WorldScapes Correlated to Texas Essential Knowledge and Skills English Language Arts and Reading Grade 3

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1 English Language Arts and Reading Grade 3 (1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate Title(s) (Australia) School in the Outback: F; BR (Australia) The Outback Adventure: DW (Australia) Going for Gold: F (India) My Elephant, My Friend: F (India) The Indigo Jackal: F (South Africa) Monkey Trouble: F (B) respond appropriately and courteously to directions and questions (Arctic) The Stolen Sun: E (Arctic) Race to the North Pole: BR (Australia) School in the Outback: E (Australia) Going for Gold: E (China) The Golden Fish: DW (China) The Chance to Dance: DW; E (Pacific Islands) Farewell to Boyhood: BR (Pacific Islands) A Samoan Song: BR (South Africa) Our Painted Village: BR (C) participate in rhymes, songs, conversations, and discussions (D) listen critically to interpret and evaluate (Arctic) Race to the North Pole: BR (Australia) The Outback Adventure: F; DW (Costa Rica) Helping Hands: E; BLM Making a Difference (India) The Indigo Jackal: E (India) Mother Teresa of Calcutta: C; E (Pacific Island) On Board with Captain Cook: E; BLM Keep Trying (Arctic) The Stolen Sun: E (Australia) School in the Outback: E (India) Mother Teresa of Calcutta: E (South Africa) Fighting for Freedom: E; DR pp. 4 5 Page 1 of 155

2 English Language Arts and Reading Grade 3 (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia (Costa Rica) Oxcart Day: F (India) My Elephant, My Friend: F (India) The Indigo Jackal: F (South Africa) Fighting for Freedom: DR pp. 4 5 (Australia) The Outback Adventure: F; DW Page 2 of 155

3 English Language Arts and Reading Grade 3 (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. (A) connect experiences and ideas with those of others through speaking and listening (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures Title(s) (China) Fishing with the Birds: E; BLM Respect for All (Costa Rica) Helping Hands: E (Costa Rica) Oxcart Day: BR; E; BLM Sharing Family Traditions (India) My Elephant, My Friend: E (Pacific Islands) Farewell to Boyhood: BR; E (Pacific Islands) A Samoan Song: BR; E; BLM Welcome to Our Place (South Africa) Fighting for Freedom: E; BLM Overcoming Fear (China) Fishing with the Birds: E; BLM Respect for All (China) The Golden Fish: DW; BLM Comparing Stories (Costa Rica) Oxcart Day: Br; E; BLM Sharing Family Traditions (Pacific Islands) Farewell to Boyhood: BR; E (Pacific Islands) A Samoan Song: DR pp , 18 21, (South Africa) Our Painted Village: BR Page 3 of 155

4 English Language Arts and Reading Grade 3 3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (C) ask and answer relevant questions and make contributions in small or large group discussions D) present dramatic interpretations of experiences, stories, poems, or plays (E) gain increasing control of grammar when speaking such as using subject verb agreement, complete sentences, and correct tense Title(s) (Arctic) Mush, Mush!: E (Australia) School in the Outback: E (Costa Rica) Helping Hands: E (Costa Rica) Oxcart Day: F (India) The Indigo Jackal: E (Costa Rica) Oxcart Day: F (India) The Indigo Jackal: E (Arctic) Mush, Mush!: E (Arctic) Race to the North Pole: E (Costa Rica) Helping Hands: E (India) The Indigo Jackal: E (Pacific Islands) On Board with Captain Cook: E (South Africa) Monkey Business: E (Costa Rica) Oxcart Day: F (India) The Indigo Jackal: F (Pacific Islands) A Samoan Song: F (Costa Rica) Helping Hands: V (Pacific Islands) On Board with Captain Cook: V; BLM Changing Verb Tense Page 4 of 155

5 English Language Arts and Reading Grade 3 (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. (A) use vocabulary to describe clearly ideas, feelings, and experiences B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts (C) retell a spoken message by summarizing or clarifying Title(s) (Arctic) Race to the North Pole: BR (Australia) School in the Outback: E; BLM Finish What You Start (Australia) Going for Gold: E (South Africa) Monkey Business: E Page 5 of 155

6 English Language Arts and Reading Grade 3 (5) Reading/word identification. The student uses a variety of word identification strategies. (A) decode by using all letter-sound correspondences within a word Title(s) (B) blend initial letter-sounds with common vowel spelling patterns to read words (C) identify multisyllabic words by using common syllable patterns (D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (F) read both regular and irregular words automatically such as through multiple opportunities to read and reread (India) My Elephant, My Friend: V; BLM Assess (South Africa) Our Painted Village: V (South Africa) Fighting for Freedom: V (Australia) The Outback Adventure: F (Costa Rica) Helping Hands: F Page 6 of 155

7 English Language Arts and Reading Grade 3 (6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. (A) read regularly in independentlevel materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (B) read regularly in instructionallevel materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; the "typical" third grader reads 80 wpm) Title(s) books have been written with careful attention to use of gradelevel vocabulary. Definitions are provided for vocabulary that is above grade level. books have been written with careful attention to use of gradelevel vocabulary. Definitions are provided for vocabulary that is above grade level. (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (Arctic) Mush, Mush!: F (Arctic) The Stolen Sun: F (Arctic) Race to the North Pole: F; BLM Assess (Australia) School in the Outback: F (Australia) Going for Gold: F; BLM Assess (China) Fishing with the Birds: F (China) The Golden Fish: F; BLM Assess (Costa Rica) Oxcart Day: F; BLM Assess (India) My Elephant, My Friend: F (India) The Indigo Jackal: F; BLM Assess (India) Mother Teresa of Calcutta: F (Pacific Islands) Farewell to Boyhood: F; BLM Assess (South Africa) Our Painted Village: F: BLM Assess Page 7 of 155

