STORY MAP IN READING
Definition of Story Map
Zygouris & Glass (2004: 2)
story mapping facilitate comprehension and memory of stories, students need to
know about the general structure of stories. One tool, teachers can use to help
students understand story grammar is the story map. Story maps are templates
that provide students a concrete framework for identifying the elements of
narrative stories.
Dixon (2012: 21) Story retelling is
way of assessing if the reader can identify key story elements. In story retelling, students are asked to
recount what they have read. Through the
retelling, students identify major elements.
Teachers can allow students to use a story map to guide their retelling.
This can be used for biographies, autobiographies, historical or current events. Details included may be: People, location,
time period, major challenge/accomplishment/event, and life/event details.
Jones (2006:1003) also defines
story maps as templates that provide students a concrte framework for
identifying the elements of narrative stories. The structure or plan of
narrative text is often referred to as story grammar. Story grammar involves
three basic elements; setting; plot; and theme
Procedure
of Story Map
Zygouris & Glass (2004: 2) the
effectively use of this strategy, teachers should model how to identify story
grammar elements. First, introduce the story map by explaining the importance
of story grammar. Most stories have certain elements in common. Remind students
that most stories have a beginning, which includes the time of the story, where
it takes place, and introduces the main character(s). An event then sets a
problem or conflict in motion, which is followed by attempts to reach the goal
or resolve the conflict. Finally, the goal or conflict is resolved in some way
and the main character(s) react to the outcome.
Nelson et. Al (2001:49) This
activity begins after students have already read through a story or passage at
their instructional level. Then,
1. Discuss
what happened in the story or reading passage and the students’ reaction to it.
Discuss the setting, names of the characters, the story problem, and the
solution.
2. After
reading the entire book/passage, give each student a piece of paper.
3. Have
the students fold the paper in half lengthwise, then twice widthwise, to make
eight symmetrical rectangles.
4. In
the first rectangle, have the students write the title and author of the story.
In the following
rectangles, have the students write/draw the characters, setting, plot, and
solution. A story element may take more than one rectangle. Continue work for
more than one day if necessary
