realizes what must be done. Research shows that students grasp story structure better when they experience it through role-play and visual mapping before they analyze it on their own.

What to Expect

Students will confidently identify problems and solutions in stories, explain why the solution matters to the character, and use the problem-solution arc to predict what might happen next. You will see this in their discussions, written work, and dramatic interpretations of texts.

Watch Out for These Misconceptions

Common Misconception

During Think-Pair-Share: What Would You Do?, watch for students who assume all problems involve arguments or fights between characters.

What to Teach Instead

Use the prompt to highlight a variety of problems, such as 'You lost your favorite toy' or 'You’re afraid of the dark.' Ask students to share solutions that don’t involve arguing with another person.

Common Misconception

During Story Map: Problem-Solution Graphic Organizer, watch for students who mark the solution as a single sentence at the end of the story.

What to Teach Instead

Guide students to record the moment when the character begins to solve the problem, even if it takes several pages. Mark 'change begins here' on the timeline to show that solutions unfold over time.

Common Misconception

During Readers Theater: Act It Out, watch for students who believe a solution always makes the character happy or completely solves the problem.

What to Teach Instead

Discuss the ending before students perform. Ask, 'Does this solution make the character happy? Does it fully solve the problem? Why do you think the story ended this way?'

Assessment Ideas

Exit Ticket

After Think-Pair-Share: What Would You Do?, collect students’ written responses to 'What was the problem? What did you decide to do?' to check their ability to articulate a clear problem and solution.

Discussion Prompt

During Story Map: Problem-Solution Graphic Organizer, listen for students to explain how the solution connects to the character’s feelings or traits, such as 'The character was brave so they tried to fix the problem by themselves.'

Quick Check

After Readers Theater: Act It Out, pause mid-scene and ask students to give a thumbs up if they can identify the problem and a thumbs sideways if they see the solution starting to unfold. Call on a few students to explain their reasoning.

Extensions & Scaffolding

• Challenge: Ask students to rewrite the ending of a familiar story so the solution better matches the character’s personality or abilities.
• Scaffolding: Provide sentence stems for the Story Map, such as 'The problem was ______ because ______.' or 'The character tried ______ but it didn't work because ______.'
• Deeper exploration: Have students compare two versions of the same story with different solutions, discussing which solution was more effective and why.

Key Vocabulary

problem	A situation in a story that a character needs to fix or overcome. It is what makes the story happen.
solution	The way a character solves the problem in a story. It is what the character does to make things better.
character	A person or animal in a story. Characters are the ones who have problems and try to find solutions.
event	Something that happens in the story. Events often happen because of the problem or because the character is trying to find a solution.