8 English Language Arts and Reading Grade 3 (D) self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (E) read silently for increasing periods of time (China) The Golden Fish: V Page 8 of 155

9 English Language Arts and Reading Grade 3 (7) Reading/variety of texts. The student reads widely for different purposes in varied sources. (A) read classic and contemporary works (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (C) read to accomplish various purposes, both assigned and selfselected Title(s) The Grade 3 text collection features both contemporary and traditional fiction. The Grade 3 collection features nonfiction photo essay, fiction, and biography texts. (Arctic) Mush, Mush!: C (China) The Golden Fish: V (India) My Elephant, My Pet: E Page 9 of 155

10 English Language Arts and Reading Grade 3 (8) Reading/vocabulary development. The student develops an extensive vocabulary. (A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (B) develop vocabulary through reading (C) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words Title(s) (Arctic) The Stolen Sun: V; BLM Assess (Australia) Going for Gold: BR; C (China) The Chance to Dance: BR (India) Mother Teresa of Calcutta: BR (Pacific Islands) On Board with Captain Cook: BR (South Africa) Monkey Trouble: BR (South Africa) Fighting for Freedom: BR (Arctic) The Stolen Sun: V; BLM Assess (Australia) School in the Outback: V; BLM Assess (China) The Golden Fish: V (China) The Chance to Dance: F; BLM Assess (Costa Rica) Helping Hands: V; BLM Assess (Pacific Islands) On Board with Captain Cook: DR pp. 6 7, 8 9 (South Africa) Fighting for Freedom: DR pp. 8 11, 12 13, 18 21; V; BLM Assess (Costa Rica) Helping Hands: C; BLM Composing a Glossary Page 10 of 155

11 English Language Arts and Reading Grade 3 (D) demonstrate knowledge of synonyms, antonyms, and multimeaning words (for example, by sorting, classifying, and identifying related words) (Australia) Going for Gold: C (China) Fishing with the Birds: V; BLM Synonyms and Antonyms (China) The Chance to Dance: F; V; BLM Assess (India) My Elephant, My Friend: V; BLM Assess (Pacific Islands) A Samoan Song: V; BLM Assess Page 11 of 155

12 English Language Arts and Reading Grade 3 (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. (A) use prior knowledge to anticipate meaning and make sense of texts Title(s) (Arctic) Mush, Mush!: BR (China) The Golden Fish: BR (India) My Elephant, My Friend: BR (India) The Indigo Jackal: BR (B) establish purposes for reading (Arctic) Mush, Mush!: C and listening such as to be informed, (Australia) The Outback Adventure: C to follow directions, and to be (India) My Elephant, My Friend: BR; C; E entertained (India) Mother Teresa of Calcutta: C (Pacific Islands) Farewell to Boyhood: C (South Africa) Our Painted Village: C (C) retell or act out the order of important events in stories (D) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (E) draw and discuss visual images based on text descriptions (Arctic) Mush, Mush!: C (China) The Golden Fish: C (Costa Rica) Oxcart Day: C (India) Mother Teresa of Calcutta: C; BLM Assess (Pacific Islands) On Board with Captain Cook: C; BLM Assess (South Africa) Monkey Trouble: C Page 12 of 155

13 English Language Arts and Reading Grade 3 (F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (G) identify similarities and differences across texts such as in topics, characters, and themes (Arctic) Mush, Mush!: BLM Assess (Australia) The Outback Adventure: C; BLM Assess (Australia) Going for Gold: C (China) Fishing with the Birds: C; BLM Assess (China) The Chance to Dance: C; BLM Cause and Effect; DW (Costa Rica) The Drummer Boy: C; BLM Assess (India) The Indigo Jackal: C; BLM Advice for Raji (India) Mother Teresa of Calcutta: C; BLM Assess (Pacific Islands) On Board with Captain Cook: C; BLM Assess (South Africa) Monkey Business: C; BLM Assess (Arctic) The Stolen Sun: C (China) The Golden Fish: BR; DW; BLM Comparing Stories (India) The Indigo Jackal: BR (H) produce summaries of text selections (Australia) The Outback Adventure: C (Costa Rica) The Drummer Boy: C; BLM Assess (India) Mother Teresa of Calcutta: C; BLM Assess (Pacific Islands) Farewell to Boyhood: C (Pacific Islands) On Board with Captain Cook: C; BLM Assess (I) represent text information in different ways, including story maps, graphs, and charts (Australia) The Outback Adventure: C (China) Fishing with the Birds: C (China) The Golden Fish: C (Costa Rica) The Drummer Boy: DW; BLM A Personal Timeline Page 13 of 155

