Knowledge and Skills Statement
A teacher may wish to pair SE 3.8.D with SE 3.9.A and assess both SEs at the same time. With SE 3.9.A, students demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths. As a class, read a fable like The Town Mouse and the Country Mouse. Engage students in a dialogue about the fable, including how the location of the home of each mouse relates to the moral. Ask students to consider how the fable might be different if the mice lived in another country. Would the city and country settings be similar? What might the experiences of each mouse be like? Have students share their responses with the class.
Further Explanation
This assessment example requires students to understand how the time and place in which a story is set impacts the events in the story. Students must also analyze how a story's events might change when the setting changes.
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.