- story structure
UNDERSTANDING THE STANDARD what's this
QUESTIONS TO FOCUS INSTRUCTION what's this
- As students are introduced to a greater complexity in story structure, they expand and strengthen their academic vocabulary to include words such as concludes/conclusion, problem/conflict, action, solution, and introduction, and review vocabulary previously introduced such as beginning, middle, ending, character, setting, major events, describe, plot, narrative, and structure.
- Students who can describe the overall structure of a story are able to explain/describe how the beginning introduces the story and prepares the reader for what is to follow. Students learn that authors generally introduce the characters, settings, and plot in the first two or three sentences of the story and that it is important to give attention to the beginning.
- Students who can describe the overall structure of a story understand that the ending concludes the action. They can identify the attributes of a strong ending.
- Students who can describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action, have had opportunities to practice identifying strong beginnings and strong endings and are guided to compare those with beginnings and endings that may not be strong.
- Students who can describe the overall structure of a story can identify the action(s) in the middle of the story and describe that action.
- In addition to describing the overall structure of a story, students are able to correctly complete graphic organizers/charts where they illustrate or write about the beginning, the middle, and the end of the story.
- Students who can describe the overall structure of a story are able to create simples stories that have strong introductions and strong endings, either individually or as part of a group.
- Students use speaking, listening and vocabulary skills when describing or creating stories with a beginning (introduction), middle (action) and end (conclusion).
- Verbally describing the structure of a story, including the beginning and conclusion, supports oral language development, vocabulary acquisition, and speaking and listening standards across grade levels.
- Participating in story element description and analysis improves student understanding of narratives and their structure, which helps students learn how to write their own stories.
- Being able to describe the function of different parts of a story (i.e. to introduce the story, to conclude the action) will support higher levels of comprehension within the text and across a variety of texts.
SAMPLE PERFORMANCE TASKS
- How does understanding overall story structure, such as beginning, middle, and end,
support the comprehension of narrative texts?
- What instructional strategies help students recognize strong beginnings and strong endings in stories?
- What prior skills and knowledge must students have mastered before they are able to describe the overall structure of a story?
- What new vocabulary must students learn if they are to successfully meet this standard?
- What strategies help students describe the beginning, middle, and end of a story and the
function of each part?
- How does the ability to describe the overall structure of a story support a student’s ability to write in response to reading, to write creatively and to develop oral presentation skills?
- What additional instructional support can be provided for students who struggle to attend to the
important structural elements of narrative text?
– Students describe the overall story structure of The Thirteen Clocks by James Thurber, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. (from Appendix B of the Common Core ELA standards
Go to RL.1.5
to see skills mastered prior to this.
Go to RL.3.5
to see the progression of related skills.