14 English Language Arts and Reading Grade 3 (J) distinguish fact from opinion in various texts, including news stories and advertisements (K) practice different kinds of questions and tasks, including testlike comprehension questions (Australia) Going for Gold: C (Costa Rica) The Drummer Boy: C (India) Mother Teresa of Calcutta: C; BLM Assess (Pacific Islands) On Board with Captain Cook: C; BLM Assess (South Africa) Monkey Business: C; BLM Assess (China) Fishing with the Birds: C; BLM Assess (India) Mother Teresa of Calcutta: C; BLM Assess (Pacific Islands) A Samoan Song: V; BLM Assess (South Africa) Our Painted Village: DW; BLM Local Places to Visit Page 14 of 155

15 English Language Arts and Reading Grade 3 (10) Reading/literary response. The student responds to various texts. Title(s) (A) respond to stories and poems in (Australia) The Outback Adventure: C ways that reflect understanding and (China) The Golden Fish: C interpretation in discussion (India) The Indigo Jackal: C; (speculating, questioning), in writing, BLM Advice for Raji and through movement, music, art, (South Africa) Monkey Trouble: DW and drama (B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (India) My Elephant, My Friend: C; E; BLM Sharing Expectations (India) Mother Teresa of Calcutta: C (Pacific Islands) Farewell to Boyhood: C (South Africa) Our Painted Village: C; DW (South Africa) Fighting for Freedom: C; BLM Fighting for Freedom Main Points (C) support interpretations or conclusions with examples drawn from text (D) connect ideas and themes across texts (Arctic) Race to the North Pole: E; BLM Character Development (Australia) The Outback Adventure: C (Australia) Going for Gold: C (Costa Rica) Oxcart Day: DW (India) My Elephant, My Friend: E (Pacific Islands) A Samoan Song: C; BLM Make a Match (Arctic) The Stolen Sun: C (China) The Golden Fish: BR; DW; BLM Comparing Stories (India) The Indigo Jackal: C (South Africa) Monkey Business: E; BLM Who's Responsible for That? Page 15 of 155

16 English Language Arts and Reading Grade 3 (11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. Title(s) (A) distinguish different forms of texts, (Costa Rica) The Drummer Boy: F including lists, newsletters, and signs (India) My Elephant, My Friend: BR and the functions they serve (Pacific Islands) Farewell to Boyhood: C (B) distinguish fiction from nonfiction, including fact and fantasy (C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant (E) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (Arctic) The Stolen Sun: BR (China) The Golden Fish: BR (India) My Elephant, My Friend: BR (Arctic) The Stolen Sun: BR (China) The Golden Fish: BR (China) The Chance to Dance: BR (Costa Rica) The Drummer Boy: F (India) The Indigo Jackal: BR (Pacific Islands) On Board with Captain Cook: BR (Pacific Islands) Farewell to Boyhood: C (Arctic) The Stolen Sun: DR pp. 6 7, 8 11 (Costa Rica) Oxcart Day: DR pp. 4 5 (Pacific Islands) On Board with Captain Cook: DR pp. 4 5 Page 16 of 155

17 English Language Arts and Reading Grade 3 (F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (Arctic) The Stolen Sun: BR (Arctic) Race to the North Pole: BR (Australia) The Outback Adventure: BR; DW (China) The Golden Fish: BR (China) The Chance to Dance: BR (Costa Rica) The Drummer Boy: F (India) The Indigo Jackal: BR (South Africa) Fighting for Freedom: F; BR (G) compare communications in (Pacific Islands) Farewell to Boyhood: C different forms, including contrasting a dramatic performance with a print version of the same story (H) analyze characters, including their traits, feelings, relationships, and changes (I) identify the importance of the setting to a story's meaning (Arctic) Mush, Mush!: DW (Arctic) Race to the North Pole: C; BLM Character Development (China) The Golden Fish: C (Costa Rica) The Drummer Boy: E (Pacific Islands) Farewell to Boyhood: BR; C (Pacific Islands) A Samoan Song: BR; DR pp , 18 21, (South Africa) Fighting for Freedom: DR pp. 6 7, 8 11, 12 13, 14 17, (Arctic) The Stolen Sun: BR (Arctic) Race to the North Pole: BR (Australia) The Outback Adventure: BR (Costa Rica) The Drummer Boy: F (Pacific Islands) A Samoan Song: BR (South Africa) Fighting for Freedom: F; BR; DR pp. 8 11, 12 13,14 17 Page 17 of 155

18 English Language Arts and Reading Grade 3 (J) recognize the story problem(s) or plot (Arctic) The Stolen Sun: DW; BLM Modernizing a Story (China) The Golden Fish: DW; BLM Comparing Stories (Costa Rica) The Drummer Boy: F; E (Pacific Islands) A Samoan Song: BR (South Africa) Fighting for Freedom: BR; C; BLM Fighting for Freedom Main Points; DR pp. 8 11, 12 13, Page 18 of 155

19 English Language Arts and Reading Grade 3 (12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. (A) identify relevant questions for inquiry such as "What Native American tribes inhabit(ed) Texas?" (B) use alphabetical order to locate information Title(s) (Arctic) Race to the North Pole: BR (Australia) The Outback Adventure: E (India) My Elephant, My Friend: BR; C; E (South Africa) Our Painted Village: C (India) My Elephant, My Friend: C (South Africa) Fighting for Freedom: C; BLM Fighting for Freedom Main Points (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (Arctic) Mush, Mush!: C (Australia) School in the Outback: BR (Australia) Going for Gold: BR (China) The Chance to Dance: BR (Costa Rica) The Drummer Boy: BR (India) My Elephant, My Friend: BR; C (Pacific Islands) Farewell to Boyhood: BR (South Africa) Fighting for Freedom: C; BLM Fighting for Freedom Main Points (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (Australia) The Outback Adventure: E Page 19 of 155

