Published at Thursday, April 18th, 2019 - 15:57:31 PM. Worksheet. By Damiana Vidal.
The theme is what the story is about. A theme sometimes conveys a moral. If you have read the Aesop’s Fables you should know what I mean. All of those stories have a message. Some stories are written just for the purpose of conveying a message. The message could be any of the following: The victory of virtue over vice. Sportsman spirit: It is not about winning; it is about how you play the game. The righteous may have to face huge hardships. Honesty is the best policy. You don’t really have to state the message at the end of the story. As the story develops and ends the reader should be able to comprehend the message. Every story requires a plot. Actually, the story develops from the plot. You can indicate the plot in the opening lines and then develop it gradually. As the plot unfolds characters will appear on the scene and start interacting with one another. Complications and conflicts, These are an integral part of the plot. Complications and conflicts don’t have to be really complicated. Minor complications will do just fine – it depends upon the plot. Think about events that lead to the conflict. What are the problems that the characters encounter? You can develop complications and conflicts out of the interactions of the characters. Sometimes, destiny can play a role in making your characters’ life complicated.
This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. Humans are thought to have a set reserve, an established threshold for attention and absorption of information, commonly referred to as processing capacity. This being the case, it is generally believed that proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. Many educators in the United States believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this reading approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself. The reason why reading comprehension is such an effective learning tool is that, like art, it teaches students to manipulate particulars in attempt to represent the universal.
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