Even though theme is cited in two of the 10 Common Core Standards for Reading Literature, little is written on how to teach it. Determining theme while reading a story is a critical element of reading literature, yet some children simply struggle. The instructional strategies presented here are designed to hone students' theme awareness and…

This study investigated whether infusing "causal" story elements into mathematical word problems improves student performance. In one experiment in the USA and a second in USA, Finland and Turkey, undergraduate elementary education majors worked word problems in three formats: 1) standard (minimal verbiage), 2) potential causation…

Suggests using story maps as a direct technique for teaching students the elements of stories: setting, plot, mood, and theme. (MG)

Semantic mapping is effective with expository prose but not as effective with narrative prose. To achieve a better understanding of narrative prose, yet still keep the benefits of semantic mapping, the traditional approach can be modified into a technique called "episodic mapping." Episodic mapping is based on the idea that most stories…

Written summarization skills were successfully taught to deaf elementary students via an instructional method which emphasized six elements of story structure (setting, initiating event, internal response, action, consequence, and reaction). (JC)

Examines current educational thinking about the development of children's writing, story structure and its functional components, and economy in writing. Strategies that teachers and teacher librarians can use to improve students' work are suggested, and an annotated bibliography of seven childrens' stories is provided. (eight references) (EA)

The article describes how to use a word processing program and add-on story starters for different genres to enhance elementary students' creative writing skills. Teachers input story starters, then students select a genre and add on a story version in that genre. Students can also develop their own story starters. (SM)

Discusses "story grammar" strategies, such as self-questioning, story maps, character and plot development, and comparison and contrast of similar stories, which can be used to help elementary students with learning disabilities or low-achieving students improve their reading and writing skills. Activities are described for each…

Elementary teachers can use folktales to teach story structure. After students read a folktale, they can brainstorm for story ideas, create and revise outlines and drafts, edit their stories in pairs, complete a final version, then construct and illustrate a book. A student page teaches how to plan a folktale. (SM)

Describes how first grade and fifth grade students teamed together to coauthor books. Provides an example of a story planning chart. (MM)

"Celebrate Literature!," a multi-volume articulated literature curriculum for grades K-6, intended to foster students' awareness of their literary heritage, increase their knowledge of story structure and provide examples of excellence in children's literature, is described in this paper. The paper also describes how by building upon…

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)

Describes the benefits that storytelling can have on the development of listening and reading comprehension and the enhancement of oral and written expression. Presents an example of how storytelling was used to realize these benefits in a third-grade classroom. (MG)

Presents reading/writing units based on story grammar techniques and intended for students in grades one through six. (FL)