20 English Language Arts and Reading Grade 3 (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (F) locate and use important areas of the library media center (Arctic) Race to the North Pole: DR pp. 4 5, (Australia) School in the Outback: BR; DR pp (Australia) Going for Gold: BR (China) The Chance to Dance: DR pp. 4 5, (Costa Rica) The Drummer Boy: BR; DR pp. 4 5, 12 13, (India) My Elephant, My Friend: BR; C (India) Mother Teresa of Calcutta: DR pp. 4 5, (Pacific Islands) On Board with Captain Cook: C; DR pp. 4 5, 10 13, 18 19, (South Africa) Fighting for Freedom: DR (G) organize information in systematic ways, including notes, charts, and labels (H) demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (I) use compiled information and knowledge to raise additional, unanswered questions (J) draw conclusions from information gathered (Arctic) Mush, Mush!: C (India) My Elephant, My Friend: C; E (South Africa) Fighting for Freedom: C; BLM Fighting for Freedom Main Points (Pacific Islands) Farewell to Boyhood: C Page 20 of 155

21 English Language Arts and Reading Grade 3 (13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. (A) connect his/her own experiences with the life experiences, language, customs, and culture of others (B) compare experiences of characters across cultures Title(s) (Arctic) Mush, Mush!: E; BLM Helping Out (Australia) School in the Outback: C; BLM Comparing Schools; E (China) Fishing with the Birds: E; BLM Respect for All (Costa Rica) Helping Hands: E (Costa Rica) Oxcart Day: BR; E; BLM Sharing Family Traditions (Costa Rica) The Drummer Boy: E; BLM A Time for Change (India) My Elephant, My Friend: BR; E (India) Mother Teresa of Calcutta: E; BLM Lend a Helping Hand (Pacific Islands) Farewell to Boyhood: BR; C; E; BLM Respecting Yourself (South Africa) Our Painted Village: DW; BLM Local Places to Visit; E; BLM Now and Then (Australia) The Outback Adventure: E (China) Fishing with the Birds: E; BLM Respect for All (China) The Golden Fish: DW; BLM Comparing Stories (Costa Rica) Oxcart Day: E (Pacific Islands) A Samoan Song: BR; E; Welcome to Our Place Page 21 of 155

22 English Language Arts and Reading Grade 3 (14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. (A) write to record ideas and reflections (B) write to discover, develop, and refine ideas (C) write to communicate with a variety of audiences Title(s) (Arctic) Mush, Mush!: E; BLM Helping Out (Australia) Going for Gold: E; BLM If at First You Don't Succeed (Costa Rica) Helping Hands: DW (India) The Indigo Jackal: E; BLM Never a Bad Word (India) Mother Teresa of Calcutta: E; BLM Lend a Helping Hand (South Africa) Our Painted Village: E; BLM Now and Then (Arctic) The Stolen Sun: E; BLM Respect for the Environment (Australia) The Outback Adventure: E; BLM The Best of Friends (China) The Chance to Dance: E; BLM I'm Determined to... (South Africa) Monkey Business: E; BLM Who's Responsible for That? (Pacific Islands) Farewell to Boyhood: C Page 22 of 155

23 English Language Arts and Reading Grade 3 (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (Arctic) Mush, Mush!: DW (Arctic) Race to the North Pole: DW (Australia) The Outback Adventure: C; DW (China) Fishing with the Birds: DW (China) The Chance to Dance: DW (Costa Rica) Helping Hands: DW (Costa Rica) Oxcart Day: DW (India) My Elephant, My Friend: DW; BLM Caring for a Pet; E (India) The Indigo Jackal: DW (India) Mother Teresa of Calcutta: DW (Pacific Islands) Farewell to Boyhood: C; DW; BLM Planning a Dress-Up Part (Pacific Islands) On Board with Captain Cook: DW (South Africa) Our Painted Village: C (South Africa) Fighting for Freedom: DW Page 23 of 155

24 English Language Arts and Reading Grade 3 (15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly (A) gain more proficient control of all aspects of penmanship (B) use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy Title(s) (Australia) The Outback Adventure: C (Australia) The Outback Adventure: C; V; BLM Contractions (Costa Rica) Helping Hands: DW (India) My Elephant, My Friend: DW; BLM Caring for a Pet (India) The Indigo Jackal: DW (India) Mother Teresa of Calcutta: DW (Pacific Islands) Farewell to Boyhood: C Page 24 of 155

25 English Language Arts and Reading Grade 3 (16) Writing/spelling. The student spells proficiently. (A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowelconsonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (B) spell multisyllabic words using regularly spelled phonogram patterns (C) write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as -ing, -ed, or -able are added (D) write with more proficient use of orthographic patterns and rules such as oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y to i Title(s) (E) write with more proficient spelling of contractions, compounds, and homonyms such as hair hare and bear bare (F) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns (G) spell words ending in -tion and -sion such as station and procession (Costa Rica) Oxcart Day: V; BLM Compound Words (India) The Indigo Jackal: V Page 25 of 155

26 English Language Arts and Reading Grade 3 (H) use resources to find correct spellings, synonyms, or replacement words Page 26 of 155

