multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A story's plot provides its organizational structure. Although a story can be told in different ways, the plot of any story generally includes the same basic structural elements revealed in the same forward-progressing order: conflict (main problem or challenge in the story), sequence of events (important moments in the story relating to the conflict), and the resolution (the final outcome in a story). Once students understand that each of these structural elements plays a role in developing a story, they can begin examining how these parts were constructed and eventually draw conclusions about why they were constructed in that manner. This analysis of plot elements can confirm comprehension of the text or the need to review these parts more carefully.
an element of plot when the opposition of persons or forces brings about dramatic tension central to the plot of a story that may be internal as a psychological conflict within a character (e.g., man versus himself) or external as a physical or outward conflict between the character and something/someone else (e.g., man versus man, man versus nature, or man versus society)
the element of plot structure that contains the conclusion or final outcome in a story and, in some capacity, resolves all problems and conflicts Not all stories have clear resolutions.

Research

1. Freeman, J. (2016). Story is king: How to be a great storyteller. School Library Journal, 62(6), 40+. Retrieved from https://link.galegroup.com/apps/doc/A453920020/PROF?u=tea&sid=PROF&xid=1ff34e81.

Summary: The author uses storytelling to build reading skills, such as plot analysis and understanding characters. She provides concrete examples for storytelling in the classrooms and gives a list of 21 classic folk and fairy tales that can be adapted for storytelling.

2. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-term effects of strategic reading instruction in the intermediate elementary grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.