#9 Features of Expository and Narrative Text

Expository: Playing it Safe by Elizabeth Austin	Folktale/Narrative: Robin Hood Wins the Sherriff’s Golden Arrow adapted by Karina Barrentine
Expository elements introduction, bold headings definitions visuals (diagrams, photos, charts) table of contents glossary captions Challenging Features content-area vocabulary text structure needs to be taught before reading amount of text covered may be difficult for ELL’s to decipher what is important and what is not important complex sentences extensive use of pronouns lack of experiences either due to poverty or culture may make it difficult for ELL’s to understand certain concepts Features that support language acquisition Expository text structure can be pre-taught so students can better categorize information so it is not so overwhelming organizational features (pictures, diagrams, tables, charts, timelines, etc…) can help students locate and understand information in the text Glossary available to define unfamiliar vocabulary Requires more literal comprehension rather than implicit which can be a challenge for ELL’s	Narrative elements characters plot  theme setting climax resolution Sub-genre Folktale elements Themes: Usually universal truths, lessons, and values related to people, their actions, and/or material goods that are valued by the group that creates the folktale. These tales tell what happens to those who do not obey the group’s traditions. Cross-cultural: most cultures usually have their own version of each folktale Time is usually in the past (long, long ago) Place is usually specific to the culture and region (humble cottage, magic kingdom) Characters are flat and characteristics are exaggerated Stories are possible but not probable Styles may include: Elements of magic, spells, enchantments, and supernatural beings (spell is broken and ______ turns into a ______). Running away from home (Gingerbread Man, The Bun-Russian, The Pancake-Norwegian) Cumulative: sequence of events or characters that accumulate. Repeat phrases, develop logic and sequential thinking (for preoperational children), and understanding for more sophisticated literature) Extraordinary animals, monster, or other animated things (Three Little Pigs, Shrek) Explain a natural phenomena or custom. How Rabbit Stole Fire, Why Mosquitoes Buzz in people's Ears, Tikki Tikki Temkbo. Good vs. evil Challenging Features Content is culture-bound Need to activate prior-knowledge; simply knowing vocabulary is not sufficient imagery and symbolism may be difficult idiomatic expressions Features that support language acquisition Different versions of folktales are present in most cultures Comparison’s between the student’s native language folktales and English folktales will help students see similarities and bridge the gap in understanding Folktales can be taught at a very young age and the storyline becomes familiar to ELL’s when presented with other folktales repeated phrases can develop logical and sequential thinking themes in folktales are universal so students can easily make connections