27 English Language Arts and Reading Grade 3 (17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. (A) use correct irregular plurals such as sheep (B) use singular and plural forms of regular nouns and adjust verbs for agreement (C) compose elaborated sentences in written texts and use the appropriate end punctuation (D) compose sentences with interesting, elaborated subjects Title(s) (India) Mother Teresa of Calcutta: V; BLM Singulars and Plurals (India) Mother Teresa of Calcutta: V; BLM Singulars and Plurals (Arctic) The Stolen Sun: V (Australia) The Outback Adventure: C (India) My Elephant, My Friend: DW; BLM Caring for a Pet (Pacific Islands) Farewell to Boyhood: C (E) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (Australia) The Outback Adventure: C (Australia) Going for Gold: V (Costa Rica) Helping Hands: V (Pacific Island) On Board with Captain Cook: V; BLM Changing Verb Tense Page 27 of 155

28 English Language Arts and Reading Grade 3 (18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. (A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts Title(s) (Australia) The Outback Adventure: C (India) The Indigo Jackal: DW (Pacific Islands) Farewell to Boyhood: C (B) develop drafts (Australia) The Outback Adventure: C (India) The Indigo Jackal: DW (Pacific Islands) Farewell to Boyhood: C (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (India) The Indigo Jackal: DW (Pacific Islands) Farewell to Boyhood: C (Australia) The Outback Adventure: C (Costa Rica) Helping Hands: DW (Costa Rica) Oxcart Day: DW (India) My Elephant, My Pet: DW; BLM Caring for a Pet (India) The Indigo Jackal: DW (Pacific Islands) Farewell to Boyhood: C (E) use available technology for aspects of writing such as word processing, spell checking, and printing Page 28 of 155

29 English Language Arts and Reading Grade 3 (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (Arctic) Race to the North Pole: DW (Australia) The Outback Adventure: C (China) Fishing with the Birds: DW (Costa Rica) Helping Hands: DW (Costa Rica) Oxcart Day: DW (India) My Elephant, My Pet: DW; BLM Caring for a Pet (Pacific Islands) Farewell to Boyhood: C Page 29 of 155

30 English Language Arts and Reading Grade 3 (19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. (A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (B) respond constructively to others' writing (C) determine how his/her own writing achieves its purposes (D) use published pieces as models for writing (E) review a collection of his/her own written work to monitor growth as a writer Title(s) (Pacific Islands) Farewell to Boyhood: C Page 30 of 155

31 English Language Arts and Reading Grade 3 (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. (A) write or dictate questions for investigating Title(s) (Australia) The Outback Adventure: E (B) record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas (C) take simple notes from relevant sources such as classroom guests, books, and media sources (D) compile notes into outlines, reports, summaries, or other written efforts using available technology Page 31 of 155

32 English Language Arts and Reading Grade 4 (1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. Title(s) (A) determine the purposes for (Canada) Operation Migration: F listening such as to gain information, (Italy) The Flag Throwers: DW to solve problems, or to enjoy and (Peru) Living with the Llamas: BR; DW; appreciate BLM A Day in the Life (U.S.A.) Batting Against the Odds: F; BR (West Africa) The Salt Caravan: F (B) eliminate barriers to effective listening (C) understand the major ideas and supporting evidence in spoken messages (D) listen critically to interpret and evaluate (Italy) The Flag Throwers: E (U.S.A.) The Corkscrew: F (U.S.A.) Batting Against the Odds: F (Italy) The Flag Throwers: BR (Mexico) How Music Came to Earth: E (U.S.A.) The Corkscrew: BR (U.S.A.) Batting Against the Odds: F Page 32 of 155

33 English Language Arts and Reading Grade 4 (2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (C) distinguish between the speaker's opinion and verifiable fact (D) monitor his/her own understanding of the spoken message and seek clarification as needed Title(s) (U.S.A.) Batting Against the Odds: F (West Africa) Off to Africa: DW (West Africa) Off to Africa: DW (U.S.A.) Batting Against the Odds: F (West Africa) Off to Africa: DW Page 33 of 155

34 English Language Arts and Reading Grade 4 (3) Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language. (A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works Title(s) (Peru) SOS on the Inca Trail: F; BR (Peru) City of the Inca: F; BR (U.S.A.) The Corkscrew: F; BR (West Africa) The Salt Caravan: F; BR (B) describe how the language of literature affects the listener (C) assess how language choice and delivery affect the tone of the message (Canada) The Salmon Forest: F (Peru) SOS on the Inca Trail: F (U.S.A.) The Corkscrew: DR pp. 4 5, (Russia) The Frog Princess: V; BLM Like Two Peas in a Pod (Russia) The Little Duchess: V (Canada) The Salmon Forest: F (U.S.A.) The Corkscrew: DR pp. 4 5, (Russia) The Little Duchess: V Page 34 of 155

35 English Language Arts and Reading Grade 4 (4) Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (B) compare oral traditions across regions and cultures C) identify how language use such as labels and sayings reflects regions and cultures Title(s) (Italy) The Flag Throwers: BR (Italy) The Bell of Atri: BR (Mexico) The Mariachi Kid: E (Peru) Living with Llamas: BR (U.S.A.) Powwow: BR (U.S.A.) Batting Against the Odds: F; BR (Russia) The Whisper of the Stars: C; BLM Lena and Me (West Africa) The Salt Caravan: BR (Italy) The Bell of Atri: BR (Mexico) The Mariachi Kid: E (Mexico) The Mariachi Kid: E Page 35 of 155

