Question

Ms. Dorsey, a second-grade teacher, begins a lesson by reviewing the story grammar of conventional short fiction. She reminds students that most stories have a beginning that includes information about the setting and the main characters. Then an event introducing a goal or problem occurs, followed by a series of events in which the characters attempt to solve the problem. At the end of the story, the goal or problem is finally resolved. Which of the following best explains the teacher's rationale for instructing students in recognizing story grammar in fictional texts?

A. To provide a framework that helps students to comprehend and retain story information.
B. To improve skill in noticing how character traits change over the course of a story.
C. To support interest and motivation to engage in wide, independent reading activities.
D. To use the understanding of repetition in fictional plot development to write an original story.

Answer 1

Ms. Dorsey teaches story grammar to provide a framework that aids students in understanding and remembering the information in stories.

Step-by-step explanation:

Ms. Dorsey's rationale for instructing students in recognizing story grammar in fictional texts is best explained by option A. This approach provides a framework that helps students to comprehend and retain story information. Understanding the structure of a story enables students to organize their thoughts, recall details, and grasp the complexities of narrative elements such as plot, characters, and setting. By identifying the story grammar-which includes the setting, characters, a problem or goal, attempts to solve the problem, and resolution-students achieve a deeper understanding of textual content and a consistent method for engaging with a wide variety of stories.