There are many stories in children's literature with common themes. This study aims to use Asia-Europe originated stories in elementary education with an intertextual understanding. Six story texts were intentionally criticized and analyzed based on Vladimir Propp's structural narrative breakdown. The analysis involves integrative and common themes such as characters; problem situation; ways of solving a problem; starting with the absence function; protagonists' departure from home; introducing a ban; collecting information; antagonists' efforts for persuasion and convincing; eventual diminishing of the immorality and absence function established in the beginning of all stories. The analysis also involves how to use intertextual reading and meaning-making processes regarding start-finish formals and key moments and characters in the story. This research is important for purposefully collecting and investigating Asia-Europe originated stories and comparatively determining texts that can be used for forming intertextual meaning in elementary education.