36 English Language Arts and Reading Grade 4 (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. Title(s) (A) adapt spoken language such as (Italy) The Flag Throwers: DW word choice, diction, and usage to (Mexico) The Mariachi Kid: C; the audience, purpose, and BLM Interviewing Maureen; E occasion (Peru) Living with Llamas: DW; BLM A Day in the Life (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (D) use effective rate, volume, pitch, and tone for the audience and setting (E) give precise directions and instructions such as for games and tasks (Italy) The Flag Throwers: DW (Mexico) The Mariachi Kid: C; BLM Interviewing Maureen; E (Peru) Living with Llamas: DW; BLM A Day in the Life (Peru) SOS on the Inca Trail: F (Russia) The Frog Princess: F (Italy) The Flag Throwers: DW (Peru) SOS on the Inca Trail: F (Russia) The Frog Princess: F (Canada) A Day with Belugas: DW (Canada) The Salmon Forest: DW (Italy) The Bell of Atri: DW Page 36 of 155

37 English Language Arts and Reading Grade 4 (F) clarify and support spoken ideas with evidence, elaborations, and examples (Canada) A Day with the Belugas: E (Canada) The Salmon Forest: E (Italy) The Bell of Atri: E; BLM Treating Others Well (Mexico) How Music Came to Earth: C Page 37 of 155

38 English Language Arts and Reading Grade 4 (6) Reading/word identification. The student uses a variety of word recognition strategies. (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (B) use structural analysis to identify root words with prefixes such as dis-, non-, in-; and suffixes such as -ness, - tion, -able (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources Title(s) (Italy) The Bell of Atri: V; BLM Assess (Mexico) The Mariachi Kid: V (Mexico) The Color of Life: DR pp (Russia) The Whisper of the Stars: DR pp. 6 7 (Russia) The Little Duchess: V; BLM Assess (West Africa) Off to Africa: V Page 38 of 155

39 English Language Arts and Reading Grade 4 (7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. (A) read regularly in independentlevel materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (B) read regularly in instructionallevel materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" fourth grader reads approximately 90 wpm) Title(s) books have been written with careful attention to use of gradelevel vocabulary. Definitions are provided for vocabulary that is above grade level. books have been written with careful attention to use of gradelevel vocabulary. Definitions are provided for vocabulary that is above grade level. Page 39 of 155

40 English Language Arts and Reading Grade 4 (C) demonstrate characteristics of fluent and effective reading (D) adjust reading rate based on purposes for reading (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (Canada) A Day with the Belugas: F; BLM Assess (Italy) The Flag Throwers: F (Italy) The Bell of Atri: F (Italy) The Travels of Marco Polo: F; BLM Assess (Mexico) The Mariachi Kid: F; BLM Assess (Peru) SOS on the Inca Trail: F; BLM Assess (U.S.A.) The Corkscrew: F; BLM Assess (Russia) The Whisper of the Stars: F; BLM Assess (Canada) Operation Migration: F (U.S.A.) Powwow: F (Russia) The Frog Princess: F (Canada) A Day with the Belugas: F; BLM Assess (Italy) The Travels of Marco Polo: F; BLM Assess (Mexico) The Mariachi Kid: F; BLM Assess (Mexico) The Color of Life: F (Peru) City of the Inca: F (Russia) The Frog Princess: F Page 40 of 155

41 English Language Arts and Reading Grade 4 (F) read silently with increasing ease for longer periods Page 41 of 155

42 English Language Arts and Reading Grade 4 (8) Reading/variety of texts. The student reads widely for different purposes in varied sources. (A) read classic and contemporary works (B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure Title(s) The Grade 4 text collection features both contemporary (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (Canada) A Day with the Belugas: BR (Italy) The Bell of Atri: BR (U.S.A.) The Corkscrew: DR (U.S.A.) Against the Odds: DR (Russia) The Whisper of the Stars: BR; DR (Russia) The Frog Princess: BR; DR Page 42 of 155

43 English Language Arts and Reading Grade 4 (9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. (A) develop vocabulary by listening to selections read aloud (B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un- Title(s) (Canada) The Salmon Forest: BR (U.S.A.) The Corkscrew: BR (Canada) The Salmon Forest: E; BLM A Fine Balance (Italy) The Flag Throwers: V; BLM Walk the Walk (Russia) The Frog Princess: V; BLM Like Two Peas in a Pod (Canada) A Day with the Belugas: V; BLM Derivatives (Italy) The Bell of Atri: V; BLM Assess (Mexico) The Color of Life: DR pp (Russia) The Whisper of the Stars: DR Page 43 of 155

44 English Language Arts and Reading Grade 4 (E) study word meanings systematically such as across curricular content areas and through current events (Canada) A Day with the Belugas: E; BLM You Can Count on Me (Canada) The Salmon Forest: E; BLM A Fine Balance; V; BLM Assess (Italy) The Bell of Atri: V; BLM Assess (Italy) The Travels of Marco Polo: E; BLM Showing Respect (Mexico) How Music Came to Earth: E; BLM From Me to You: BLM Assess (Peru) Living with the Llamas: V; BLM Assess (Peru) City of the Inca: BR; DR pp.6 9, 10 13, 16 19, (U.S.A.) Batting Against the Odds: F; DR pp. 6 9, 10 13, 14 15; V; BLM Assess Page 44 of 155

45 English Language Arts and Reading Grade 4 (10) Reading/comprehension. The student comprehends selections using a variety of strategies. (A) use his/her own knowledge and experience to comprehend Title(s) (Canada) A Day with the Belugas: BR (Canada) The Salmon Forest: BR (U.S.A.) The Corkscrew: BR; E; BLM Fear Can Be Healthy (U.S.A.) Batting Against the Odds: F (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (Canada) A Day with the Belugas: C (Canada) Operation Migration: C; BLM Bill Lishman Main Points (Mexico) The Mariachi Kid: C (U.S.A.) The Corkscrew: DR pp. 6 9, 12 15, 20 21, (West Africa) Off to Africa: BR; BLM Question and Answer Sheet; DR pp. 6 9, 12 15, 18 19; C; DW Page 45 of 155

46 English Language Arts and Reading Grade 4 (D) describe mental images that text descriptions evoke (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (F) determine a text's main (or major) ideas and how those ideas are supported with details (Italy) The Travels of Marco Polo: V (U.S.A.) The Corkscrew: DR pp. 4 5 (Russia) The Frog Princess: V (Canada) The Salmon Forest: C (Mexico) The Mariachi Kid: DR pp. 4 5, (Mexico) The Color of Life: C; BLM Assess (Peru) Living with Llamas: DR pp (U.S.A.) The Corkscrew: DR pp. 6 9, (Russia) The Little Duchess: C (West Africa) The Salt Caravan: C (Canada) The Salmon Forest: DR pp , (Canada) Operation Migration: C; BLM Bill Lishman Main Points Page 46 of 155

47 English Language Arts and Reading Grade 4 (G) paraphrase and summarize text to recall, inform, and organize ideas (Canada) The Salmon Forest: DR pp. 6 9, (Italy) The Bell of Atri: C (Mexico) The Color of Life: C; BLM Assess (Peru) Living with Llamas: C (U.S.A.) Powwow: C; BLM Assess (Russia) The Frog Princess: DR pp (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (Canada) The Salmon Forest: DR pp (Canada) Operation Migration: C; BLM Assess (Italy) The Travels of Marco Polo: DR pp , 18 19; C; BLM Looking at the Facts (Mexico) The Color of Life: C; BLM Assess; E (Peru) City of the Inca: C; BLM Assess (U.S.A.) Powwow: C; BLM Assess (U.S.A.) The Corkscrew: DR pp , 16 19, 20 21, (West Africa) Friends or Foes?: DR pp. 6 7, 8 13, 20 21; C; BLM Assess Page 47 of 155

48 English Language Arts and Reading Grade 4 (I) find similarities and differences across texts such as in treatment, scope, or organization (Mexico) The Color of Life: BR (Peru) City of the Inca: BR (J) distinguish fact and opinion in various texts (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (Canada) Operation Migration: C (Peru) City of the Inca: C; BLM Assess (Canada) The Salmon Forest: E; BLM A Fine Balance (Italy) The Flag Throwers: C; BLM Assess (Peru) City of the Inca: E; BLM Inspiration and Perspiration; C; BLM Assess (U.S.A.) Batting Against the Odds: C (West Africa) Off to Africa: BR; BLM Questions and Answers; C (L) represent text information in different ways such as in outline, timeline, or graphic organizer (Canada) Operation Migration: C; BLM Bill Lishman Main Points (Italy) The Flag Throwers: C (Mexico) The Mariachi Kid: C; BLM Interviewing Maureen (U.S.A.) The Corkscrew: C; BLM Story Elements Page 48 of 155

49 English Language Arts and Reading Grade 4 (11) Reading/literary response. The student expresses and supports responses to various types of texts. (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (B) interpret text ideas through such varied means as journal writing, discussion, enactment, media Title(s) (Canada) The Salmon Forest: E; BLM A Fine Balance (Mexico) How Music Came to Earth: C (U.S.A.) The Corkscrew: DR pp. 4 5, 10 11, 12 15, 16 19, 20 21, 22 23; E (Russia) The Frog Princess: E (Italy) The Travels of Marco Polo: DW (Mexico) How Music Came to Earth: C (U.S.A.) Powwow: DW; E; BLM Living in Two Worlds (U.S.A) The Corkscrew: E; BLM Fear Can Be Healthy (Russia) The Frog Princess: E; BLM Rewarding Kindness (C) support responses by referring to relevant aspects of text and his/her own experiences (U.S.A.) Powwow: E; BLM Living in Two Worlds (U.S.A.) The Corkscrew: DR pp (U.S.A.) Batting Against the Odds: C (Russia) The Frog Princess: E; BLM Rewarding Kindness Page 49 of 155

50 English Language Arts and Reading Grade 4 (D) connect, compare, and contrast ideas, themes, and issues across text (U.S.A.) Powwow: E; BLM Living in Two Worlds (U.S.A.) Batting Against the Odds: C; E; BLM Getting It Done (Russia) The Little Duchess: E; BLM Showing Respect Page 50 of 155

51 English Language Arts and Reading Grade 4 (12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). (A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?" (B) recognize that authors organize information in specific ways (C) identify the purposes of different types of texts such as to inform, influence, express, or entertain Title(s) (Italy) The Travels of Marco Polo: DR pp. 4 5, 20 21, (Peru) SOS on the Inca Trail: DR pp (U.S.A.) The Corkscrew: DR pp (Russia) The Frog Princess: DR pp (Canada) A Day with the Belugas: F; BR; C; DR pp (Canada) Operation Migration: BR; DR pp. 4 5, 8 13 (Mexico) The Color of Life: 4 5; DR pp. 4 5 (Peru) City of the Inca: DR pp ; (Italy) The Bell of Atri: BR (Peru) City of the Inca: BR; DR; E (U.S.A.) The Corkscrew: DR, E (U.S.A.) Batting Against the Odds: F; BR; DR; E (Russia) The Frog Princess: F; BR Page 51 of 155

52 English Language Arts and Reading Grade 4 (D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (Canada) A Day with the Belugas: F (Italy) The Bell of Atri: DR pp (Mexico) How Music Came to Earth: BR; DR pp. 8 11; DW; BLM How It Came to Be (Mexico) The Color of Life: BR (U.S.A.) Batting Against the Odds: BR (Russia) The Frog Princess: F; BR (E) compare communication in (Russia) The Frog Princess: F; DR different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant (F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (Italy) The Bell of Atri: BR (U.S.A.) The Corkscrew: DR pp. 4 5, 16 19, 20 21, (Russia) The Frog Princess: F; BR; C (West Africa) Friends or Foes?: BR; DR pp. 4 5, Page 52 of 155

53 English Language Arts and Reading Grade 4 (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (Italy) The Bell of Atri: DR pp (Italy) How Music Came to Earth: BR; DR pp. 8 11, DW; BLM How It Came to Be (Mexico) The Color of Life: BR (Russia) The Frog Princess: F; BR; C (West Africa) Friends or Foes?: BR; DR pp (H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (Canada) Operation Migration: BR; DR pp. 6 7, 14 17; C; BLM Bill Lishman Main Points; E; BLM Showing You Care (Italy) The Travels of Marco Polo: DR pp. 6 7, 14 17, (Mexico) The Color of Life: DR pp. 6 7, 8 11, 12 13, (Peru) SOS on the Inca Trail: DR pp. 6 7, 8 11, 16 19; C; BLM Character Web (U.S.A.) Batting Against the Odds: DR pp. 4 5, 6 9, 10 13, 14 15, 18 21, (Russia) The Frog Princess: C (West Africa) Off to Africa: DR pp. 6 9, 10 11, 16 17, 20 23; E; BLM The Will to Succeed Page 53 of 155

54 English Language Arts and Reading Grade 4 (I) recognize and analyze story plot, setting, and problem resolution (J) describe how the author's perspective or point of view affects the text (Canada) The Salmon Forest: DR pp. 4 5 (Canada) Operation Migration: BR; DR pp. 4 5, 14 17, 18 21, (Italy) The Bell of Atri: BR (Italy) The Bell of Atri: BR, DR pp. 4 5; C (Peru) SOS on the Inca Trail: BR; DR 6 7, 20 21, (U.S.A.) The Corkscrew: C; BLM Story Elements (Italy) The Travels of Marco Polo: DR pp. 4 5, 20 21, Page 54 of 155

55 English Language Arts and Reading Grade 4 (13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. (A) form and revise questions for investigations, including questions arising from interests and units of study (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions Title(s) (Mexico) The Mariachi Kid: C; BLM Interviewing Maureen (Canada) A Day with the Belugas: BR (Canada) Operation Migration: C; BLM Bill Lishman Main Points Page 55 of 155

56 English Language Arts and Reading Grade 4 (D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (G) draw conclusions from information gathered from multiple sources (Canada) Operation Migration: DR pp. 4 5; C; BLM Assess (Italy) The Flag Throwers: C (Italy) The Travels of Marco Polo: DR pp. 8 9 (Mexico) The Mariachi Kid: DR pp (Mexico) The Color of Life: DR pp. 4 5 (Peru) City of the Inca: BR; DR pp. 4 5; 22 23; C; BLM Assess (U.S.A.) Powwow: C; BLM Assess Page 56 of 155

57 English Language Arts and Reading Grade 4 (H) use compiled information and knowledge to raise additional, unanswered questions Page 57 of 155

58 English Language Arts and Reading Grade 4 (14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. Title(s) (A) compare text events with his/her (Italy) The Flag Throwers: DR pp , own and other readers' experiences (Mexico) The Mariachi Kid: DR pp (Peru) Living with Llamas: DR pp. 4 5, 6 7, 8 11, 12 13, E; BLM What Would You Do? (U.S.A.) Batting Against the Odds: F, BR, DR; E (Russia) The Whisper of the Stars: C; BLM Lena and Me (West Africa) The Salt Caravan: DR pp ; E Page 58 of 155

59 English Language Arts and Reading Grade 4 (B) determine distinctive and common characteristics of cultures through wide reading (Italy) The Flag Throwers: DR pp. 4 5, 6 9, 10 13, 16 17, 18 19, 20 21, (Mexico) The Mariachi Kid: E; DR pp. 6 9, 16 17, 18 21, (Peru) Living with Llamas: DR pp. 8 11, 12 13, 18 19, 20 23; E (Peru) City of the Inca: DR pp (Russia) The Whisper of the Stars: C; BLM Lena and Me; E (West Africa) The Salt Caravan: DR pp. 6 9, 14 15, 16 17, Page 59 of 155